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Teacher quality
Principal leadership
Parent involvement
It's a very average school. The teachers and staff don't seem to care. It's really disorganized. Who ever wrote the last glowing review must be a staff member. It is not the worst place ever but it is nothing to brag about.
—Submitted by a parent
BEST SCHOOL EVER!!!!! This school has excellent teachers and staff members. They help my child with his work, personalities, and are there to help anyone with anything. The principal is a very strong person and is not afraid to speak her mind. She helps the school function and does much of the behind-the-scenes work. The academics at Emelita are fabulous. They challenge my child and make sure he always has some kind of hard work to do. It will help my child in his future. THANK YOU EMELITA!!!!!!!!!!!!!!!!!!!!!!!!
—Submitted by a parent
If you have a choice go somewhere else, anywhere else. The place is depressing. The teachers teach to the test and they can't even get that right because the scores have seriously dropped. The few good teachers are afraid to speak up and the principal is always hiding in her office. There are no extras for the kids like other schools. You can join the pta but it looks like the school doesn't want the parents involved. They seem to be trying and they do a few things here and there. They used to do all kinds of fun stuff in the past but rumor is the lady gave up. The teachers dont want to do anything extra to make things better, I guess its only about a paycheck to them. There is no pride in their work. The school is a total mess and it shows! It makes me sad and a little afraid everyday I have to drop my kid off at this place. It shouldn't be that way, school should be good and safe place.
—Submitted by a parent
This school is horrible, careless with our children and documents from them, the people working in the front office are rude and do not give explanations when you come with a complaint or question ... not even able to say good morning and let alone a smile from them personally every time I go I have met rude people, with bad attitude always .. if they treat us rudely to us as adults ... how do they treat our children?. Also my child has been changed teachers three times in four months and I don't think that is good for the child nor the parents.
—Submitted by a parent
PI school and it shows. Unsatisfied with some negative staff attitudes and lack of parent/teacher connections. I have four children and this has been the worst Elementary yet. My child is unhappy with being mistreated by the teacher only to have the Principal to act as if my child is WRONG about the teacher's ways of behaving. This kind of humiliation leads to poor self esteem and lower academic success! Our taxes pay for this??
—Submitted by a parent
The principal cares about the students at this school. The teacher quality is top rate/high where there is technology in the classroom. The CST scores for our subgroups were 965 and 918 respectively. BTW, that rates up near the best of the schools. And the kids are happy here. If you are looking for a good community neighborhood school for your child to thrive at and if you care about your child's well being -- then get involved at school to make it great where ever you go. The world does not need any more complainers -- get the facts and do your homework. For most schools look at the sub-groups, talk to the staff, and make up your own mind on what's real. This school is a hidden gem as mentioned previously. This school is for folks looking for a great education in a nice community in a good neighborhood area for their children. The parents who are involved in school go all out to make this a great experience for their children, for ALL children at the entire school site, inclusive of the parents in the classrooms, parents on the councils and parents running and participating in the PTA and booster club. PS the ratings have been manipulated on this site. This is a good school.
—Submitted by a parent
This school was once a great school. It still has great potential. It is tucked in a safe residential area of Encino, with many of it's students living in the surrounding homes. There are a handful of wonderful caring teachers who love their jobs. Unfortunately, the schools Principal seems to be interested in running a business not a school. She is concerned with the school loosing money but she is not concerned with the actual quality of education or classroom environment being offered to the students. She directs the children like soldiers and lacks respect for the parents. She mismanaged the class sizes this year and has left students without a stable classroom, being run by substitute teachers who are clueless how to teach and the children have no routine or schedule. The parents have no reassurance that there will be any resolution for these matters. It is just so sad that a great school in an upscale area, with so many willing and involved parents has gone downhill so quickly. Many parents have pulled their children out. Sadly, I do not see this changing anytime soon, so I would not recommend Emelita.
—Submitted by a parent
My children have thrived at Emelita. The teachers do a great job and I've found our principal to be very supportive. It's a small, safe school and I wouldn't hesitate to recommend it to parents looking for an elementary school. The smile on my child's face at the end of each day says it all. He loves his school and his teachers.
—Submitted by a parent
I am very sad that this school is not the same it was when my children started there 5 yrs ago. I have seen so many changes. It so saddens me that this schools moral is so low now. It went from a huge sense of community to a no sense of community.. It events are not the same as they used to be, They no longer allow children to wear costumes on halloween and have a parade at the end of the day the all the students look forward to. It is very sad. If I was to have to enroll my child at this school now I would say run and go else where......
—Submitted by a parent
I love this school. The teachers do what they can to give the students what they need. Thank goodness for their PTA. They are so involved in creating programs for our kids and always coming up with lots of fun things for the school. My kids are happy there, and that is what is most important.
—Submitted by a parent
The Principal and the Teachers do a great job considering all of the budget cuts. Not enough parent involvement.
—Submitted by a parent
All the teachers are great, especially Mr. Estrada. This school is very fortunate to have teachers who care a great deal about the students.
—Submitted by a parent
i love emelita because when my child comes home she always says she had a fun filled day
—Submitted by a parent
We love Emelita! It's a small school where the teachers, staff and principal really care about the kids! And since it's a smaller school, you don't get lost in the shuffle like at many of the neighboring schools. The PTA is very active in fundraising and in providing the school with additional resources and equipment not provided by the district. Emelita is a hidden gem!
—Submitted by a parent
Teachers are mean with children! Yelling and mistreating the children, All they care about the kids not being absent, because they get payed for the students attendace.
—Submitted by a parent
It's really small and cozy school. I really feel we're like a family with the teachers and parents
—Submitted by a parent
I love this school! The teachers and staff are amazing! They truly care about their students.
—Submitted by a parent
We love this school! The new principal has made a world of difference. My son has had excellent teachers and he loves his school. The PTA is very involved too - a very motivated group of parents who really care.
—Submitted by a parent
I love this school, the PTA is awesome. Keep up the good work!
—Submitted by a parent
This school is a little gem in the heart of Encino,CA. My grandson just loves going to school.
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.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
60 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.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
69 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
56 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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
55 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 | 58% |
| Females | 68% |
| Males | 50% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 50% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 57% |
| Males | 63% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 29% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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 | 68% |
| Males | 61% |
| 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 |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 27% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 74% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 18% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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 | 69% |
| Females | 68% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 19% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 54% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 25% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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 | 77% |
| Females | 84% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 52% |
| Males | 60% |
| 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) | 59% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 65% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 45% | 49% | ||
| White | 34% | 28% | ||
| African American | 10% | 7% | ||
| Asian | 5% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 31% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 53% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 71% | 85% | ||
| Farsi (Persian) | 9% | 0% | ||
| Armenian | 4% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Russian | 3% | 0% | ||
| Arabic | 2% | 1% | ||
| Hebrew | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Mien (Yao) | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 13 | 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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17931 Hatteras Street
Encino,
CA 91316
Website: Click here
Phone: (818) 342-6353
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