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Teacher quality
Principal leadership
Parent involvement
We like this School, my elder son attending this school from Pre-K and now he is in 4th grade Magnet program, my second son also started in pre-k and now he is in Kindergarten. Teachers and office staff are great and helpful. I am not aware of bullying in this school as mention by one of the parent in the previous post
—Submitted by a parent
My child was a victim of bullying at Braddock. When he went to the teachers, and I spoke with the teacher, coordinator and principal, I was told the bullying never took place, even though I saw an incident with my own eyes. My child became listless, cried all the time, and became reluctant to go to school. We finally pulled our child out and into another school, and we have our cheerful, carefree child back. One day, we passed by Braddock, and my child's face turned dark with anger. "That's my old school. They were mean to me." Shame on you, adults for not listening. http://www.greatschools.org/parenting/bullying/6317-bullying-school-movie.gs
—Submitted by a parent
We have been fortunate to have our two children attend Braddock Gifted Magnet (this is separate from Braddock Elementary which shares the same campus but operates as a separate school). We love the small school community, rigorous academics and wonderful teachers. A recent study about the school proves just how formidable our little school is: http://projects.latimes.com/schools/magnets/cst-scores/list/ This year we are seeing an increase in class size (not happy about it) but overall the quality of the curriculum and students is wonderful. With all the LAUSD budget cuts, we hope this gem of a school in a slew of mediocre LAUSD schools continues to be a beacon of light for parents looking for a great school option. Yes families come from all over and it's not as easy to have a neighborhood environment but the classroom experience for kids is top notch and each of the 4 magnet teachers is amazing. If your child is identified as a gifted or highly gifted student, this school delivers. More info at www.friendsofbraddockmagnet.org.
—Submitted by a parent
This school is really a good school.All the teachers are very nice.Staffs are very polite.My child loved this school very much.Neat and clean atmosphere.As a parent I like this school .My child does not want to miss the school.
—Submitted by a parent
I am truly grateful to have my son in Braddock's Gifted Magnet. The teachers are superb! The magnet office is fantastic! The principal is extremely dedicated and loving. If I had to identify a complaint it would be the lack of parent involvement. The school really tries to encourage involvement, but I just don't ever seem to be satisfied with turnouts. I realize that the school can only do so much to get parents to come. I get the feeling that the parent culture is a hands-off approach to schooling. If we as a school could change that culture, and get more parents involved in our children's education, we could have the shining jewel of LAUSD on our hands!
—Submitted by a parent
Unless you don't work, I would not recommend enrolling your child. I'm all for parent involvement but this school relies heavily on it due to extreme budget cuts, lack of imagination and motivation. The office staff is lazy, rude and unfriendly with a sense of entitlement. Except for just one person there, who is amazing and should be running the school in my opinion. The lack of unity in this school is apparent. There is never a sense of joy or real presence there. My child was part of the magnet program and the division in the school is clear, which I find arrogant. Not because the magnet is "better" but because their magnet program doesn't even live up to the banners on their walls. This Title I school needs a real eye opener. Your magnet kids and parents shouldn't be pulling all the weight.
—Submitted by a parent
This school has been amazing for us. We have two children at Braddock, and not a day goes by where my kids don't rave about something they have learned, the teachers they have, and the friends they have made. Having also come from private schools (like other reviewers have mentioned), we were so pleasantly surprised by the small class sizes, the VERY pristine classrooms and the wonderful resources that are present in a LAUSD school. We feel that we 'hit the jackpot' with Braddock. -- very blessed indeed. We would recommend this school HIGHLY! It has been superb.
—Submitted by a parent
Braddock Drive Gifted Magnet is an amazing program. Coming from a private school I was a bit terrified but my daughter and I both fell in love with the amazing group of magnet teachers. They are amazing!!
—Submitted by a parent
I can only speak with certainty about the gifted magnet program at Braddock, it is a wonderful opportunity for any child that is 'identified' gifted through LASUD. Like the previous comments from parents it is like giving your child a 'private school' education without the cost. My son is doing very well even with the challenging curriculum. The teachers are developing these students into the leaders of tomorrow. The students are taught 1-2 grade levels above the grade level standards for LAUSD. The principal and the staff really care about every student and it shows!!! Call the magnet office and ask for a tour...you will not be dissapointed.
—Submitted by a parent
The Magnet program is wonderful it is indeed an undiscovered gem. Small classes and gifted students create a fast paced challenging learning environment. Joyce and the teachers are superb and put the childern first. Don't make the mistake of judging the school by it appearance. It is really a diamond in the rough. The childern are very nice. The playground is well supervised and very little bullying is evedent UNLIKE Cowan Ave school in near by Westchester where bullying and disruptive students were allowed to degrade the quality of education in most classes. My daughter came into this school with potential and has really excelled. My daughter's test results were near perfect! Socially the same childern advance with each other from class to class. This allows them to develope real friendships and improved social skills. This was a real frustration with Cowan Ave School. Westchester parents please take a look !
—Submitted by a parent
Braddock Elementry has a gifted program that is far better then the private school my daughter was previously attending. Gifted children think differently then other kids and it's imperative to find a teacher who speaks their lanquage of intelligence. My daughter scored high on the CA Standardized Tests and she was able to get in. There is still room in the second and third grades as of this writing, Oct. 1, '08.
—Submitted by a parent
Regarding the Magnet program, it's an undiscovered gem. Small classes, gifted students. The 2nd, 3rd and 4th grade teachers are amazing, creatively adapting the curriculum, using technology to extend the learning,actively teaching at a high level. They genuinely care about the unique learning profile of each one of their students. The instuction in writing is very good. Very diverse population and the teachers capitalize on the different backgrounds and interests of the students and families. The 5th grade in the magnet is the exception, very low level of instruction, no creative assignments, and a very unpleasant class climate (bullying, name-calling, cliques, etc.). Magnet is not really integrated with the home school, except when it comes to including the magnet school's CST/STAR test results so that the home school can get out of Program Improvement.
—Submitted by a parent
Wonderful teachers ans staff. Students learning is enhanced by the use of technology.
—Submitted by a teacher
I think the principal is a 4-star instructional leader who strives to make the school a superior school in all aspects, instruction, environment, inclusion and pride.
This was my son's first year at Braddock Elementary. The classroom was tough. Not the assignments, but the structure of the class; the way the instructor presented the material to the children. However, there was an angel sent to the school as the assistant principal interm. Mr. John Haydel was awesome!!! He was able to reach many of the children during his time on campus. He was truly a God send.
—Submitted by a parent
I would like to say 'Thank you' to all of the teachers and the principal for making my child's last year at Braddock a wonderful experience. I will truly miss the nurturing learning environment that my child has experienced for the past seven years. The extra activities that were provided to the 5th grades this year were excellent. Please keep up the good work.
—Submitted by a parent
The school has an excellent source of after school care with the LA's BEST after school program. The activities they have for the children enrolled in the program are outstanding. A few years ago there was a change in the management of the program and ever since the program has just soared.They have dance, drill team, cooking, painting,talentshows, fitness and much more free of charge to dedicated parents.If you are lucky enough to be called off the waiting list, take advantage of this afterschool care. Although the new principal has alot of new ideas, she is too harsh sometimes when it comes to implementing things and her tone of voice. Some of the staff look more stressed out then before. But the teachers are of good quality I would love to see more involvement and creativity from the teachers like the LA's BEST staff has.
—Submitted by a parent
Braddock's new principal is a breath of fresh air for our school. I told her it was nice to see our children reading on the yard in the morning and not fighting. She said that she is excited to be at 'Brilliant Braddock' too. The students, parents and teachers are excited to have her as our new principal. Mrs. Gomez
—Submitted by a parent
Braddock Drive Elementary has provided my child with a great start. The teachers i met truly care and the principal has always made herself available to us. In my childs class there has been a high level of parent volunteers, something often found at expensive private schools.
—Submitted by a parent
I think Braddock Dr is a fair school. The quality of the teaching is good, but lacks creativity. The common complaint is that the text is rigid, but even so, the majority of the homework given asks children to regurgitate information provided, not to think and respond. The school lacks any extra-curricular activities and is visually unattractive. Students do not go to school to socialize and have fun. It is only to be drilled with information. I am for rigorous academics balanced with opportunities (before and after school) for social development and team building. I wish the community would offer team sports and better after-school programs. I also wish there was more grass and a more child-centered look to the environment.
—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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 70% |
| Females | 75% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 55% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 79% |
| All Students | 65% |
| Females | 64% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 55% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 58% |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 65% |
| Females | 69% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 11% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 82% |
| Females | 83% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 45% |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 88% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 67% |
| Females | 67% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 17% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
| All Students | 85% |
| Females | 81% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 67% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 81% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 87% |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 59% |
| Females | 57% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 8% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 46% |
| All Students | 53% |
| Females | 55% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 7% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 46% |
| All Students | 61% |
| Females | 58% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 14% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 80% | 49% | ||
| African American | 9% | 7% | ||
| Asian | 4% | 8% | ||
| White | 4% | 28% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 45% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 78% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 97% | 85% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Farsi (Persian) | 0% | 0% | ||
| French | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4711 Inglewood Boulevard
Culver City,
CA 90230
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Phone: (310) 391-6707
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

