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Teacher quality
Principal leadership
Parent involvement
Emerson is an excellent school. The teachers are very dedicated, patient, and committed to the development of the children. I currently have a kindergartener and I am very impressed with her progress and all that she has learned. Emerson hosts a well rounded environment where learning is fun. Very happy with this school.
—Submitted by a parent
No doubt about it, Emerson is a superb school. I attended from 2003-2009, and my sister is currently in 4th grade. I have watched it change over the years, through 3 different principals and a shift in ethnic diversity and academic achievement. I'm currently in the rigorous Poly PACE program, and credit my early years in Emerson's GATE classes for igniting my love of learning. All of the teachers my family has had personal experience with are truly phenomenal individuals who obviously love their jobs. I have heard minimal negative comments on teachers as a whole, which is to be expected at any school. I feel lucky to have experienced allday Kindergarten and many fun fieldtrips. The parent community has become more involved over the years, and now there is a Foundation in addition to PTA. Over time, Emerson's academic achievement has improved tremendously. We now have an 883 API, up from 738 when I began. No other school in LBUSD got the Distinguished School award in both '08 and '12! Next year Emerson will no longer be Charter. Although that could mean no more allday Kindergarten, this does mean that Emerson will get better district funding, like for music. Overall, two thumbs up!
(READ THIS WHOLE THING! DON'T ONLY READ THE RATINGS I PUT, OR MY FIRST FEW SENTENCES, BECAUSE IT CHANGES! FOR THE WORSE! BUT YOU MAKE YOUR DECISION, I LOVE IT, BUT READ THIS!) HI, I am a sixth grader, but i spent Kindergarden through fifth grade at Emerson! this school WAS awesome! they taught me so well, and have an excellent gate program!! it was the best school ever and i am very ahead in sixth grade now, because of the good teaching this school has given me!! it could not have been better, although the teachers are the best, and they teach every kid awesomely the whole office staff including all of our principles were retierd, they were all sooooo nice, but since they are gone, the new principle is mean, and hates anything other then class time, so no extra fun stuff! she even turned down a field trip to MARSHALL ACADEMY OF THE ARTS , one of the BEST middle school ever! because of "instructional minutes!' that is NOT fair. the whole office staff including her is rude, not helpfull, and does not look like they want to be there what so ever!! if we kept our old office staff this school would still be the best in the district, i am sure it's still up there but not for long!
I am the proud parent of an Emerson 5th grader. Emerson is an excellent school academically and the teachers are great. I am a little disappointed by the comments the parent made towards Kids Club. My son attends Kids Club and they are the most professional group of adults that truly love and take care of all the students in their care. My son enjoys both food options. They do not serve pop tarts and this service is optional! Judge a school by the knowledge your child receives not the optional snacks provided.
—Submitted by a parent
I agree with the reviewer below, but you child doesn't have to participate in the cheesy Tuesday or Wednesday breakfast. That is all extra and the parents have to pay for that. I chose for my child to not participate in those activities. The otter pops are also extra and you don't have to buy them. Kids club staff is great and with all of the extra kids this year, they are doing a great job.
—Submitted by a parent
I am a parent of a 1st grader at Emerson and have been very, very happy with everything! I am writing to respond to the reviewer who discussed Kids' Club and their Cheesy Tuesday and Wednesday Breakfast. My husband and I chose to pay the nominal fee to allow our child to participate in this because it is our choice. Nobody is forced to eat the food and there are plenty of kids who don't. We provide healthy meals for our child every day and feel that having a fun snack with cheese (protein) is not the end of the world. As for Wednesday Breakfast, it is a great mix of breakfast foods. In the 2 years that my child has been there, we have never seen a PopTart offered. There are eggs, pancakes, waffles, yogurt, granola, and yes, the once in a while donut. Otter Pops are a wonderful treat on those terribly hot days. Again, we can choose to not have our child eat them. I admire the dedication of the staff at Emerson Kids' Club and feel fortunate that my child gets to be a part of it. Kids' Club is a wonderful part of the Emerson community!!
—Submitted by a parent
School is pretty good but after school care at kids club is concerning. They give candy rewards and otter pops are available daily. They have "cheesy Tuesday" where kids are given a rotating menu of nachos, pizza, quesadilla and grilled cheese for snack and all is high fat. Wednesday mornings they do breakfast with such healthy items as doughnuts and pop tarts. Really wish they were in line with school districts menu guidelines for healthy foods. Kids club gets thumbs down from me, wish I had a choice to stay home with kids.
—Submitted by a parent
Although I believe the school should receive high ratings for parent involvement, I have seen the staff ignore the severe problems they have with bulling. My son stared going to Emerson at the end of 2011 school year and since he was a newer student he was bullied but since he was new I had thought it would get better the next school year. I had spoken with the staff about what was going on(taking him behind the building out of site and trying to put him in trash cans and not letting him leave). Nothing was done and they acted as if he deserved it. During the summer our son told us he always get bullied in the boys restroom becouse he looks white but his friend doesn't becouse he is brown like them (the bullies). I am half Hispanic but my son looks white. I don't think it is okay to bully no matter what. I understand the lack of funding and cutting of staff but we need to know our kids are safe when using the restroom.
—Submitted by a parent
My daughters go to this school and they are doing wonderful. I think its a very good school.
—Submitted by a parent
teachers with genuine concern and care for the best interest of the children, esp. mrs. jordan (kinder); supportive families and amazing leadership by mr. andreata(principal); WRAP program for afterschool care
—Submitted by a parent
Parents have a big part in making this school so successful. Everyday the school is host to many parents volunteering in the classrooms or helping to prepare for special events.
—Submitted by a parent
Our teachers are always going above and beyond for their students. The staff has always stayed enthusiastic, upbeat and worked incredibly hard to continue to provide an outstanding education and school spirit despite statewide and district budget cuts. Emerson has received recognition for Student Success + Terrific Teaching = Academic Results along with California Business for Education Excellence Awards.
—Submitted by a parent
I love the education and activities that my niece is getting at Emerson. It's great to see her have such a great start on the path to becoming a successful young adult some day. I know the lessons & friendships that she is experiencing at Emerson will not be forgotten.
The teachers are all very qualified and they really care about the students.
—Submitted by a parent
Emerson provides a safe environment with caring teachers, staff and administrators. My daughter is challenged and loves math and science thanks to the extra time spent on these subjects.
—Submitted by a parent
Our two grandchildren have been nurtured, challenged, and allowed to grow in the positive Emerson environment.
—Submitted by a parent
Great teachers and staff, involved parents, beautiful campus, science lab
—Submitted by a parent
Why do you love Emerson Parkside Academy Charter? I love every thing about Emerson!
—Submitted by a parent
Great teachers, great family involvement, smaller class sizes, full day Kindergarten, wonderful Kids club staff.
—Submitted by a parent
Fantastic school with great teachers and excellent PTA and parental support -- a very nurturing environment.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 78% |
| Females | 84% |
| Males | 75% |
| African American | 64% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 89% |
| Students with disability | 27% |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 80% |
| Males | 81% |
| African American | 55% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 87% |
| Students with disability | 27% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 63% |
| Females | 73% |
| Males | 48% |
| African American | 58% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 90% |
| Males | 79% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 80% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 74% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 83% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 85% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 77% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 44% | 27% | ||
| Hispanic | 33% | 51% | ||
| Black | 9% | 7% | ||
| Two or more races | 8% | 3% | ||
| Asian | 6% | 11% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 31% | N/A | 54% |
| English language learners 2 | 12% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| Arabic | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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