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GreatSchools Rating

Freeman (Daniel) Elementary School

Public | K-6 | 198 students

 
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
No new ratings

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18 reviews of this school


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Posted April 18, 2014

Doing a very good job with the education and extra learning activites for the students. A couple of weeks a go I attended the family picnic gathering and it was very nice spending time with my baby during school which lets her know I'm going to support her throughout her education no matter what the event is. I have learned that the principal really tries to be in tune with the students and know what's going on; she tries to get to know the parents if they make themselves know and involved
—Submitted by a parent


Posted October 8, 2013

This school is a wonderful family of teachers, students, parents, friends, administrators and community effort. It sits in the heart of a loving and supportive community, The teachers work not only academically with students, but they are taught self pride and cultural identity along with arts and music. They can certainly use money to continue educating the young and eager minds of all the students. The school has been in a difficult time of transition this year and money is needed for class supplies and to support the continued trend of educationally high standards they have come to expect and look forward to. My granddaughter attends this school and her Father is a teacher there, therefore our family sees first hand what a good education and a community and family support can do to enhance the learning process. My granddaughter comes home anxious to do her home work and she along with the student body are evidence of what the word educate the mind of a child really means, These children look forward to being entrepreneurs and business owners and well rounded adults thanks to Daniel Freeman the school of the community of Inglewood CA.


Posted July 10, 2012

Daniel Freeman is a quaint neighborhood school in the Morningside community of Inglewood. My children have been in attendance there during the last 10 years. Thus, I have seen both the highs and the lows of the school. It is a great, family-oriented school. The teaching staff have been tremendous over the years. Mr. Pisano, Ms. Praileau, Ms. Norton, Ms. Roberts, Ms. Jones and Ms. White just to name a few. There are always opportunities to get involved (especially for that creative, go-getter type) and participate with school activities. The "Read Across America" - featuring our Dads, the annual Science Camp in the San Bernadino mountains, and 6th grade dances are some of the more memorable events. There have been jeers and cheers over the years. Overall, I wouldn't have moved my children elsewhere.
—Submitted by a parent


Posted April 6, 2010

My Son has been at Daniel Freeman since 4th Grade. He is graduating this year. Ms. Turner is great. However, she has alot of things (however serious) that keep her away from her Job. So being Great is not that great when your not there! I only gave this school three stars because of Ms. White, she is beyond Excellent. We need more teachers Like Ms. White. If you child is entering 6th grade push to have Ms. White for their Teacher! She is Great! I wish she could be my sons 7th and 8th grade Teacher! She is old school, on point, and what are kids today need!
—Submitted by a parent


Posted September 15, 2009

I'm a 3rd generation parent at Daniel Freeman, all 3 of my children have attended K-6, my oldest is 22 and my youngest is 7 and I have seen the ups and down with Daniel Freeman and I can see Daniel Freeman is on its way back up with Mrs. Turner as the Principal. The API scores are up this year and everything is going in the right direction. All the teachers my children have had were great. The overall rating of this school listed is way too low. It gives a very false interpretation of what Daniel Freeman is all about.
—Submitted by a parent


Posted April 6, 2009

It is a new day at Daniel Freeman Elementary. In fact, the future looks bright now that Mrs. Turner is the new princial. My daughter has been going there since grades 1-5. I only kept her there this year, because of Mrs. Turner. Mrs. Turner is a dedicated, strong and caring principal who expects great things from the children. Which they are more than capable of doing. Most of the teachers are the same. The school is also clean and well kept. My biggest problem is with the Inglewood School District. The curriculum is inferior to neighboring cities. The children are set up to fail by having an inferior curriculum. This is why this is my child's last year. The District test cores are not impressive. Our kids are capable of far more...teach them and they will learn.
—Submitted by a parent


Posted February 26, 2009

The new principal, Mrs. Turner, is really turning the school around. The morale has increased and the school is making progress.
—Submitted by a parent


Posted August 15, 2008

My son attends this school and I was bent on finding another school, but that lazy principal was moved only to Parent and the office manager is gone so things are already looking up to me. I am going to give Danniel Freeman a semester and if I do not like what I see I will move forward to remove my son from this sinking ship quickly.
—Submitted by a parent


Posted March 31, 2008

The teacher's are great but the principal is lazy. We don't have a PTA .No play ground equipment
—Submitted by a parent


Posted May 17, 2007

This is my child s second year at Daniel Freeman. Last year was great. This year lacks a lot of luster. The children are unruly, due to lack of parenting. The Principal, needs to to communicate to the parents and or guardians, that their child(ren) need to correct their behavior or leave the school permanently. There are days when I feel like I am in Watts or Compton on a street permeated by thugs. It s not just the boys either. The girls are also culprit. I love the idea that the school is predominantly black. The teachers are great. They work hard, but I feel as though they do not have the support of their administrator.
—Submitted by a parent


Posted May 9, 2007

Daniel freeman is a great school parents need to take the resposibility of raising their own kids and stop sending the kids to school to get the nurturing that they need at home. All the teachers at this school are all working hard to do the best they can. I have sent all my kids to this school and they have done very well for themselves.
—Submitted by a parent


Posted October 16, 2006

I think the staff at Daniel Freeman is excellent. They are very support and provide a well rounded education for all its students. I truly believe that it is more to education than reading and math and Daniel Freeman is providing this type of education. I would highly recommend this school to my family and friends.
—Submitted by a parent


Posted August 25, 2006

Daniel freeman is a great school just wonderful i went their for 4 years and love it wish i go up to 12 grade i just graduated there i love it so much the best school ever and i mean it from the bottom of my heart i visit so much.
—Submitted by a former student


Posted October 31, 2005

While our area may not be the best, Daniel Freeman has the most dedicated teachers I have ever worked with. They are passionate, charismatic and know how to give our children the education they deserve.
—Submitted by a parent


Posted August 22, 2005

My son is going to the 4th grade and in previous years, the teachers and administration have been great. This past year was disappointing. There was a change in Principals, very little effort was done in the way of fundraising and the children seem to have no activities on the playground. I am a big advocate of children not only having a recess, but also having constructive activities during that time. When I've gone on the school, the children have very little supervision on the playground and no activities, so they run around and make up their own agressive games.
—Submitted by a parent


Posted June 1, 2005

Freeman elementary was exceptional, but is going downhill. Children run wild on the playgrounds with poor supervision. Also, the quality of teachers seems to have suffered. My son had an outstanding teacher in first grade (who, may i add, has left that school). His second grade teacher this year was at best average and to be honest quite apathetic. In addition, i am not pleased with administration at all this year. This is the second prinipal in as many years as i've been there. Test scores may not yet show this downward trend. However, this level of borderline chaos, combined with the less than stellar attitude of teachers and administration, is going to have an impact if action isn't taken soon. Sadly, this is a problem in Inglewood district-wide. Inglewood has no magnet/gifted programs at elementary level and in general has a horrible school board. Avoid Inglewood at all costs!
—Submitted by a parent


Posted April 16, 2005

Excellent instruction in the lower grades (k-4). Academic content seems to lag in upper grades (5-6). Teachers are caring and knowledgeable. Parent involvement is mediocre. Pricipal turnover is a challenge at a rate of 1 every 2-3 years.
—Submitted by a parent


Posted July 22, 2004

Both my 10 year old and 12 year old have been at this school since the First Grade. From the start this school as been instrumental in the positive, productive 5th and 7th year old I am raising today. The school is small enough to foster a since of family and yet large enough to serve the community. I am adament about my childrens academic success and Daniel Freeman was a wonderful place to start!
—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

721

Change from
2012 to 2013

+8

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

721

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

+8

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)

1 / 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)

6 / 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.

20 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
69%

2011

 
 
18%

2010

 
 
22%
Math

The state average for Math was 65% in 2013.

20 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
55%

2011

 
 
24%

2010

 
 
26%
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.

19 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
29%

2011

 
 
30%

2010

 
 
38%
Math

The state average for Math was 66% in 2013.

19 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
41%

2011

 
 
35%

2010

 
 
58%
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.

22 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
43%

2011

 
 
38%

2010

 
 
45%
Math

The state average for Math was 72% in 2013.

23 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
21%

2011

 
 
42%

2010

 
 
60%
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.

12 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
36%

2011

 
 
51%

2010

 
 
42%
Math

The state average for Math was 65% in 2013.

12 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
28%

2011

 
 
42%

2010

 
 
39%
Science

The state average for Science was 57% in 2013.

12 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
38%

2011

 
 
44%

2010

 
 
33%
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.

22 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
n/a

2011

 
 
26%

2010

 
 
33%
Math

The state average for Math was 55% in 2013.

21 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
n/a

2011

 
 
29%

2010

 
 
35%
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 Students65%
Femalesn/a
Males65%
African American71%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged65%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Femalesn/a
Males59%
African American65%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students16%
Femalesn/a
Malesn/a
African American18%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students47%
Femalesn/a
Malesn/a
African American47%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students50%
Females50%
Malesn/a
African American50%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students39%
Females42%
Males36%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students50%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students25%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students32%
Females46%
Malesn/a
African American30%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students10%
Females15%
Malesn/a
African American10%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 State average
Black 90% 6%
Hispanic 8% 52%
American Indian/Alaska Native 1% 1%
White 1% 26%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 42%N/A55%
Source: NCES, 2011-2012

Teacher experience

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

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School basics

School Leader's name
  • Jessicka Mears
Best ways for parents to contact the school
  • Email
  • Phone
Is there an application process?
  • Yes
Fax number
  • (310) 680-5388

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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Planning ahead

Students typically attend these schools after graduating
Crozier Middle School
LaTijera K-8 School
Monroe Middle School
Notice an inaccuracy? Let us know!

2602 West 79th St.
Inglewood, CA 90305
Website: Click here
Phone: (310) 680-5380

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