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GreatSchools Rating

Worthington Elementary School

Public | K-6

 

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Last modified
Community Rating

2 stars

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

Teacher quality

Principal leadership

Parent involvement

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10 reviews of this school


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Posted March 25, 2014

My son attended this school for 1 school year only Kinder and the teacher was never there all through the week he had multiple of teachers trough out the school year finally at the end he was learning to something but not enough he was falling behind. This school and all the schools in Inglewood need to step it up I transferred my son to Westchester school. Inglewood district needs to give up all the schools to LAUSD. This problem with schools in Inglewood go back since I attended 1990's thru 2000. My parents didn't know better but I do and made a change for my son. GET IT TOGETHER INGLEWOOD FORCE THE PARENTS TO BE INVOLVED AND PUT MORE MONEY INTO THE SCHOOLS HAVE MORE FUNDRAISERS. So sad.


Posted February 28, 2013

I need some advice. my son is 5. he was in an early education center since he was 3. That being said, when he entered kindergarden he was one step ahead. I have never had a problem with his behavior. At home his behavior is well, with anyone else he behaves. He does however, have a lot of energy. BUT, ever since he entered kinder i get nothing but bad reports from school. He is at the point to be suspended. He has been kicked out of class once. My first reaction was to be pist. But there is a gut feeling that there is more than him just misbehaving. Today I had to sit in class to observe, as a condition for my son to re enter class. I want to be reasonable,and give his teacher the benefit of the doubt. I find out that for almost 6 months my son did not have a desk. I went to ikea and bought him a table and chair for him to use. I dont mind at all to do this. But, I just cant stop thinking where has my kid been put all along. I ask him and he says that when ever someone is absent that is the seat he takes. I feel really bad for my kid. I feel like I let him down. I hate this school. There have been other little things that just dont seem right.
—Submitted by a parent


Posted June 15, 2009

I am disgusted by what I have seen at this school. I can not understand why the playground appears the way it does. The balls for the tetherball are an poor excuse for balls. Upon entering the principal's office, everything is prestige, marble-like counters. I wish she cared as much about her students as she does her office furniture. Also, this school is known for withholding students from outer district permits, possibly for the money they will not spend on the students. Disgusted parents.
—Submitted by a parent


Posted June 25, 2008

I am a parent of a student who has gone here for the last two years going on three. I find that the principal and vice principal stay involved in everything. As a parent volunteer, I see a lot from the inside and the out. I see alot that this school does for the students. I encourage the parents to get involved. No school is perfect. It takes the parent and staff to work together. I think Ms Marquez is a wonderful principal and does the best she can with best of what she has.
—Submitted by a parent


Posted August 16, 2007

The teachers here at Worthington Elementary School (try) as much as they can to help their students but their lack of efforts isn't really that good. The students like their teachers but the teachers act like their happy with them but later on they mistreat them.
—Submitted by a parent


Posted August 16, 2007

Im a parent and i am proud of this school. they have the best staff members and employees. the only thing is that the staff members in the office give the employees flyers to go home and the teachers wait until the following week to hand them to the kids, but other than that im satisfied with the work that the principal and staff has done for the kids. since the current principal Mrs. Marquez has been working here this school all the students have been raised properly and they have achieved during their years in this school.
—Submitted by a parent


Posted August 15, 2007

Since the arrival of the new principal 3 years ago the school has gone down hill. There is a lack of support and organization from the principals. Notes come home late with misspellings and wrong information. The classrooms are run down, there a very little outside activities, and discipline seems to be missing.
—Submitted by a parent


Posted February 28, 2007

This school is ok nothing to brag about really. But my daughter's teacher is great. There is not much extracurricular activities, and I think they need more good teachers.
—Submitted by a parent


Posted August 2, 2005

My child attended Worthington Elementary School for all of elementary school. During the 2004-2005 school year there was a new principal and vice principal brought in to run the school. I feel this is when the school left a lot to be desired. Especially in the areas of handling problems with teachers and students. Also the extra curriclar activities were poorly run, organized by students and you were never given ample warning of events - you would get a paper that try outs were the next day, pictures the next day, etc.. Their paperwork to parents was never provided more than a day or two the date of whatever was being mentioned.
—Submitted by a parent


Posted August 5, 2004

The teachers here try very hard to give children the best they can with what little they have. Unfortunately it is very little. This school would be much better if they cleaned up this area.
—Submitted by a former 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

737

Change from
2012 to 2013

-44

API Statewide Rank
(2012)

4 / 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

737

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

-44

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)

4 / 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.

106 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
40%

2011

 
 
36%

2010

 
 
40%
Math

The state average for Math was 65% in 2013.

106 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
45%

2011

 
 
66%

2010

 
 
66%
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.

85 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
28%

2011

 
 
48%

2010

 
 
50%
Math

The state average for Math was 66% in 2013.

85 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
58%

2011

 
 
78%

2010

 
 
86%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

69 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
58%

2011

 
 
60%

2010

 
 
54%
Math

The state average for Math was 72% in 2013.

71 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
71%

2011

 
 
78%

2010

 
 
81%
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.

78 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
54%

2011

 
 
41%

2010

 
 
45%
Math

The state average for Math was 65% in 2013.

80 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
72%

2011

 
 
51%

2010

 
 
50%
Science

The state average for Science was 57% in 2013.

80 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
64%

2011

 
 
45%

2010

 
 
39%
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.

71 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
34%

2011

 
 
32%

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

70 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
22%

2011

 
 
33%

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

All Students40%
Females34%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learner40%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate49%
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 Students46%
Females38%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
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%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner45%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate49%
Parent education - high school graduate46%
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 Students28%
Females19%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Not economically disadvantagedn/a
Students with disability13%
Students with no reported disability32%
English learner9%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate38%
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 Students46%
Females38%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Not economically disadvantagedn/a
Students with disability31%
Students with no reported disability49%
English learner36%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate56%
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 Students42%
Females52%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Not economically disadvantagedn/a
Students with disability29%
Students with no reported disability45%
English learner9%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students56%
Females52%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Not economically disadvantagedn/a
Students with disability50%
Students with no reported disability58%
English learner32%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate59%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)53%
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 Students41%
Females42%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability43%
English learner5%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females49%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Not economically disadvantagedn/a
Students with disability50%
Students with no reported disability56%
English learner19%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students43%
Females36%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
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 disability25%
Students with no reported disability46%
English learner5%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)50%
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 Students39%
Females41%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
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%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
English learner15%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)63%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students27%
Females24%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learner10%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)33%
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
Hispanic 90%
Black 7%
American Indian/Alaska Native 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 96%N/AN/A
English language learners 66%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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School basics

School Leader's name
  • Claudia De La Torre
Special schedule
  • Year-round
Fax number
  • (310) 680-5359

Resources

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

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11101 Yukon Avenue
Inglewood, CA 90303
Phone: (310) 419-2514

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