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GreatSchools Rating

Tulsa Street Elementary School

Public | K-5 | 509 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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77 reviews of this school


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Posted August 7, 2014

This school is great. Dedicated teachers who go above and beyond what is required. The PTA is awesome and puts on many events throughout the year for the kids and family events. I WOULD HAVE GIVEN TULSA 5 STARS BUT the office staff need a great deal of work in the areas of manners, professionalism and affording parents their dignity, especially Ms Lutfi. She is incredibly rude and I truly believe that she doesn't like children. On a further note, glad to see Mr. K (the principal) is gone - he was never there anyway and never returned phone calls or emails.
—Submitted by a parent


Posted May 7, 2014

Great school my son has improved so much, sense he has been going there. I only have 1 bad thing to, say and it is about the secretary at the frunt desk they are not helpful and they are very rude.
—Submitted by a parent


Posted April 27, 2014

Tulsa continues to be a great community school. The requirements & tests LAUSD expects are ever changing, but Tulsa teachers & staff don't lose sight of the basic goals of teaching our kids well & helping make them well rounded students. Our children's teachers work very hard & we can see their academic, emotional & social growth. We're also Tulsa PTA members because with parent support our kids have fun trips, assemblies & family events. We will continue to support Tulsa because it's been a great 2nd home for our kids!
—Submitted by a parent


Posted October 23, 2013

Good school with great teachers, unfortunately the front desk secretaries are extremely rude and unwelcoming.
—Submitted by a parent


Posted March 29, 2013

This school has the sweetest principal , always trying to make accommodations for everyone , however , it has the rudest secretaries , if they don't like you .... they not afraid to show it
—Submitted by a parent


Posted November 30, 2012

Actually, the student has not been placed in a class specializing with his issues. The principal just moved him to another class. He screams and bullies, but too bad for the teacher and 20+ kids in the class.


Posted October 25, 2012

My daughter went to this school for 1st and 2nd grade. This school is awesome! We moved and she ended up at Woodlake Community Charter..which by the way is Horrible. I wish she could still attend this school. Teachers are great, principal is great, great school!
—Submitted by a parent


Posted August 18, 2011

My daughter just finished her first year of school at Tulsa. I couldn't have been happier! Her teacher expertly challenged, engaged, and made every day count to bolster her learning! After leaving Kindergarten she was reading above a first grade level, doing the tango, speaking a little french, and best of all, sad school was ending. Her teacher was very caring, fair and well organized. I am so thankful that my daughter was able to be a part of such a caring classroom and school environment.
—Submitted by a parent


Posted November 3, 2010

This is my son's last year. He has been here since Kinder and we love this school. We have been involved with PTA and the school since the beginning. Now we have a new principal who is amazing. He is open minded and welcomes parents. It's refreshing! The teachers, staff and parents all work together. We have great children all around. I will miss this school.
—Submitted by a parent


Posted October 13, 2010

They have great teachers who welcomed my daughter, who came in at the 4th grade, with open arms! My daughter was in the gifted program at her last school, but Tulsa has gifted Classrooms... the last school didnt offer that. The staff is very involved with the kids and parents, they genuinely care about their students.
—Submitted by a parent


Posted October 4, 2010

The SAS program at Tulsa really exceeded my expectations and challenged my gifted child. His grades and his attitude both improved when we moved to Tulsa!
—Submitted by a parent


Posted October 1, 2010

I love the atmosphere in the school. The teachers and staff are very helpful and always stay in contact with parents. I love that the SAS program starts from Kindergarten as Pre-SAS for children who are more advanced.
—Submitted by a parent


Posted September 20, 2010

I love Tulsa because it is a true neighborhood school. The families of children who attend this school are involved in so many ways. They take the time to get to know the teachers and staff as well as each other. They give so much of their time and resources to help make this the great school that it is. Budget cuts have never stopped us, because our families and staff work hard to make up the difference.
—Submitted by a teacher


Posted August 27, 2010

What a difference a mile makes! My son moved from Haskell El to Tulsa El for the SAS program and the difference was like night and day. Not only was SAS a better fit for my gifted son (his grades shot up!), but the entire atmosphere was startlingly different. Example: at Haskell when I proposed we have kids paint murals on the buildings to brighten up the place, I was told that wasn't possible. Then I come to Tulsa, and see every building covered with colorful, student-created artwork. PTA is run by a large, cohesive and enthusiastic team of parents with a can-do attitude. Tulsa also recently won an award for its commitment to the arts. The 4th grade team of Turner and Tanger: outstanding in every way; super engaged, super intelligent teachers. I am ridiculously happy here, something I never thought possible based on my past experiences.
—Submitted by a parent


Posted January 26, 2010

I love Tulsa, my child is at balboa because of father now, and let me tell you biggest mistake i ever did is allow that to happend, the hype about that school is overrated, and the teachers are cold. it's depressing, i cant come back beacuse of custody with child, but if i ever had a regret it was leaving TULSA, and tulsa is no less than them other schools, it's just divers, trust me if you want your child to excell and love school, stay here, if just want to have theB* name then go, but you will hate yourself for it. just remember, is this for the better of your child or you.. if its for you than go, if its for your baby, tulsa is the one.......i loved tulsa, miss evrything about it, and i know my child has been to 5 different schools...no other compares.
—Submitted by a parent


Posted December 22, 2009

My daughter is currently attending Tulsa. The school has a nice atmosphere over all. The ladies in the office have improved their attitude greatly. Teacher's are awesome!!! Only down fall, it seems a bit unorganized. Overall a good school. Great after school and extra carricular programs.
—Submitted by a parent


Posted October 30, 2009

My two boys go to Tulsa and I am very happy with this school! I can see how involved the teachers and parents are with activities and the PTA. It is a are very organized and clean school. The Teachers have all been great! They work very hard with each kid. I am very pleased!
—Submitted by a parent


Posted October 28, 2009

All the staff, parents and students have a great attitude! They have a verity of programs to help the students learn. My child loves to go to school.
—Submitted by a parent


Posted October 22, 2009

This is my daughter's first year at Tulsa and the school is well organized and very helpful. The educational aspect of the school is so much more established than the school my daughter came. The PTA has great parent participation and very informative. Tulsa has a lot of activities and programs for the children and parents. My daughter loves Tulsa and that really make my wife and I very happy.
—Submitted by a parent


Posted October 21, 2009

It's the best kept secret in Granada Hills. I have twin who have been in seperate classes since Kinder. Their teachers have been great. They both have had the same excellent care. They are both excelling in the classroom. Currently both are in SAS classes. Even though they have had different teachers they are both working at the same level. They have done outsanding on the test scores, both scoring above the 90th percentile in both english & math. The teachers do a great job working together and staying on the same page. The school is not overcrowded and their is a good mixture of races. Tulsa makes learning fun. Tulsa has great family support.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

846

Change from
2012 to 2013

-11

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

7 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

846

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

-11

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

7 / 10

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

7 / 10

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

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

77 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
68%

2011

 
 
54%

2010

 
 
67%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
70%

2011

 
 
63%

2010

 
 
62%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

98 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
49%

2011

 
 
55%

2010

 
 
43%
Math

The state average for Math was 66% in 2013.

100 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
71%

2011

 
 
80%

2010

 
 
67%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

78 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
87%

2011

 
 
70%

2010

 
 
75%
Math

The state average for Math was 72% in 2013.

82 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
74%

2011

 
 
88%

2010

 
 
88%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

56 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
73%

2011

 
 
74%

2010

 
 
77%
Math

The state average for Math was 65% in 2013.

57 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
82%

2011

 
 
82%

2010

 
 
89%
Science

The state average for Science was 57% in 2013.

60 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
70%

2011

 
 
77%

2010

 
 
86%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students64%
Females69%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability70%
English learner55%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)41%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females62%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability70%
English learner65%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)41%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students47%
Females55%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged41%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability49%
English learner11%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)49%
Parent education - college graduate55%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students75%
Females74%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged73%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability77%
English learner50%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate36%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)74%
Parent education - college graduate82%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students72%
Females71%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability72%
English learner18%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)78%
Parent education - college graduate84%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students80%
Females83%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged77%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability80%
English learner54%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)79%
Parent education - college graduate90%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students81%
Females82%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged78%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)88%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students68%
Females64%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)69%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students68%
Females65%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)75%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 61%
White 16%
Asian 7%
Black 7%
American Indian/Alaska Native 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 75%N/AN/A
English language learners 18%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 542 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
74%
agree
 
District average
72%
agree
 

Parents

This school

 
69%
 

District average

 
70%
 

Students

This school

 
79%
 

District average

 
74%
 
Healthy, respectful relationshipsWhat's this?

This score measures the percent of students and employees that agree to strongly agree that this school has a positive learning environment and cultivates an atmosphere of respect. This score is based on the average of the following LAUSD survey Content Areas: School Support (Students), Commitment and Collaboration (Employees), Satisfaction (Students), School Support (Students).

Close
 
This school
81%
agree
 
District average
77%
agree
 

Students

This school

 
80%
 

District average

 
74%
 

Employees

This school

 
82%
 

District average

 
81%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

Close
 
This school
72%
agree
 
District average
70%
agree
 

Parents

This school

 
89%
 

District average

 
78%
 

Students

This school

 
65%
 

District average

 
58%
 

Employees

This school

 
64%
 

District average

 
74%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
73%
agree
 
District average
68%
agree
 

Parents

This school

 
67%
 

District average

 
66%
 

Employees

This school

 
79%
 

District average

 
71%
 
Teacher support and opportunities for collaborationWhat's this?

This score measures the percent of employees that agree to strongly agree that this school ensures that teachers work well together, learn from one another, have opportunities for professional development and feel supported by the administration. This score is based on the average of the following LAUSD survey Content Areas: Evaluation (Employees), Opportunities for Involvement (Employees), Professional Development (Employees), Resource Allocation (Employees), Teacher Collaboration and Data Use (Employees).

Close
 
This school
47%
agree
 
District average
66%
agree
 

Employees

This school

 
47%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents28963%
Students23389%
Employees2048%

12012-13 Los Angeles Unified School District School Experience Survey

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School basics

School Leader's name
  • George Khatachadourian
Fax number
  • (818) 831-6935

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Title I Schoolwide program (SWP)
School facilities
  • Computer lab
  • Library
School leaders can update this information here.

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10900 Hayvenhurst Avenue
Granada Hills, CA 91344
Phone: (818) 363-5061

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