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Teacher quality
Principal leadership
Parent involvement
I have never experienced the lack of professionalism, disorganization and poor management of a school as I have this past year. The communication between the staff and the parents was poor. There would be last minute notices, repeated errors in memos that were sent home, etc. The administration from the top down is poorly organized which is reflected in discipline, communication with parents and teachers.
—Submitted by a parent
The few I've spoken to were unfriendly, unprofessional and made me question their level of education. If they're this way with parents, how are they with our kids throughout the day? When parents address their concerns regarding the staff, it seems to be ignored as the same problems continue. There's a big gap in communication. I find myself leaving the school frustrated and in disbelief. Their academics and extracurricular activities are competitive. However, if VPP improves the quality of their admin. staff, it would be an overall great school.
—Submitted by a parent
My child just graduated from Kindergarten and I can not express more the frustration I experienced this year from the lack of professionalism, disorganization and poor management of a school thats been around for a while. We are seeking another school because though the academic level of education was impressionable, the way it was taught was sometimes questionable. I had a real problem with the staff, last minute notices, repeated errors in memos sent home, etc. I would not recommend this school to anyone without 'thick skin' to say the least.
—Submitted by a parent
Overall, an excellent school compared to others in the neighborhoood. Many parents are professionals and/or educators which contributes greatly to the student's success. The curriculum is typical of an LAUSD elementary school, and the school purports to follow the 'accelerated model' which directs teachers to teach to the top 25% of the class and pile on a great deal of homework. The problem is that intervention strategies for students not in the uppper echelons are not firmly in place and are frankly more fluff than action. The school also uses it's charter status to proclaim that they don't have the resources to handle Special Ed children so they are virtually ignored. Comprehensive extracurriular activities are not in place. The administration from the top down is poorly organized which is reflected in discipline, communication with parents and teachers and overall unprofessionalism.
—Submitted by a teacher
my son is a recent kindergarten graduate. i am so impressed with the scholastic achievements gained through this school and the teaching staff. i feel very fortunate that my child had mrs. somerville, whom i consider to be the top kinder teacher. her combination of knowledge and classroom management skills, mixed with a desire to really teach children were unparalleled. if you are looking to come to vpp, please understand that you may (will) experience frustration regarding the administrative staff at times (last minute notices, etc). i believe this is due to the fact that mrs. dunigan (on the k-3 campus)is severely overworked and under assisted. but i did not send my child there for administrative reasons. if you are looking for a top notch education for your child, view park is the place to be. get on the waitlist now if you're pregnant.
—Submitted by a parent
This is a school with a wonderful program ranging from sports to music. The teachers are friendly and parent involvement is a must.
—Submitted by a parent
View Park Prep's administrative team leaves much to be desired. The Director of the middle school obviously wears too many hats and does not have an effective support staff system in place to follow-up on parent inquiries. The school system is in shambles, which provoked establishing 'Charter Schools' in the first place.
—Submitted by a parent
Parental involvement is outstanding. The school has truly fostered a family-like environment. The academic programs are rigorous and teachers work hard to bring out the best in students. The school's facilites are not ideal, but perhaps that will change in time.
—Submitted by a parent
VPP is excellent for children to be challenged and grow. The teachers are dedicated and supportive. The problem is, this school is not for children with special needs. The school needs to be more proactive in helping all children succeed in their environment. If you do not fit into their accelerated model, there really is little assitance for the child. The teachers work hard to help the child as much as they can, but it is difficult with the work load that is given. Every child needs a chance to succeed in this system. Otherwise, the school is very good. I just advise parents to make sure the school is the right fit for their child before to much time is waisted in an enviornment that is geared toward this kind of model.
—Submitted by a parent
My Kindergartener is really learning ! She has been through a kindergarten curriculum for the last 2 years and we are pleased that she is not reviewing the same information, but being challenged to learn more about science, social studies ect. A parent really has to be ready to play an active role in their child's education as there are spelling/math tests weekly. There are very many extra activities, probably too many because I cannot keep up! Since this school does not have the funding that regular public schools, there is a great need for parents to volunteer and participate in fundraisers all through the year.
—Submitted by a parent
This school had a good start but fell down when the administration failed to put in experienced upper management to help train and develop the teachers and handle the needs of a steadily growing student population. The school facilities are substandard and the director has failed to make good on his promise to get better facilities. The children and the parents are hard working and the tests scores are not bad, but that is not enough. The teachers are hard working and caring but they need the full support and direction of experienced administrators and proper resources. The accelerated school model has been abandoned and there is little structure to support the parent/school relationship. A great school gone sour, maybe they will recover in the future.
—Submitted by a parent
My friend's children are thriving here. High expectations are set. They love their school and are high achievers.
—Submitted by a parent
View Park Preparatory Elementary School provides an academically challenging and enriching curriculum, lead by extraordinarily talented teachers. In addition to the school s academic excellence, I appreciate the supportive and nurturing environment that has been cultivated at View Park Prep. The school does not treat the children like robots created for producing test scores. Rather, the entire school community embraces the children, making them feel secure and valued. The children are allowed to exercise their creativity, athleticism, leadership skills, and social consciousness. All students -- not just the few who might be targeted as gifted -- are expected and encouraged to meet their personal goals and attain success in college. Parents are required to volunteer 40 hours per year and are provided opportunities to take leadership in determining the direction of the school.
—Submitted by a parent
My daughter has been on the waiting list for the last 2 yrs. I've been knowing about this school since she was in Kindergarten. She used to attend the after-school program before they made it into a charter school. I remember seeing on the news that it was finally made into a operating school and that the school got presented an academic achievement award for being one of the best schools in the LAUSD. I was very proud of that. My daughter was then attending Windsor Hills Elementary. Since then, everyone I knew was trying to get their kids into the school. All the kids that I know who go to View Park Prep have accelerated into some pretty smart kids! I've never heard anything negative as far as that school is concerned.
—Submitted by a parent
My son attended kindergarten during the 2003-2004 school year. There were two kindergarten classes and a total of 40 students. Each teacher had an aide to assist during class and play time. Though both teachers were young (they were each returning to the school for their second year of service at the school) they were very enthusiastic. During the school year both reading and writing skills were emphasized in addition to math, science, social studies, and physical fitness. Overall I was pleased with the teaching and office staff. However, this is a relatively new charter school (only five years old) and it is sorely lacking in infrastructure. Parents never received basic information I am accustomed to having at my disposal in my business life (e.g., organization chart, phone listing, roles and responsibilities, etc.). Given time and concerted effort though, I'm certain these shortcomings can be remedied.
—Submitted by a parent
My daughter has been a participant since kindergarten. She's now in the 5th grade. The standards are very high and family participation is a must. What attracted me to the school was the enthusiastic vision of the headmaster Mr. Piscal, who wanted the same quality and successful scholastic principles of education implemented in the inner city that was almost taken for granted in the more weathier parts of the county schools. Now our children will have the tools and skills necessary to qualify and compete in any ivy league school of their choosing all without leaving our own neighborhood to obtain these skills from qualified caring teachers and administrators.
—Submitted by Willeta Thompson, 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
86 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
92 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
70 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
92 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 | 74% |
| Females | 78% |
| Males | 71% |
| African American | 76% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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) | 72% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 73% |
| Males | 66% |
| African American | 72% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| 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) | 78% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 60% |
| 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 | 67% |
| Females | 71% |
| Males | 61% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 60% |
| Males | 57% |
| African American | 61% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 79% |
| Females | 80% |
| Males | 77% |
| African American | 82% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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) | 76% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 46% |
| Males | 40% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| 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) | 36% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 56% |
| Females | 65% |
| Males | 47% |
| African American | 54% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 41% |
| Males | 35% |
| African American | 37% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 60% |
| Males | 51% |
| African American | 53% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 61% |
| 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
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
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
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 | ||
|---|---|---|---|---|
| African American | 97% | 7% | ||
| Hispanic or Latino | 1% | 49% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Asian | 0% | 8% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| White | 0% | 28% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 53% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 3 | N/A | 11 |
| Average years teaching | 7 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 71% | N/A | 96% |
| Emergency credential or waiver | 10% | N/A | 2% |
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3751 West 54th Street
Los Angeles,
CA 90043
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Phone: (323) 290-6950
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