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Parent (Frank D.) Elementary School

Public | K-8

 

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Living in Inglewood

Situated in an inner city neighborhood. The median home value is $180,000. The average monthly rent for a 2 bedroom apartment is $1,280.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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47 reviews of this school


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Posted March 13, 2014

This school is horrible my son was bullied everyday to the point he was having panic attacks and didn't want to go to school. It became worst when he went into special ed. He Is A Quiet Kid I Went tTo his Teacher And Nothing was done. Man you have kids smoking weed drinking in the bathroom. Starting a lot of stuff on social media. Man I checked my son out recently. This school is the poster board school that needs new principal new teachers etc. It hurts my heart to see my son go through what he went through. So beware let this school be your last choice.
—Submitted by a parent


Posted July 26, 2013

I attended Frank D. Parent for middle school. It was a very nice environment. I learned more than I learned in a private school. The staff is warm and welcoming. And the principal Mr.Gregory is a very good principal. He strives for the students to their best and be rhe best. If you are reading this Frank D. Parent is an excellent school to send your child to.


Posted April 3, 2011

Frank Parent is a great facility to learn in. The grounds are kept up and the environment is pleasant. The curiculum is up to date and teaching techniques are constantly being updated. Will the school meet everyones expectations, no, not possible to make everyone happy. But a majority of the parents do like the school and help to make it better. With the financial climate as it is now, its going to need help from all parents and the community to keep going.
—Submitted by a parent


Posted August 20, 2010

My grandson has been attending The Algebra Club this summer, and it is a wonderful program. It is excellent for students to learn, catch up and to excel in Algebra. It is also very affordable for families. I am so happy that my grandson is able to get this jumpstart.
—Submitted by a parent


Posted August 17, 2010

I love The Algebra Club!!!!!!!!. My son has been attending The Algebra Club since school let out, and he looks forward to going everyday. He shares with me on the daily basis the different games and activities that the staff does in class to make learning algebra fun. I believe that The Algebra Club is not only preparing him for the upcoming school year, but also for when he goes to high school. I really hope that this program stays in place at Frank D. Parent to help other students excel. Thumbs up to The Algebra Club!!!!!!!!!
—Submitted by a parent


Posted July 31, 2010

Well this was a great month of July for my son. He attended Frank D. Parent this summer for their Algebra Club. He made new friends and connected with some old ones, learn many new ways to do Algebra problems and did different hands on activities connected to math. He was excited about going everyday. I did not have to make him go. There was were even days I had to go in and say its time to go home. Mrs wallace and the other teachers triggered the kids brains to want to learn they made it fun.
—Submitted by a parent


Posted July 28, 2010

Educamp is Wonderful!!! My daughter attends Frank D. Parent elementary during the regular school year and she also attends Educamp which is a great and affordable summer education camp. I was very relieved to find out that there was a camp for the summer at my daughters home school so I signed her up right away. I can not express in enough words how IMPRESSED I am with the Educamp overall! The camp directors are always very attentive, organized, and gracious whenever I interact with them. I also love the fact that there are so many camp counselors. This eases my mind while I have my child there. They have fun field trips on Fridays. I have personally been waiting for an afterschool program to be launched at Parent and Educamp would be my #1 choice for it! Will also sign up for Educamp next summer at Parent!(fingers crossed)!
—Submitted by a parent


Posted July 28, 2010

In contrary to the submittance of the post on July 5th, I will be sending my 2nd and 4th grade daughters to Frank D. Parent elementary school come Fall 2010. They have just finished their 6th week at "Educamp" and I see a totally different picture here from what the last parent posted. The teachers are warm and always greet the students with smiles and when I come early to pick them up they are never ready to leave. On our way home their always telling me the games and activities they played and new friends they've met. I have even attended a field trip to Seaside Lagoon with Educamp and all the counselors were very attentive and made sure the campers were safe and having fun. We hope they offer the program again next year.
—Submitted by a parent


Posted July 5, 2010

My sons are attending the summer "Educamp" at this school. They are incredibly disorganized and we will be moving them. Unfortunately, this school is living down to it's overall reputation. The teachers seem fine but the administration clearly is clueless. The camp counselors are not managed, they have lost use of the classrooms (unbelievable) and there are many fights. We considered sending our sons here for regular school but there is no way after this time during the summer. What a shame.
—Submitted by a parent


Posted April 19, 2010

Awesome 50th Anniversary celebration! Parent School is rapidly becoming the school it was in the past!


Posted March 19, 2010

There are plenty of staff members who will write comments praising this school. I would suggest talking to parents with kids who attend this school and kids that attended in the past. There are many parents with complaints about this school that are to scared to speak up or just don't like confrontation. The API scores should tell you something. In the past this school has been very unorganized and minimal discipline on staff members. I have witness parents who complained a lot children suffer and lied on constantly. So I agree with the comment Posted August 10, 2009. I too have been approach by staff telling me bad things about a male parent who actually opened all of our eyes to certain issues last school year in the kindergarten class concerning 'All' the children. Our kids do not attend this school anymore. Thank you Mr. A.H. for opening our eyes.
—Submitted by a parent


Posted March 4, 2010

I love this school- my daughter left private school and started commuting her with her dad. She has learned so much more than she had at her private school. The teachers are great and her teacher even helps us after hours. I am glad I made the switch.
—Submitted by a parent


Posted January 26, 2010

Frank D Parent is a good school. Outstanding leadership headed by their Principal Mr. Garry Gregory. He has been a leader there for six years. They have a well rounded staff that looks out for all the needs of the students. a professional teaching team, which has guided them to have higher test scores. They have a championship football team and basketball team. Outstanding cheerleading squad that took first place in cheer competitions. The best school choir on this side of town. Their PTA is the best one ever. Now can you find another school with all that moral and academic achievement. Everyone does their part to make this school the success it is. Proud to be a PANTHER PARENT. GO PANTHERS !
—Submitted by a parent


Posted September 23, 2009

I have been working at Parent for 7 years. We have excellent leadership and a wonderful staff. Our children, come as they are, and we do the best that we can with what we get. Not only is it essential to raise test scores, but we encorage proper etiquettes and life skills. We have an open door policy and encourage parents' participation. We are professionals. We have continuous professional development in-services, we spend our own time and money that could be used for our own families to uplift our students' moral. It's like a family here. It takes a village..... We do our part.
—Submitted by a teacher


Posted September 16, 2009

The Principal & Assistant Principal work very well together. They BOTH DO CARE and always have a open door policy. This is a school with over 800 kids! Unorganized...I don't think so!!!
—Submitted by a parent


Posted August 20, 2009

A wonderful environment!! The students are excited about learning and love their school!


Posted August 10, 2009

This is a horribly unorganized school. Principle is very good at talking to but the Assistant principal doesn't care. As a single involved mother I often would see parents with the same issues as me in the office making complaints on certain staff from K to 8th grade. I would see staff making notes of what parents made complaints even here some staff in their office making remarks on particular parents who was concerned and had very good valid complaints. Overall. Parent is in a good environmental area, but please do not be fooled by the appearance of the school and staff. There is so much drama that can be avoided if proper procedures were taking of staff complaints. There are good teachers there and good staff members but the few including the Assistant Principal makes the whole school unorganized. My daughter will not be attending Fall 2009
—Submitted by a parent


Posted March 4, 2009

I have been a teacher with IUSD for 12 years. This is my first year at Parent School and I am very pleased with the administrators, staff, and the children. All teachers are actively involved on committees that enhance our children's learning . What I really like is our PTA that is very involved with the parents and staff creating exciting activities full of enrichment for our students. It's certainly a pleasure to be a part of this wonderful learning community.
—Submitted by a teacher


Posted February 16, 2009

I love Parent because of the size(K-8), the Principal Mr. Gregory because he is accessible, and the teachers who are there to teach and really care!!!
—Submitted by a parent


Posted August 4, 2008

I was a student at Frank D. Parent for 8 years and I finally graduated. I enjoyed every single year. All the teachers care about the students and connected with them to ensure that they get a great education. That's why I got such a great education.
—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.

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

749

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

5 / 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 did not meet 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

749

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

-1

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 2011 and Spring 2012. 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)

2 / 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)

5 / 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.

61 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
39%

2011

 
 
62%

2010

 
 
55%
Math

The state average for Math was 65% in 2013.

61 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
32%

2011

 
 
70%

2010

 
 
70%
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.

54 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
25%

2011

 
 
38%

2010

 
 
43%
Math

The state average for Math was 66% in 2013.

54 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
48%

2011

 
 
76%

2010

 
 
51%
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.

47 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
53%

2011

 
 
76%

2010

 
 
82%
Math

The state average for Math was 72% in 2013.

47 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
57%

2011

 
 
78%

2010

 
 
82%
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.

55 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
80%

2011

 
 
79%

2010

 
 
57%
Math

The state average for Math was 65% in 2013.

55 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
54%

2011

 
 
51%

2010

 
 
57%
Science

The state average for Science was 57% in 2013.

55 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
63%

2011

 
 
58%

2010

 
 
44%
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.

80 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
72%

2011

 
 
55%

2010

 
 
47%
Math

The state average for Math was 55% in 2013.

80 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
46%

2011

 
 
40%

2010

 
 
52%
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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

94 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
60%

2011

 
 
59%

2010

 
 
49%
Math

The state average for Math was 52% in 2013.

94 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
26%

2011

 
 
61%

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

Algebra I

The state average for Algebra I was 50% in 2013.

35 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
23%

2011

 
 
18%

2010

 
 
19%
English Language Arts

The state average for English Language Arts was 57% in 2013.

113 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
47%

2011

 
 
45%

2010

 
 
50%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

85 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
8%

2011

 
 
7%

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

128 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
28%

2011

 
 
27%

2010

 
 
30%
Science

The state average for Science was 67% in 2013.

114 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
34%

2011

 
 
47%

2010

 
 
47%
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 Students40%
Females50%
Males31%
African American38%
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 disadvantaged36%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)39%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students33%
Females42%
Males26%
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 disadvantaged30%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
Parent education - some college (includes AA degree)43%
Parent education - college graduate25%
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%
Females46%
Males56%
African American52%
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 disadvantaged47%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
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)52%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students56%
Females50%
Males63%
African American58%
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%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only58%
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)59%
Parent education - college graduate58%
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 Students55%
Females60%
Males50%
African American55%
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 disadvantaged55%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only55%
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)42%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students66%
Females76%
Males55%
African American66%
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 disadvantaged63%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only66%
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)58%
Parent education - college graduate69%
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 Students40%
Females43%
Males37%
African American38%
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 disadvantaged39%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only41%
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)21%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students49%
Females46%
Males52%
African American44%
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%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only48%
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)39%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students34%
Females32%
Males37%
African American32%
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 disadvantaged32%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only35%
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)21%
Parent education - college graduate35%
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 Students55%
Females55%
Males55%
African American54%
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 disadvantaged55%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)63%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students34%
Females33%
Males34%
African American34%
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 disadvantaged32%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)34%
Parent education - college graduate24%
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

Algebra I

All Studentsn/a
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 disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

English Language Arts

All Students62%
Females62%
Males61%
African American62%
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 disadvantaged61%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)60%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students31%
Females26%
Males39%
African American32%
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 disadvantaged25%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability32%
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 graduate38%
Parent education - some college (includes AA degree)24%
Parent education - college graduate47%
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

Algebra I

All Students20%
Females24%
Males14%
African American19%
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 disadvantaged20%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only20%
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)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students38%
Females39%
Males36%
African American40%
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 disadvantaged38%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)33%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students20%
Females27%
Males9%
African American21%
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 disadvantaged22%
Non-economically disadvantaged15%
Students with disability7%
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)14%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
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 disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

History - Social Science Grade 8 Cumulative

All Students23%
Females22%
Males24%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged32%
Students with disability13%
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)22%
Parent education - college graduate32%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students38%
Females36%
Males41%
African American39%
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 disadvantaged36%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)28%
Parent education - college graduate55%
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 9% 52%
White 1% 26%
American Indian/Alaska Native 0% 1%
Asian or Asian/Pacific Islander 0% 11%
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 90%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Garry Gregory
Fax number
  • (310) 680-5436

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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5354 West 64th Street
Inglewood, CA 90302
Phone: (310) 680-5430

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