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Teacher quality
Principal leadership
Parent involvement
School is ok for under achievers but if you want your child to evolve, this is not the place. The State has taken over this school. It will get worst before it gets better. Also there is a traffic issue. Principal is rude and non-professional. There are some great teachers there in the lower grades. PTA is strong and there are no sports to get involved in. Inglewood School District is horrible!
—Submitted by a parent
I went to bennett kew for the 2011-2012 school year. I loved it. I was a straight a student with 34 people in my class my teacher had a tutoring program and almost everybody had a's. it does need more maintenance more aides but they got some good teachers. There were a lot of fights but its who u hang around with. I love bennett they really do care. I loved my teacher she was awesome and also everyone too. I think they need repair and a model but other than that bennett kew is awesome.
I am so fed up with this school, the staff and the principle are rude, some of the teachers talk to the children like they are not students, my child is scared of his teacher and this is a problem. Also that principle is rude!!
—Submitted by a parent
Bennett-Kew is really trying to include parents into everything they are doing. I recently attended their Hispanic Heritage Program where the students, Principal and PTA worked together to give the history behind the celebration of Hispanic Heritage month. The students were dressed in authentic attire and read their information cards very confidently. The program concluded with a dance from the leap program and food provided by one of the parents, through PTA. My child was very excite to get a chance to perform. Also, PTA and the school have done a wonderful job putting together the Parent University program, which they won a grant to do. Now, they are providing ESL classes with math, computer and nutrition classes soon to follow. If parents want to get involved with their child's education, then they should come to Bennett-Kew and sign up for PTA. They welcome parent volunteers and really seek our input. This is my child's second year their and we love how excited our child is, everyday, to attend this school.
—Submitted by a parent
Bennett-Kew is a very BAD SCHOOL!! The staff in the office is awful, I seen a student get pushed by a staff memeber. I am taking my kids somewhere else. BAD SCHOOL!!!
—Submitted by a parent
I agree this school needs a new principal. She is very rude and one hispanic parent complaint she was pushed by her also some staff members are rude aswell. They are careless when it comes to injuries. My son got injured and did not notify me, he came back with a bruise and dried blood on his chest. The teachers are rude and will embarrassed your child infront of other classmates.
—Submitted by a parent
Bennett-Kew has a great PTA Unit that works well with the administration, teachers, parents, staff and students. This year, the PTA sent every grade-level on a field trip, provided computer classes with outstanding projects to complete and a host of family/community events. I do not know a lot of schools currently provided the same enrichment programs as this school site. My child has never been more excited about going to school then he has this year. He was most excited about going to the Science Lab to learn about meal worms. Anytime my son tells me to get up at 6am to get ready for school, that means the school is doing a great job. I would strongly recommend this school to parents who are looking for teachers and staff that genuinely want your child to do well. I also heard they are working on creating a Parent University, which will provide classes and training for parents on the standards and homework assistance. Thank you Bennett Kew PTA and Staff. My son had a wonderful school year.
—Submitted by a parent
My daughter was skipped in kinder and then fell behind in the third grade. Benntte did nothing to help her. I decided to change my daughters school and the new school found that my child who was going into 5th grade with a reading level of a 2nd grader. Her Teacher at BK knew she was behind but just told me to have her read more at home. When I moved her to a new school district with teachers who actually care. Her new teacher spent two weeks with her while she was off track and did extensive reading intervention. She brought my daughters reading level up to grade level in 2 weeks which is far more than her Bennte Kew 4th grade teach did her whole year in 4th grade. Bennete Kew really needs to step it up. You could not pay me to send my child to that school.
—Submitted by a parent
My son is in first grade and i dont like the fact that his class is combined with 2 grade and it has 32 students to 1 teacher and no aide. I beleive that his teacher is a great teacher. Therefore I grade the school a 3
—Submitted by a parent
I really don't get how people can give this school five stars. It deserved five stars back in the days when I was a student there, but not now. Maybe 3 stars now. Maybe I just have higher standards. My son if extremely bright and it is not being academically challenged here.
—Submitted by a parent
They dont pay much attention to the kids how they used to...my son came out of that school as an A student 6 years ago till today...my kids now dont get the same attention he used to get...most of the kids need tutoring now.They need to be more challeging like when Mrs. Fong was there.
—Submitted by a parent
Bennett Kew has an excellent staff of teachers who truly believe in academic rigor. Administration is dedicated and concerned with the students well being.
—Submitted by a parent
My daughter is currently a 1st grader at Bennett-Kew. I am very happy thus far with my daughter's progress and learning. Her teachers have been great thus far, and I love the 22 max. students in a classroom which you do not easily find in other public schools in the area.
—Submitted by a parent
I am a parent and a alumni of this school bennett kew has alsways been an excellent school for me not only did my teachers really care so did my principal and i made many many friends while attending, i love the curriculum that the school now goes by and even though it is a struggle for me to get my children to school at times i would not have them at any other location at this point... Thanks alot bennett kew keep up the outstanding work!
—Submitted by a parent
I am a Parent and a Alumni of this school. And you know there is something profound going on here if you can come back and still see some of the same administration still there from 20 years ago. My daughter has been to two different schools until finally we have made Bennett-Kew our home. She says she doesn't want to leave and wants to make sure she graduates from this school in particular. after 4 years in elementary my daughter is now on the Principals Honor Roll! Who could ask for anything more. The teacher's dedication to there students is astounding and the cirriculum truely prepares these children for Junior High or Middle School. I have complete faith that these teachers will have my child ready for the next level.
—Submitted by a parent
The academic program is excellent. The teachers are very experienced professionals who are dedicated to the students.Numerous teachers have been at Bennett-Kew for decades and that's very reassuring. There aren't may extracurricular activities to speak of, so if you have a child that seeks those things they will have to look elsewhere. There is a good amount of parent involvement due to the fact that parents' are openly and readily accepted to lend a helping hand in any area. I would definitely recommend this school.
—Submitted by a parent
Quality curriculum for students and parents seeking to obtain a strong foundation in the basics (reading,writing,mathematics). The curriculum is weak in providing instructional opportunities for science,social studies, and art.
—Submitted by a parent
Excellent school. The teachers are truly dedicated. Effective instruction. Administration is supportive. Challenging curriculum. Hardly ever any school fights. I attended this school as a child and my son attended it as well and the quality improves every year.
—Submitted by a parent
Teachers care about students and teachers are open to talk with parents about any concerns.
—Submitted by a parent
Bennet-Kew is a great school. I attended it as a child and my daughter is currently attending it now. Almost every teacher that worked there when I was going attending is currently working there. My daughter even has my kindergarten teacher, Mrs Watanabe.
—Submitted by A Rodriguez, 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.
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.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
114 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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
101 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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
98 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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 58% |
| Females | 57% |
| Males | 59% |
| African American | 68% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 57% |
| Males | 69% |
| African American | 53% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | n/a |
| 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 | 33% |
| Females | 39% |
| Males | 27% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 63% |
| Males | 64% |
| African American | 63% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 64% |
| 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 | 52% |
| Females | 52% |
| Males | 52% |
| African American | 49% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 57% |
| Students with disability | 46% |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 61% |
| Males | 58% |
| African American | 57% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 77% |
| Students with disability | 69% |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | n/a |
| 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 | 55% |
| Females | 55% |
| Males | 57% |
| African American | 61% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 60% |
| Males | 63% |
| African American | 57% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 68% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 40% |
| Males | 52% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 57% | 49% | ||
| African American | 40% | 7% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Asian | 0% | 8% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| White | 0% | 28% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 28% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 74% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 99% | 85% | ||
| Tongan | 1% | 0% |
| 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% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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11710 South Cherry Avenue
Inglewood,
CA 90303
Phone: (310) 680-5400
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