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GreatSchools Rating

Eshelman Avenue Elementary School

Public | K-6 | 611 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
No new ratings
2010:
No new ratings

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12 reviews of this school


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Posted March 19, 2013

Loud, Loud, Loud, uncouth. We neighbors of this mess have nicknamed it "ghetto elementary". Between the obnoxious double and triple parking, and the proclivity for parent to honk incessantly (as if a kid can't figure out by day 2 that the same parent in the same car at the same time is picking them up-duh), and the diaper throwing it's a nightmare. We have trash cans people, and we use OUR OWN driveways to come and go from our respective homes. Parents block driveways and leave litter everywhere. The school has good crossing guards, but their noise level offends daily. When it's not horns, its bullhorns and announcements. The entire neighborhood does NOT need to hear every announcement. I ran the PA system in High school, and I KNOW you can flick ONE SWITCH and only broadcast INSIDE the school. I am sorry to hear about the bullying issues and unsanitary diaper issues. It gives one the impression quickly these students will be the future incarcerated.


Posted January 8, 2013

Horrible school!!!! Principal is rude not only to parents but to STUDENTS!! They just started a new "policy." PARENTS ARE NOT ALLOWED TO ENTER SCHOOL WHEN DROPPING KIDS OFF...ONLY AT THE GATE. They've gone too far. I'm a PARENT AND SHOULD BE ABLE TO DROP OFF MY CHILD INSIDE NOT OUTSIDE! They do not ask for identification when picking up a child nor do they have staff at the front gate when school ends...so this policy is RIDICULOUS!
—Submitted by a parent


Posted November 9, 2012

I'm a very concern parent about the safety of my children and others. I have seen dogs (pit bull and others) right next to the gate were I pick up my kids. On october31st. I saw a parent that brougt a dog into the building and told stuff in the office . on november 6th I spoke with the principal about my worries. (we had been attaced by dogs) my kids are so afraid of them. Mrs Parnel said she will do NOTHING about it. I told her she should look for the safety of our kids. What if they get bitten? she said then she will be responsable for it, but who is gonna suffer the pain and trauma have she thought about it. DO WE HAVE TO WAIT FOR A TRAGEDY TO DO SOMETHING ABOUT IT? Please no dogs around the school gates. I agree with other parents she was rude.
—Submitted by a parent


Posted September 27, 2012

I am beyond upset, disappointed, frustrated and angry with this school, Mostly the Principal, Vise principal and office staff. This staff at this school only cares about test scores as well as their (meaning principal) scores and rating for herself. I was told by the principal herself (Rhonda Pannell) that her focus is on her schools scores. Children get bullied daily there, potty in their pants and are forced to sit in it all day (refusing to call parents) get hurt or bullied and the lady s on the ground that are sup to watch and protect them shew them away while saying (go on go play I don t want to hear it) When a child is sent to the office for trouble no action is taken depending on the kid they do play favorites. There are a few good teachers; my problem is w the higher up, PRINCIPLE/OFFICE CREW...When a child is being bullied (hit, punched, kicked or even chocked pure physical stuff) Mrs. Pannell s response is, your kid getting bullied is not my problem, he/she needs to get over it, it s out of my hands! WTH!!! Our children are NOT SAFE at this school with her as a principle and her minions that follow her every word n move. There is much more to say but no room left.
—Submitted by a parent


Posted May 11, 2012

This school only cares about test scores and getting the funding no matter at what cost. The teachers have given up on the students and the system. The principal does not return phone calls. There is no accountability of any kind. It is always the students or parents fault. They get the scores by bullying, intimidation, put downs and making fun of them if they don't get it right away. If your child does not understand they are just put to the side to concentrate on the ones that do. Teachers put hands on kids to intimidate, scream, and curse. When you let the principal know she might transfer your child to a less agressive teacher however the cycle continues. Students are taught negative behavior and encourage to follow and use it with one another. The school will say all the right things and legal things about what they are going to do to make the situation better but there is no action to solve the problems. I advise parents not to send there kids here at all. It is not a happy, encouraging and safe environment. There is a bullying epidemic and they are not part of the solution based on actions.
—Submitted by a parent


Posted June 15, 2007

As a President of ELAC, I can say that all the staff are doing very well. Leadership -Principal and Vice Principal- have an excellent PMA. People who works at the office are very polite and available. Also some of them are bilingual (english-spanish) Same teachers care more than others, but all of them are available for academic issues. Mr. Ali is the music teacher. I saw his wonderful job in the last spring concert. All the parents enjoyed the way he trained the orchestra. It's a hard work well done. My son was in the 5th grade and they had very interesting field trips. One of them was a visit to the Ocean Institute. They dissected fish. Then, they used the microscope to investigate bacteria, plankton, etc. Also they went to Harbor Park to take samples about the water in the lake. Finally they made a Power Point presentation in the Ocean Institute.
—Submitted by ALFONSO ESCALANTE, a parent


Posted April 10, 2007

Wow, after reading those comments about Eshelman I am thinking my kids went to a different school. Both my kids attended Eshelman K-5. This was a few years ago, my son is graduating high school this year and my daughter is in 8th grade. I was so satisfied with their education they received from Eshelman. All the teachers they had were wonderful, both achieved high grades. The activities at the school were fine. My kids enjoyed the after-school program and singing in chorus. I was a TA for my son's 4th grade class and was at the school everyday, and was able to see what went on there. The only thing that concerned me was lunchtime. The kids were told not to talk while eating, I didn't think that was right to do, they can't talk in class, why not lunch? Thank you, Debbie Hernandez
—Submitted by a parent


Posted September 15, 2006

My daughter attended Eshelman in the 3rd grade and the principal seemed to be more concerned with the test scores than the well being of the children. I will admit that they do have a good reading program. They don't want to do what it takes to teach a child that is having difficulty learning there curriculum. They only want to deal with the smart kids. I would never send any of my children back to Eshelman.
—Submitted by Tabitha, a parent


Posted November 14, 2005

My child went to this school for one year. The principal was not helpful at all and didn't listen to my child's teacher. I think that the communication between the principal and the teacher was not good at all. This affected my child's application procedure for Magnet school. However, the teachers was very helpful and tried to do her best.
—Submitted by a parent


Posted November 18, 2004

I have had my son at Eshelman since K. He is now in 4th grade. I have never been more disapointed in my life. This is a horrible school. They is no extra caricular activites for tthe children what so ever. They care nothing about parent involvement. All parent activities including Back to School, holiday programs and PTA meetings take place during the day. How can any working parent manage to attend? The administration is the worst I've ever seen. The office people are rude. They have a nurse only 2 times a week. ALthough I have never had a problem with any of my sons teachers, I can't imagine they are doing the best that they can with what little resources they receive from LA County Unified.
—Submitted by Tracy Chronister, a parent


Posted March 22, 2004

This school has an excellent reading program that is unlike any that I have seen before. My son just turned 6 and is still in Kindergarden, but he has such a good understanding of sounds and how to turn those sounds into words or how to spell a word based on the sounds. He made such rapid progress. This program is from K-1st when they really learn how to read. I have a relative who is in 1st grade at another school and she does not know half as much as he does in his Kindergarten reading program. I am very impressed.
—Submitted by M SILVA, a parent


Posted November 22, 2003

My child attended Eshelman from kindergarten through 5th grade. (I worked at the school for 2 of those years.) Of all the teachers she had during that 6 years she only encountered one who should not have been in that profession. The majority of the staff and professionals working there are great. However, I found that according most staff [believe] the child is 'guilty' until proven innocent; meaning that the adults assume the kids are only out to get away with something instead of simply being kids who may be making perfectly innocent mistakes. There are several Special Education classes offered on this campus and the teachers involved are some of the best I've even seen. Their students fairly blossom under their care. Overall, your child will have a great time at this school. And remember, the ultimate responsibility of your child's education lies with you their parent. The teachers can only do so much.
—Submitted by Claire Curtis, 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 2012.

This school's
API score

843

Change from
2011 to 2012

+24

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

9 / 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 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 met all student subgroup API targets for 2012

This school's
API score

843

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
2011 to 2012

+24

Change from 2011 to 2012
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
(2011)

6 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

9 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

114 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
50%

2010

 
 
53%

2009

 
 
61%
Math

The state average for Math was 64% in 2012.

113 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
53%

2010

 
 
55%

2009

 
 
63%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 48% in 2012.

89 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
46%

2010

 
 
36%

2009

 
 
42%
Math

The state average for Math was 69% in 2012.

90 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
62%

2010

 
 
59%

2009

 
 
57%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 67% in 2012.

104 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
65%

2010

 
 
72%

2009

 
 
52%
Math

The state average for Math was 71% in 2012.

105 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
81%

2010

 
 
76%

2009

 
 
62%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 63% in 2012.

100 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
66%

2010

 
 
54%

2009

 
 
53%
Math

The state average for Math was 65% in 2012.

100 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
72%

2010

 
 
64%

2009

 
 
66%
Science

The state average for Science was 60% in 2012.

101 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
64%

2010

 
 
57%

2009

 
 
50%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 55% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students65%
Females80%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged63%
Non-economically disadvantaged76%
Students with disability20%
Students with no reported disability72%
English learner50%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)77%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%

Math

All Students64%
Females67%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged62%
Non-economically disadvantaged76%
Students with disability27%
Students with no reported disability70%
English learner53%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)69%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state63%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students53%
Females46%
Males61%
African American55%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability55%
English learner24%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
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 state40%

Math

All Students76%
Females69%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged76%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability77%
English learner76%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate81%
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 state60%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students81%
Females82%
Males80%
African American82%
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged81%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability83%
English learner33%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate77%
Parent education - high school graduate86%
Parent education - some college (includes AA degree)69%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state75%

Math

All Students79%
Females82%
Males77%
African American71%
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged79%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability80%
English learner54%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate66%
Parent education - high school graduate87%
Parent education - some college (includes AA degree)92%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state75%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students64%
Females62%
Males66%
African American53%
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate63%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)54%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state72%

Math

All Students64%
Females66%
Males62%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate53%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)77%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%

Science

All Students60%
Females44%
Males75%
African American53%
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate63%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)62%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state56%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 68% 49%
African American 14% 7%
White 10% 28%
Asian 3% 8%
Pacific Islander 2% 1%
American Indian or Alaska Native 1% 1%
Filipino 1% 3%
Multiple or No Response 1% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 127%N/A24%
Students eligible for free or reduced-price lunch program 284%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 94% 85%
Urdu 3% 0%
Japanese 2% 0%
All other non-English languages 1% 1%
Arabic 1% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 21N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 10N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Rhonda Pannell
Special schedule
  • Year-round
Fax number
  • (310) 326-2749
School leaders can update this information here.
Notice an inaccuracy? Let us know!

25902 Eshelman Avenue
Lomita, CA 90717
Website: Click here
Phone: (310) 326-1576

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