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Teacher quality
Principal leadership
Parent involvement
I have 4 children, my third one is currently attending and I can't wait for my fourth girl to go there.
—Submitted by a parent
I read the review where a parent...obviously upset, and I am sure to her with good reason, but I feel the exact opposite. I do agree that the teachers are wonderful, and they do go the extra mile for their students. The teachers cannot do what they do in the classroom without an administrative team supporting them. I have received so much help from the principal, the dean, the counselor, and the clerks. They have listened to me when I needed them to. My child is better because of the love, care, and concern from everyone at CCCS. My child loves the fact that the dogs are there, and that the kids can sing and dance, and go on amazing fieldtrips.
—Submitted by a parent
Unfortunately I have two children attending school here and it has been a nightmare dealing with the administrative personnel there. First I like to say they have wonderful teachers that go the extra mile for their students. Unfortunately I cannot say the same about the office personel. The Dean and another administrative personel take their personal dogs to school on a daily basis. They also had my children go to detention at 7 am (which I am totally ok with them facing consequences for their actions) But I definitely did not know that by sending them to detention they would be put scrub and clean the girls toilets and the boys urinals. Both my children and other parents and children have said the same thing. When I brought up the issue they neglected to correct the problem and instead they emailed me a letter banning me from the school or any school events!!!!!!?????? How can someone be in charge of a school who allows these things to happen. Not only that when I told her one of the dogs snapped at my daughter she didn't respond and remained quiet. I am not the first to face difficult problems with this school but I will be the FIRST TO FIGHT FOR MY CHILDRENS WELL B EING.
—Submitted by a parent
I am 11 years old. I am currently in the 6th grade and attend CCCS. I like to read books and play sports. My interests are also board games and studying. I also love attending CCCS. I love many things about CCCS. First of all, they provide us students with a lot of knowledge. Which means that the teachers are great. We also have a great staff and principal, that's another thing I love. We also have a very safe environment here at CCCS. I don't even think there s anything I don't love about CCCS. CCCS has done very much for my education. It has made me the number one student on the honor roll list. It has also helped me use smarter vocabulary. It also made me believe that if you set your mind to something, you can accomplish it with hard work and dedication. CCCS has not only provided me with a great education, but all 452 students at CCCS. Closing down CCCS would do a lot to me. It would definitely affect my education. I would also have to deal with a new school and probably a school that doesn't have an environment as safe as CCCS.
My daughter is excited about this school which provides quality education and builds character by dedicated teachers and staff. It feels like family and everyone knows each other. It's a school that doesn't cut corners to provide an amazing well rounded education.
—Submitted by a parent
CCCS is excellent school, which if it closes it is going to affect my family because I have a seventh grade student and I will have a sixth grade student and they really want to stay at CCCS. My son likes the way CCCS personnel and classmates are. The teachers care about the students. I like all the activities this school has for the students. Also I like the way they guide them and the rules they have. Please help us to keep CCCS.
—Submitted by a teacher
Century Community Charter School truly values a superb education for its students--one that encompasses not just book-learning, but creativity and strong values. The teachers receive relevant staff development, the students want to do their best, and parents are supportive. If you have a middle school student in their neighborhood, this is the school for you!
This is a really great school. My son is in 6th grade and loves it. The teachers and principal care a lot about the students. The teachers make sure that the students understand their lessons and they teach them in a fun way. They have a lot of clubs(Xclub, basketball,chess and board games ...) children can choose to participate. Before attending CCCS, our child hated writing essays or drawing. Now he is excited to write and doing the school art project.
—Submitted by a parent
Cccs is a great school they give equal amount of attention to every child and strive for the best, offer honor classes, extra curricular activities, sports, and clubs/ organizations. They always try and help those who are in need of help. They are very positive about everything. Not only do they serve as a school for education but they can always talk to you if you need someone to talk to. They are very trustworthy, and the teachers are fantastic. Mrs.Norris also cares about everyone, and they also plan trips for those who have the highest gpa at the end of the year. They make you feel as if you were at home take care of you when your sick and show affection. I Love this school :)
—Submitted by a student
This is a great school! My son is in the 8th grade and his favorite subject is PE/Health. He loves the fact that they talk about nutrition and learning how to count calories. He likes the fact Mr. Pearson offers sports program during lunch. He is much more active and I his grades improve because of this. He has a better attitude towards school this year. Thank you CCCS!!!
—Submitted by a parent
CCCS is a school where the staff cares and high expectations. With the high expectations, the students reach heights they never thought they could reach. There is so much for the kids to do. The curriculum is extended through trips, clubs, and enrichments activities on Saturdays. What happens at CCCS makes for well prepared students. They are ready when they leave CCCS for high school and beyond.
—Submitted by a parent
The principal is a true instructional leader who promotes a positive attitude toward learning. She encourages her staff, students, and parents to be lifelong learners. The school has many ways to support students in their learning. They have outstanding off-campus activities to make that learning real. If I still had children young enough to attend this school, I'd be first in line!
Century Community Charter School has helped me with reaching heights I never thought possible. I have so far had a wonderful journey at cccs. It betters not only my education but my social skills,and my life skills. CCCS has drasticaly changed my way of thinking about school. Of course it has its bad times but at least we spend them together apposed to schools were neither the students or teachers care about each other. I hope you and your child choose to come to this school so you can both experience great oppertunities and open new doors to a new path, and more happiness
—Submitted by a student
i believe that cccs is a greta school. they give so much attention to the students and care deeply about them. the teachers are great! one of the best teacher is ms. redira, she really cares about her students and we care about her!!!
—Submitted by a student
Century Community Charter School is the best middle school for students of color. They are socially, environmentally and emotionally conscious about the students at the school. They become apart of your family as well as you apart of the CCCS Family. From the office staff to the administration they are always available for questions with a smile and a positive attitude. They all work side by side with you to encourage and build up our children to be successful leaders of the future. I am happy that my children have had the opportunity to be in such a great school environment.
—Submitted by a parent
CCCS is an excellent school. This school is truly educating, enriching and empowering this student body. I love it. My son loves it.
—Submitted by a parent
Mrs. Yarbrough is an excellent disciplinarian. I believe that she is the backbone to the success of the school. She enforces the rules and does not pick sides. She is one of the most respected and admired people at this school. Students respect and admire her authority. I have worked at many schools as a substitute and a teacher and she is one of the best disciplinarians I have ever seen.
—Submitted by a teacher
My daughter has done exeptionally at CCCS. I really like this school because has parents we are involve in our kids education. Teachers are great as well as the rest of the staff. This is my daughters 2nd year at CCCS and I know that she likes yhe different activities they have and her GPA now is 4.43. I am very happy that my dauhter is a student at daughter at CCCS.
—Submitted by a parent
My son began attending CCCS this school year and he enjoys it very much. I asked him just out of curiosity and to find out what his response was, if he regret going to CCCS and if he wanted to attend the local middle school next year, his reply was, 'Never. I love my school.' I am so glad and I know we made the right choice with CCCS. Enforcing rules is was all schools need to do. CCCS is the best. Keep up the good work!
—Submitted by a parent
I think the school is great. I think that the staff is all caring and they do whatever it takes to protect and provide for us. We have the best principal ever.!!!!!!!!
—Submitted by a student
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 59% in 2012.
140 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
140 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
137 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 Algebra I was 49% in 2012.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
131 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 | 50% |
| Females | 52% |
| Males | 49% |
| African American | 58% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 31% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 75% |
| All Students | 38% |
| Females | 33% |
| Males | 42% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 23% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 66% |
| Males | 48% |
| African American | 91% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 33% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 64% |
| All Students | 30% |
| Females | 33% |
| Males | 28% |
| African American | 40% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | 17% |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 15% |
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 | 33% |
| Females | 38% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 59% |
| Males | 52% |
| African American | 60% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 28% |
| All Students | 26% |
| Females | 27% |
| Males | 26% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 40% |
| Males | 43% |
| African American | 56% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 48% |
| Females | 51% |
| Males | 44% |
| African American | 40% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 22% |
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 6
Grade 7
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All students
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Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 68% | 49% | ||
| African American | 31% | 7% | ||
| White | 1% | 28% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Asian | 0% | 8% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 60% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
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| Average class size | 25 | N/A | 25 |
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| Average years teaching in district | 2 | N/A | 11 |
| Average years teaching | 6 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 22% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
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Assistant principal(s) Art teacher(s) Dance teacher(s) Gardening teacher(s) Instructional aide(s)/coach(es) Music teacher(s) PE instructor(s) Robotics/Technology specialist(s) Special education coordinator Speech and language therapist(s) |
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7 out of 10students were accepted for the 2012-2013 school year.
| Students accepted for the 2012-2013 school year | 160 |
| Applications received for the 2012-2013 school year | 220 |
| Students typically come from these schools | Oak Street Elementary Hudnall Elementary Freeman Elementary |
| Students typically attend these schools after graduating | City Honors Animo Charter Schools (Various locations) Environmental Charter High |
901 South Maple St.
Inglewood,
CA 90301
Website: Click here
Phone: (310) 412-2286
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Inglewood, CA
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Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
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GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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