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GreatSchools Rating

One Hundred Fifty-Third Street School

Public | K-5 | 478 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 3 ratings
2010:
No new ratings

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Parent involvement

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11 reviews of this school


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Posted October 9, 2012

Im not impress with a teacher in this school my son is a 4th grader here and he comes to me daily not wanting to go back to school. He is a great student never had a problem with school work and gets good grades. I understand that i teacher can be strict but there is no need to be hurtful. These kids are 9 years old and there is a line of worlds that should not be said to them. This teacher has called them idiots, loosers, bad students.. and tells them they only come to school cause their parents make them. and that its all about the money. Well why would they want to go with a teacher like that. My son has asked me to change him class but there seems to be no more room in other classes since a few other students have already left her class.. What can i do. I called a differnent shool and they tell me there is no room for new students.. i dont want his grades to go down. Any ideas out there??
—Submitted by a parent


Posted April 13, 2012

I AM NOT IMPRESSED WITH 153RD ST SCHOOL,,I HAVE NEVER FELT A VERY WELCOMING FEELING HERE,,,I DON'T FEEL MY CHILDRENS NEEDS ARE BEING MET TO THEIR FULLEST,,AND THEY LACK CONSISTENCY WITH THEIR ACADEMIC CURRICULUM,,AND FRANKLY WITH THEIR CURRICULUM IN GENERAL,,NOW WE HAVEN'T BEEN HERE LONG AND DEFINETLEY DON'T PLAN TO CONTINUE ATTENDING,,ANOTHER ISSUE IS CAFETERIA SERVICE, WHILE IT HAS IMPROVED THIS YEAR WITH THE EXTRA HELP,,IN THE PAST MY CHILDREN HAVE BEEN LEFT WITHOUT FOOD DUE TO FEW MINUTES OF TARDINESS AND HAVE HAD DOORS CLOSED IN THEIR FACES!!!!! BY CAFETERIA MANAGER,,I DO BELEIVE WITH THE NEW HELP THIS YEAR IT'S A REFRESHING ADDITION AND HAVN'T NOTICED THAT MOST RECENTLY,,,IT GIVES ME A SAD FEELING THAT CHILDREN HAVE TO ATTEND SUCH DIM CIRCUMSTANCES DURING THEIR SCHOOL DAY!!!! CHILDREN SHOULD (AND PARENTS ALIKE) SHOULD BE GREETED WHITH FREINDLY FACES AND ATTITUDES ALWAYS, AND FEEL WELCOMED AND BE GIVEN THE OPPURTUNITY TO REACH MAX POTENTIOALS IN A FUN,SAFE,STIMULATING, AND CLEAN ENVIORMENT!!!!!!
—Submitted by a parent


Posted April 23, 2011

Teachers are the best thing about this school! Most of them are wonderful, caring, and very competent. I can't understand why the low test scores? Unless all the brainy kids transfer out? But I know my child's teacher has a masters degree, as many of them do. Several of them are National Board Certified. All of them have more than 5 (I think) years of experience. I think the weakest thing about this school is the way the principal and the teachers interact...it seems like they don't get along. I also think there is no real "vision" for this school, at least not one that is expressed to us parents.
—Submitted by a parent


Posted April 22, 2011

My child has been attending this school for a couple of years and I am noticing changes taking place.The principal here cares for the children and goes out of his way to attend other activities that are not solely during school hours. The teachers my child has had have been very nice and approachable. There is a great parent center where parents are always welcome. The school overall is improving as far as testing goes. New strategies and changes are being put forth in order to guarantee better results from our children. There does need to be more supervision on the yard and more maintenance around the school.There is a great after school program if you are a working parent. Also there is an awesome, very friendly cheer squad full of Tiger Pride. We could use more parent involvement .
—Submitted by a parent


Posted February 24, 2011

This school had many good qualities: very experienced teachers, good access to technology for students, good improvement in reading and math over the last 3 years, recipient of the CA Quality in Education Act Grant which keeps class sizes smaller than average through 2014, Recipient of the VAPA (visual and performace arts grant). We have many parent volunteers. The weaknesses are the state of the classrooms and campus ( a bit run down), weak administration, and not enough supervision for students during recess and lunch.
—Submitted by a teacher


Posted October 3, 2006

My daughter has been going to this school since kindergarten and she is doing very well. The teachers here seem very caring and since they started the uniform policy and improved educational standards, I have every confidence in this school. My daughter is in the gifted/advanced program which guarantees her placement in advanced classes through high school. I attended a school councel meeting and was very impressed with their standards and goals. It was very informative.
—Submitted by Cheri Petersen, a parent


Posted August 31, 2006

Two years ago there was total chaos in this school. Then the principal and the vice principal both left. Now the new principal and vice principal are starting with a disciplinary plan, they are making uniforms mandatory and they work with the parents. Their whole goal is to work on being proactive with the discipline situation and not reactionary.
—Submitted by Mr. E. Morgan, a teacher


Posted July 29, 2006

I currently have a first and third grader attending this school. The staff to parent communication is horrible. There aren't any programs in place for children who exceed average standards. My first grader regularly finished an entire week worth of homework in less than an hour. The children are not challenged enough at this school. My third grader works at a slower pace than his peers but is still forced to 'keep up'. I have to spend an additional 3 to 4 hours per day, teaching and reviewing daily assignments. There are no programs in place for 'slow learners'. One of my childis bored and the other feels inadequate when he's at school. If it weren't for the support of family, our children would not meet their highest academic potential while attending this school.
—Submitted by a parent


Posted March 6, 2006

My daughter has attended this school for Pre-School and currently in Kindergarten. I was amazed/pleased of all the activities and memorization skills she learned in Pre-School and this was for 2.5 hours a day excluding Fridays. I noticed there is a new pricipal and it seems as everything has gone down hill. My child is too advanced for the class and she receives the same homework almost every other week. The children in the class seem disruptive. It very well could be the teacher and this particular classroom, but to me the entire school just doesn't look healthy.
—Submitted by Ma Dea, a parent


Posted May 6, 2005

I really like 153rd street School. My child is in Special education there and he is treated better there than he has been treated anywhere else. they have a good specil ed section,
—Submitted by a parent


Posted September 25, 2004

Great principal and teachers determine to raise the performance of students.
—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 2012.

This school's
API score

734

Change from
2011 to 2012

+8

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

4 / 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 its schoolwide API target for 2012.
  • This school has not yet 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 did not meet all student subgroup API targets for 2012

This school's
API score

734

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
2011 to 2012

+8

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

2 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

55 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
43%

2010

 
 
40%

2009

 
 
25%
Math

The state average for Math was 64% in 2012.

54 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
44%

2010

 
 
38%

2009

 
 
26%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

62 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
21%

2010

 
 
12%

2009

 
 
26%
Math

The state average for Math was 69% in 2012.

62 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
44%

2010

 
 
32%

2009

 
 
57%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

57 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
50%

2010

 
 
68%

2009

 
 
49%
Math

The state average for Math was 71% in 2012.

57 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
53%

2010

 
 
64%

2009

 
 
56%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

54 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
39%

2010

 
 
43%

2009

 
 
28%
Math

The state average for Math was 65% in 2012.

55 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
51%

2010

 
 
47%

2009

 
 
40%
Science

The state average for Science was 60% in 2012.

54 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
38%

2010

 
 
40%

2009

 
 
20%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students42%
Females62%
Males25%
African American62%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability49%
English learner23%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students41%
Females50%
Males32%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability43%
English learner15%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students39%
Females34%
Males43%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learner15%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)39%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females50%
Males60%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learner23%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students46%
Females52%
Males41%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learner9%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)42%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state55%

Math

All Students46%
Females48%
Males44%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learner36%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state70%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students48%
Females52%
Males43%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only54%
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)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state65%

Math

All Students25%
Females26%
Males25%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only27%
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)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%

Science

All Students25%
Females28%
Males21%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only26%
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)42%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 58% 49%
African American 32% 7%
Asian 4% 8%
Filipino 2% 3%
Pacific Islander 2% 1%
American Indian or Alaska Native 1% 1%
White 1% 28%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 137%N/A24%
Students eligible for free or reduced-price lunch program 295%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 92% 85%
Vietnamese 4% 2%
Filipino (Pilipino or Tagalog) 2% 1%
Gujarati 1% 0%
Samoan 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 18N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1605 West 153rd Street
Gardena, CA 90247
Phone: (310) 323-1029

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