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GreatSchools Rating

View Park Preparatory Accelerated Charter School

Charter | K-5 | 431 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 1 rating
2010:
Based on 3 ratings

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37 reviews of this school


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Posted September 6, 2007

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


Posted June 30, 2007

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


Posted June 27, 2007

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


Posted September 14, 2006

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


Posted June 24, 2006

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


Posted June 9, 2006

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


Posted May 7, 2006

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


Posted January 18, 2006

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


Posted January 11, 2006

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


Posted November 8, 2005

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


Posted October 19, 2005

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


Posted April 24, 2005

My friend's children are thriving here. High expectations are set. They love their school and are high achievers.
—Submitted by a parent


Posted March 31, 2005

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


Posted March 11, 2005

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


Posted October 6, 2004

I am instrested in this school
—Submitted by a parent


Posted August 17, 2004

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


Posted November 27, 2003

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.

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

833

Change from
2011 to 2012

-54

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

10 / 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

833

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

-54

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)

9 / 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)

10 / 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.

86 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
93%

2010

 
 
85%

2009

 
 
77%
Math

The state average for Math was 64% in 2012.

86 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
91%

2010

 
 
69%

2009

 
 
72%
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.

92 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
70%

2010

 
 
62%

2009

 
 
59%
Math

The state average for Math was 69% in 2012.

92 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
76%

2010

 
 
64%

2009

 
 
54%
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.

70 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
84%

2010

 
 
87%

2009

 
 
76%
Math

The state average for Math was 71% in 2012.

70 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
67%

2010

 
 
80%

2009

 
 
80%
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.

92 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
69%

2010

 
 
77%

2009

 
 
55%
Math

The state average for Math was 65% in 2012.

91 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
53%

2010

 
 
72%

2009

 
 
57%
Science

The state average for Science was 60% in 2012.

92 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
61%

2010

 
 
73%

2009

 
 
52%
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 Students74%
Females78%
Males71%
African American76%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
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)72%
Parent education - college graduate75%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Math

All Students69%
Females73%
Males66%
African American72%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
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)78%
Parent education - college graduate63%
Parent education - graduate school/post graduate60%
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

English Language Arts

All Students67%
Females71%
Males61%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)69%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students59%
Females60%
Males57%
African American61%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)54%
Parent education - college graduate62%
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

English Language Arts

All Students79%
Females80%
Males77%
African American82%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged80%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only79%
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)76%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students43%
Females46%
Males40%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only43%
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)36%
Parent education - college graduate32%
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

English Language Arts

All Students56%
Females65%
Males47%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)56%
Parent education - college graduate50%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Math

All Students38%
Females41%
Males35%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)34%
Parent education - college graduate44%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Science

All Students55%
Females60%
Males51%
African American53%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)51%
Parent education - college graduate61%
Parent education - graduate school/post graduate86%
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
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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 53%N/A52%
Source: NCES, 2008-2009

Average class size

  This school District averageState average
Average class size 22N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 7N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 71%N/A96%
Emergency credential or waiver 10%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

3751 West 54th Street
Los Angeles, CA 90043
Website: Click here
Phone: (323) 290-6950

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