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GreatSchools Rating

Linwood E. Howe Elementary School

Public | K-5 | 509 students

Our school is best known for a nuturing, balanced approach to education.

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 9 ratings
2012:
Based on 11 ratings
2011:
Based on 8 ratings

Teacher quality

Principal leadership

Parent involvement

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60 reviews of this school


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Posted August 22, 2014

My child finished k at Lin Howe last year. It was my child s first year at the school, and we all had a great experience. She learned a lot, had a wonderful teacher, and made some really nice friends among her classmates. It s our neighborhood school, and I was so glad she could walk to school, especially since she seemed to meet friends along the way quite frequently each week. Part of what I enjoyed a great deal was the community. The other parents were very warm, friendly, open, and not dismissive of parents who weren t able to volunteer during school hours. The teachers were very nice, and it seems like a well-run institution though of course much bigger than our preschool (so that was a little bit of an adjustment for me). We also had a good experience with the supplemental lessons as well as the great morning care / aftercare program offered by the Office of Child Development. Not a "holding tank" at all - the teachers worked out all kind of activities for the kids throughout the year.
—Submitted by a parent


Posted July 30, 2014

Linwood Howe and all of the schools in Culver City have an excellent reputation--but, perhaps that set my expectations too high. The focus at Lin Howe seems more on the appearance of education rather than a holistic education that develops the strengths of individual students. This manifested itself in multiple ways. First, the principal always referred to herself by her title "Dr." which seemed somewhat off-putting. Her demeanor only underlined this. As a parent, I felt as if nothing I said or thought about my child's education mattered because I was not the expert. The teachers who pursued advanced degrees *during* the school year were praised. How can you successfully educate the individual students in your classroom when you're busy obtaining your own education? Finally, the emphasis on conforming to state standards seemed to come at the expense of working with the various learning styles and strengths of each student. Perhaps that is just what I should expect in the public school, but it was disappointing to experience at such a well-regarded school.
—Submitted by a parent


Posted June 13, 2014

I love this school. The teachers are nurturing and really work with the children to ensure they are thriving in the classroom. I had my reservations about the current principal when she started as the former principal was excellent. Needless to say, this principal has been great as well, she is not as warm and nurturing as the former, but she is responsive to our concerns. Parent involvement is HUGE here. The PTA and boosters are very active and do a great job at fundraising.
—Submitted by a parent


Posted April 1, 2014

The dedicated teachers and active families who volunteer and raise money for the school are the reasons why LinHowe has been a good experience for us. We have not been impressed with the current principal and her leadership. She has been on the job for over a year so one expects her to experience a learning curve. However, she is not on site a lot of times maybe because of ongoing training. She is pleasant enough but not warm and approachable. Without being specific to a couple of situations we encountered with her, she is very good at citing policy and not really trying to address a parent s concern. So while she has responded to our particular situation, her response and actions seem more reactionary to justify herself rather than fix the problem. My impression on her administrative and leadership skills leads me to believe that being principal of an elementary school is not her long-term plans. It s unfortunate, because she has a great opportunity to collaborate with the parents, and inspire and motivate her staff with true leadership. LinHowe will continue to be a good school because of the teachers and parents' support but it could be so much better with a good principal.
—Submitted by a parent


Posted March 19, 2013

Linwood Howe is a great neighborhood school, but not average. First thing that springs to mind is COMMUNITY. This school has a tight knit community of families, who not only care about the school and the education their kids are receiving, but they care for each other s kids. We watch out for each other. On any given day, you can see most of the neighborhood kids and parents walking or biking to school together. To sum it up in only a paragraph is hard. The teachers at our school are phenomenal. Our programs include, art outreach, edible garden and nutrition, Green Team, Math Olympiads, the list goes on. The parents and staff at our school go beyond what's required to make sure our kids are supported in the classroom and after school through the programs offered at our school. It's truly a unique and special community here at Linwood Howe.
—Submitted by a parent


Posted March 12, 2013

This school has been remarkable for both my children. It's only our first year, but so far we are beyond impressed. The individualized attention that each of my children receives is almost indescribable. Especially my older child who needs some help in the classroom. His teacher communicates with us constantly about his progress and makes us feel like he's her only student. I know for a fact that this is not at the expense of the other students because every parent in my class says the same thing. My other child needs no help in the classroom but in fact needs more challenge. Her teacher rises to the occasion. The school is in no way perfect and I'd love to change a few things. But for being a neighborhood public school, we almost feel like our kids are getting a private school education. And it's full of really great families who are genuine, involved, down to earth and caring. The diversity is impressive too - not just ethnic and socioeconomic but international - a really pleasant bonus.
—Submitted by a parent


Posted March 4, 2013

I am a parent of a third grader at Linwood E. Howe. My child has been going to this school since Kindergarten. We started out at a very prestigious pre-school in Beverly Hills, and then started at Lin Howe. I can tell you that we both feel like we are the luckiest family in the world...Lin Howe has been truly a dream come true. It's a family, it's strong and beyond excellent teachers have given my child the very best a school has to offer. We are so blessed to have so much support from the parents, and full support each and every day from ALL of the teachers. There is no place I would have wanted to be but as a Lin Howe Viking! My child is proud, happy and educated. We have a lifetime of memories as a child should be given, thank you Linwood E. Howe, thank you parents, and thank you to our fabulous teachers and leadership. We look forward to two more years at this wonderful school!!!
—Submitted by a parent


Posted March 1, 2013

Linwood Howe's test scores have been steadily rising, but that's not why we love it. We love it because the teachers and staff are passionate, dedicated professionals who care about our kids.
—Submitted by a parent


Posted February 26, 2013

We love Linwood E. Howe! I have been a parent at this school for almost six years now, and I have seen many changes. We chose it first because it was our home school, but were won over completely by the team of fantastic kindergarten teachers. As our children have gotten older, we have discovered that you can't really go wrong with our teachers - there is a type of teacher for every type of kid, and the teachers work carefully with each other to offer the best transition from grade to grade. In each grade different units are managed by the separate grade level teachers, so you get three for one! This allows our teachers to focus carefully on an area of study, and also prepares our kids for the multiple classrooms of the middle school. The leadership and staff of the school are proactive, vigilant, and most importantly, human. The parent community is generous with their contributions of time and expertise to supplement our kids' learning. Lin Howe has been a great place to have my kids learn not only how to read and add, but how to communicate with people and work as a part of a community.
—Submitted by a parent


Posted January 25, 2013

We LOVE our school! Amazing teachers who genuinely care about the students. Significant parent involvement. We have watched the school grow over the years and could not be more happy!
—Submitted by a parent


Posted January 17, 2013

We just moved to the area and enrolled our daughter in Kindergarten at Lin Howe. We are extremely happy with the school. The teachers are very caring and invested in the children's education. The parental involvement is HUGE and there are tons of extra curricular activities both fee and non fee based. It is obvious that the Lin Howe community cares about it's students and wants to make this school as fantastic as possible.
—Submitted by a parent


Posted January 17, 2013

Teachers foster a cooperative and caring atmosphere, Strong curriculum which begins at K. Good after school programs as well.
—Submitted by a parent


Posted January 16, 2013

Linwood Howe is a true gem. With a genuine focus on the whole child, the teachers and active parent community foster a love of learning, strong social responsibility and respect for our earth. Students at Lin Howe build confidence, leadership, independent thinking and empathy. The active Booster Club and PTA organizations provide valuable funding for instructional aids in the classrooms, enrichment programs, and fun activities for the families and community. This school truly enables children to flourish.
—Submitted by a parent


Posted June 8, 2012

This is a truly excellent school. My children transferred in from a charter school and they were behind, but Linwood Howe has graciously caught them up and now they are advancing beyond belief! Really excellent teaching going on here! I am amazed at how much my children are learning. I knew it was a good school but it is even more challenging than I thought it would be and I love it. There is a great spirit here as well. It's a happy, positive, healthy place. And the principal is truly outstanding. Children and parents love her, she's involved and engaged, and she addresses concerns promptly and efficiently. I am so grateful for this school. 5 stars for Linwood Howe!
—Submitted by a parent


Posted June 6, 2012

I had my son in Ventura County schools up until the middle of 3rd grade. His 2nd and 3rd grade school was rated 9 out of 10 by Great Schools. His teachers were nice, but they didn't push him. When he transitioned to Linwood Howe in the middle of 3rd grade his teacher said he had a lot of catching up to do. I saw a huge improvement in his reading and writing in just a few months. We absolutely love his 4th grade teacher who communicates with us and is really on top of how he is progressing in her class. She even offered to have him stay after class to work on his homework with her, which I never had a teacher offer me in the past. The afterschool program is wonderful, my son enjoys the time spent with his friends after school-they are really good with him and communicate with us on a daily basis. LH has been nothing but a positive experience for our son!
—Submitted by a parent


Posted April 5, 2012

Sure LH could do better, but it's on the right track. API improved to 826 - can only hope it keeps gaining because LH is better than its test scores. While test scores are important, LH is also focused on nurturing a well-rounded child. It focuses on social responsibility as well as academics. Lots of parent support. The 2nd grade teachers are fantastic. Class size is manageable despite budget cuts. Principal knows each student by name & listens to parents. An active booster club raised money for class aides. Downside, for 2011-2012 the boosters scaled back aides to 3 instead of 6 because of threat by the union (ACE). Kids were cheated of aides because the boosters was forced to unionize volunteers. I bring this up because dedicated staff & parents are working to better LH and create an enhanced instructional environment despite budget cuts. When a group like ACE complains that the boosters are taking away union jobs that didn't exist & are not paid for by CCUSD, their actions hurt our kids by taking donations from classes. As a parent stakeholder, I want LH to be the best in the district and it has the potential. It has a diverse student body and great parent community.
—Submitted by a parent


Posted April 4, 2012

This is our 1st year at LinHowe and we are pleasantly surprised by our experience at the school having moved into CCUSD and we were not able to get into Farragut. The principal impressed us in our one-on-one talk with her to discuss our concerns about LinHowe being the lowest ranking school in CCUSD. She continues to impress us by being very involved with the kids and we see her roll up her sleeves to help with the mundane behind the scenes tasks that go to run the school smoothly. The jury is out on how savvy she is on dealing with the district to benefit LinHowe, but she has proven to be approachable, dedicated, and hard-working in a thankless position. I find the homework to be light, but I understand LinHowe follows CA standards. When we complained to the teacher, she went out of her way and made a set of extra homework for our child. Our teacher is hardworking and collaborative with us to meet our child s needs. There is strong parent involvement and a lot of fundraising, which is ever more needed because of state cuts. Between the many LinHowe activities, afterschool and Cornucopia programs, our child is getting a good balance of academic and extracurricular stimulation.
—Submitted by a parent


Posted March 21, 2012

Obviously the Parent who put that Lin Howe is a mediocre school is a disgruntled parent. Probably an Ex? Speaking of mediocre education, for future reference "bye" should be "by" in the context that you wrote it in. Furthermore you neglected to put specifics on what makes this school mediocre. Someone who wants their child to go to the Valencia School District is obviously unaware of the issues the Valencia Schools have, as my kids used to be in an Elementary School in Valencia and are now in CCUSD. If a parent has a problem with the school you should address the principal or district to see what can be done to improve the situation. This was clearly a parent who is uninvolved. Be proactive. Linwood Howe has outstanding parent involvement and incredibly dedicated teachers. My children are thriving at Linwood Howe. As far as Ivy league education goes... My first concern is that my child grows up to be a happy, well rounded, productive, member of society. I'm not knocking it, if my child or any other strives for an ivy league education, great. But it's not everything, don't forget, there are a lot of people who went to ivy league schools that are now convicts.
—Submitted by a parent


Posted March 21, 2012

Mediocre, LinHowe is NOT. Public schools in California follow the California Content Standards, Culver City to Coto De Casa, they are the same. It is a small community school, that is extremely diverse . LinHowe is focused on service learning, the environment (a pilot school for Green 5), has programs like Hiking Vikings, a walking school bus, where over 100 children and parents walk together each Friday. Each year the academic advance . Outside organizations bring in programs like The Young Story Tellers, Shadow Puppets, Music, and assemblies. The strong parent groups raise funds to support extra help in the classroom, green projects and art out reach. Programs like Pair Pals teaming students with special needs with buddies for social events allows all our students to better understand disabilities and eliminates the misconceptions almost eliminating bullying. While our test scores may not be the highest in the district, the gains each year are remarkable. During computer lab time, students have access to success maker software, a program that teaches testing skills, at the students academic level, class time is about developing the love of learning, not teaching to the test.
—Submitted by a parent


Posted March 19, 2012

Linwood E Howe is anything but a mediocre school. My son started in Kindergarten this year. We moved to America from the UK 2 years ago so this is our introduction to the US education system, Lin Howe has a great community spirit, led mostly by the amazing principal. She knows each child by name and always has time for the children. There are numerous opportunities for kids after school, and lots of parental involvement. For the previous parent wanting their kid to go to an Ivy League school. Huh. I want my child to be happy, successful, and achieving his potential. Which he is. To be honest I don't look past the next couple of years never mind college Lin Howe works to meet each child's potential. I volunteer in kindergarten and today was "retaught" how to do 3 numbered multiplication. By a just turned 6 year old. The teacher spends "free time" encouraging and teaching children in areas they are interested in. For my son, this means he has fun playing Star Wars. For this other kid she teaches him multiplication. Lin Howe absolutely rocks and offers children and their parents a great education with a great sense of community spirit.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

867

Change from
2012 to 2013

+5

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

867

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+5

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

8 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

6 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

68 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
71%

2011

 
 
71%

2010

 
 
58%
Math

The state average for Math was 65% in 2013.

68 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
81%

2011

 
 
65%

2010

 
 
50%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

88 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
72%

2011

 
 
54%

2010

 
 
42%
Math

The state average for Math was 66% in 2013.

89 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%

2011

 
 
71%

2010

 
 
62%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

82 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
75%

2011

 
 
68%

2010

 
 
74%
Math

The state average for Math was 72% in 2013.

83 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
82%

2011

 
 
80%

2010

 
 
70%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

72 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
64%

2011

 
 
65%

2010

 
 
50%
Math

The state average for Math was 65% in 2013.

73 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
69%

2011

 
 
61%

2010

 
 
49%
Science

The state average for Science was 57% in 2013.

73 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
77%

2011

 
 
68%

2010

 
 
63%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students68%
Females68%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged52%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability71%
English learner65%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate76%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

Math

All Students85%
Females86%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged77%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability87%
English learner95%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)78%
Parent education - college graduate92%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students68%
Females78%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged44%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)55%
Parent education - college graduate75%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students82%
Females83%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged73%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)76%
Parent education - college graduate83%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students88%
Females91%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged81%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)88%
Parent education - college graduate94%
Parent education - graduate school/post graduate100%
Parent education - declined to state79%

Math

All Students86%
Females96%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged81%
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)82%
Parent education - college graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to state86%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students67%
Females68%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged53%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students69%
Females68%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged64%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students81%
Females74%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged75%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 40%
White 34%
Black 10%
Asian 7%
Two or more races 6%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 45%N/AN/A
English language learners 20%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 14%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students ELL/ESL Coordinator
Computer specialist(s)
Gardening teacher(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Math specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
Speech and language therapist(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Autism
  • Cognitive disability
  • Emotional behavioral disabilities
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments
Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
  • Gardening teacher(s)
  • Math specialist(s)
School facilities
  • Computer lab
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Music teacher(s)
School facilities
  • Performance stage
Visual arts
  • Ceramics
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Creative writing
  • Drama
  • Poetry

Language learning

Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
School facilities
  • Garden/Greenhouse
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
School leaders can update this information here.

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School basics

Before school or after school care / program onsite
  • Before school
  • After school
School Leader's name
  • Kim Indelicato
Best ways for parents to contact the school
  • Phone
Is there an application process?
  • Yes
Fax number
  • (310) 842-4330

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Direct instruction
  • Gifted / high performing
  • Project-based
  • Standards-based
  • Teacher-run
Specific academic themes or areas of focus

Don't understand these terms?
  • Environmental
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Autism
  • Cognitive disability
  • Emotional behavioral disabilities
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

Staff resources available to students
  • Computer specialist(s)
  • ELL/ESL Coordinator
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Math specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • afterschool enrichment classes
Transportation options
  • None
School facilities
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Performance stage
  • Playground
School leaders can update this information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • None
Girls sports
  • None

Arts & music

Visual arts
  • Ceramics
Music
  • Band
  • Choir / Chorus
Performing arts
  • Creative writing
  • Drama
  • Poetry
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Chess club
  • Homework help/study buddy club
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Volunteer in the classroom
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

4100 Irving Place
Culver City, CA 90232
Website: Click here
Phone: (310) 842-4338

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