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Teacher quality
Principal leadership
Parent involvement
There are problems with bullying. The principal is on top of it. LAUSD could only recommend that children who are the bullies be referred to counseling, but do not need to go to counseling if they choose not to. I hope that this changes in LAUSD. It is sad....My children have been victims of bullying....I hope that the parents of those bullies would see the their children have issues and need professional help.
—Submitted by a parent
My daughter was excepted by the magnet program, for her 4th grade year. This is her first year in haskell and she loves it, I also see she is getting the best education there and everyday she has something new to share with me about her class. I am very pleased with her teacher and aschool and my daughter is very happy to be there. And for those parents who think kids from other cities need to keep to their cities. Well lets just say my daughter deserves to go to any school out of her city for a better education.
—Submitted by a parent
I do agree with you.... Other kids from different cities should stay in their city. Cars coming in from all over the place makes the area look bad.
My son first year at this school as a Kinder student. Mrs James is a very kind and wonderful teacher and my child is very comfortable here. I tried to pick a teacher but they did not grant my request but in the end I am happy with Mrs. James. I do feel my child is at a faster pace and is being held a bit behind due to other kids but The Principle and staff is absolutely amazing! Although the food they serve isn't great, and the options isn't great that i have to pack my son lunch each day, the school is really a good school.Only thing I wish was that the school would limit itself to the area that it is in instead of bringing in kids from all other cities.
—Submitted by a parent
this school has been the worst for my grandson in terms of getting what was supposed be a good education from a four star school,thru out his years at haskell he had to endure some very bad teachers ,switch class rooms just to be able to move on ,this past semester the cafeteria hit rock bottom when it came to feeding their student ,not only did my grandson not recieve proper nutrition because they did not have enough food, they slapped together what ever they had sent him on his way. to make matters worse the the principal moved the graduation to the high school and put a limit of two tickets per graduate to their graduation thus depriving other family members other than their mother and father to attend a very important big step in their young lives,i would hope in the future that other family's don't have to go thru the same as we did these past six years
GreatSchools gives Haskell a 6 out of 10, and that's a pretty accurate reflection: a middle of the road score for a middle of the road school. There's nothing outstanding here, either positive or negative. The "Math Science Magnet" is a ruse; teachers here freely admit that the amount of added emphasis on math and science is negligible. There were experienced and inexperienced, competent and incompetent teachers both in and out of the magnet. The main advantage is that your child will be in a classroom with children whose parents were organized enough to fill out their magnet paperwork on time, which does weed out the bottom rung. Parent involvement is low partially for cultural reasons, and partially because it is discouraged by a stagnant and entrenched teacher-run PTA. Not a good school for gifted children, but average kids will do okay at this average school.
—Submitted by a parent
Mrs Flower is the best teacher forever!!!Good academic program.
—Submitted by a parent
My daughter is very happy in Haskell Elem.She is lucky to have Ms.Elkayam.
—Submitted by a parent
this is an excellent school because it teaches every kid everything they have to know
—Submitted by a parent
I'm a parent of a student at Haskell elementary school. I'm very thankful for the school staff. They're doing a great job with the students.
—Submitted by a parent
I have had the privilage of 10 years at Haskell Elementary.. My daughter began Kinder in 97 and my son begain in 02 and he will culminate this year. The staff and parent connection is wonderful.
—Submitted by a parent
My son is in the kinder at the moment. He has the best teacher. Ms. Nicsinger, truely cares about her students and does a great job in keeping the parents informed. I am very happy to have her in my son's life.
—Submitted by a parent
My daughter just graduated from Haskell and did great her last year. I was not to happy with the princial staff but she retired at the end of the year. The teacher for the special education Pre--k class is outstanding.
—Submitted by a parent
The biggest strength of this school is that most of the teachers are very experienced and are creative and engaging with the students. There are arts, music and dance programs offered on part time basis. They have many excellent support programs for children with special needs. Unfortunately, the parent involvement is fairly poor and the principal at the time of this review was not leading with enthusiasm or encouraging participation.
—Submitted by a parent
Haskell is a great school to have your kid in. My daughter has completed 3rd grade now. With the exception of one of her teachers, which is no longer at the school, they are all great! I look forward to my daughter's teacher next year. I'm sure he/she will be added to the list of 'Greats', along with Mrs. Nicsinger, Mrs. Bartlett, and Mrs. Sethi. The principals, too, have been wonderful individuals as school leaders. Mrs. Elsky is very informative to us (parents) of anything related to the school or our kids. Keep up the good work Haskell faculty & staff!
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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
86 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
84 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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
102 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.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
129 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 | 63% |
| Females | 63% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 75% |
| Students with disability | 45% |
| Students with no reported disability | 65% |
| English learner | 59% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 55% |
| Males | 61% |
| 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) | 42% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 65% |
| Students with disability | 36% |
| Students with no reported disability | 61% |
| English learner | 59% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 79% |
| 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 | 56% |
| Females | 56% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 64% |
| Students with disability | 27% |
| Students with no reported disability | 60% |
| English learner | 32% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 78% |
| Males | 75% |
| 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 |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 82% |
| Students with disability | 45% |
| Students with no reported disability | 81% |
| English learner | 53% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 94% |
| 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 | 78% |
| Females | 81% |
| Males | 74% |
| 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) | 73% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 45% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 90% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 74% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 81% |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 81% |
| 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 | 56% |
| Females | 60% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 75% |
| Students with disability | 15% |
| Students with no reported disability | 60% |
| English learner | 17% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
| All Students | 65% |
| Females | 69% |
| Males | 62% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 81% |
| Students with disability | 21% |
| Students with no reported disability | 70% |
| English learner | 46% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
| All Students | 64% |
| Females | 54% |
| Males | 70% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 86% |
| Students with disability | 29% |
| Students with no reported disability | 68% |
| English learner | 25% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
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 disability
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 - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 70% | 49% | ||
| White | 16% | 28% | ||
| Filipino | 5% | 3% | ||
| African American | 4% | 7% | ||
| Asian | 3% | 8% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 24% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 70% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 85% | 85% | ||
| Armenian | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Thai | 3% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| German | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Punjabi | 1% | 1% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 14 | 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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Granada Hills,
CA 91344
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