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Teacher quality
Principal leadership
Parent involvement
It's sad to see the negative comments on here regarding View Park Accelerated Charter Middle School. When you received your "enrollment" packet and attended the orientation, you as the parent knew right then what was going to be required from you and how rigorous our program is going to be. If you were just expecting to drop your child off at school to let the staff "teach and raise" them, then your priorities as a parent aren't in order. Not returning calls, emails or notices sent home to you by the staff is not how we teach at VPP. We are not a "DROP OFF BABYSITTING SERVICE", we are here to "EDUCATE YOUR CHILD" and "YOU" as the "PARENT" must do your part (i.e. VOLUNTEERING, showing up for your scheduled parent conferences, attending back to school night, attending mandatory PIM meetings, etc.) to make sure that your child is on the right path to "SUCCESS"!!!!!!!! "STOP BLAMING THE SCHOOL and STAFF" for your child's "BEHAVIOR and ACADEMIC STANDING" and do your part as the "PARENT and GET INVOLVED IN YOUR CHILD'S EDUCATION"!!!!!!!!
—Submitted by a teacher
The two students I know who were forced to go to this school hated it for many reasons. They felt the instuction was inferior, the student body undisciplined and unmotivated academically, and the general atmosphere very negative. There was vicious bullying of the few serious students in the school. They didn't like the segregation and the attitude of intolerance that it fostered. Both these students are gifted, highly motivated students who feel that the time spent at this school was wasted time academically and extremely negative in many ways. One says that it was the worst time of her life due to jealous bullying.
I'e been attending View Park for 3 years no. This school is great when it comes to academics. The teachers go above and beyond and the curriculum is more advanced than average. The only thing is that the students are rude, unwelcoming, and in a word, ghetto (for lack of a better term). And also, there is no diversity. It's basically Black kids being taught by White teachers. This school does not live up to it's reputation.
because the school is dedicated to giving our children a good education!!
—Submitted by a parent
I am enjoying my first year of middle school here, and my advice to you is to always be prepared, safe, respectful, and dedicated and you will do exellent.
—Submitted by a student
I would agree with the parent dated December 14, 2007. If I would have known what I know now I would have made another choice. It's definitely safer than other schools in the area but that's about it. I also must add to in the school it's not what your child knows it's who you know.
—Submitted by a parent
I have two daughter that now attend view park middle charter school and I have to say the school is great. The teachers are not only dedicated but they go above and beyond too make sure that the students have the skills and tools that are needed to suceed. My daughters are so smart and have learned so much since attending viewpark. So if you can even get your child in the school, this will be one of the best choices you have made in your life.
—Submitted by a parent
My children have been attending View Park for the past 6 years. I believe I would change how they used to be about nurturing and not leaving a child behind and now it is about numbers and how many more schools they can open up. I believe they should work on improving what they have so far. As for the staff, I have volunteerd in the office several times and see how they are treated by the parents and the children. The parents are in denial about how their children really are when they are at school and the parents are extremely rude to the staff as well. I have seen them get cussed out by parents and I have seen them deal with stuff I would not be able to deal with. This is a two-way street. There is no excuse for rudeness but they have feelings to.
—Submitted by a parent
I agree with the previous writters. My daughter has attended VPP for the past 3 years and in comparison to the surrounding choices it is a much safer school which is why I give it 3 stars but to judge the staff of the school I would only give it 1 star. I can't believe how rude most of these people are and my 1st thought is always...if they talk to me this way how are they talking to the kids. They are just very rude!
—Submitted by a parent
The teachers try to do their best but unfortunately are not qualified and believe me it shows. The personnel, including the CEO are arrogant, unfriendly and and have poor skills. The demise of this school is inevitable.
—Submitted by a parent
My child has attended this school for 3 years now. At this time, VPPMS is the safest school for my son. The academics are lacking.
—Submitted by a parent
I was very impressed by this schools reputation and was lucky enough to enroll my child. Unfortunately this school lacks personnel to address simple questions from parents. I too like the previous parent posting feel that this school is operating on pure arrogance. If they put as much effort into being courteous as they put into for soliciting for funding the atmosphere would be much better.
—Submitted by a parent
Pretty good school overall, when compared to other public schools. However, when you consider the professionalism of the teachers and their willingness to actually teach the students in the school the school comes up short. Riding on arrogance does not benefit the school nor students being serviced. I have been an educator for over twenty years and I know a lack of teaching ability when I see it.
—Submitted by a parent
The academic programs are outstanding. My seventh grader is studying genetics and physics via hands on experimentation. The English literature and history courses are well developed and interesting. One shortcoming is the lack of foreign language instruction. View Park Prep is a charter school, so parents participate actively in running the school.
—Submitted by a parent
My two sons (13 and 12) attended VPP for two years and it was a positive experience. Overall, the quality of their academic program is outstanding, and they are head and shoulders above most schools. Every core subject is demanding and high standards are expected. If your child is lazy, this is not the school for him or her.
—Submitted by a parent
The quality of academics is high. Teachers share a one on one relationships with students. The only downside according to my son, is he would like to see more sports programs. However, I just discovered the school has hired basketball, track and football coaches so he may get his wish in 2005-2006 school year.
—Submitted by a parent
The quality of the academic programs are excellent. There are several extracurricular activities including team sports art and music. There is a high level of parental inolvement.
—Submitted by a parent
This School is suppose to concentrate on Academics not constantly taking the kids on field trips that do not have anything to do with thier academics. The name sounds good but the facts are different.
—Submitted by a parent
We have been with VPP since it opened four years ago. The parental involvement makes a difference. The children are bright but could use a higher standard of classroom behavior, e.g., less disruption during class. The elementary and middle school campuses are comfortable and safe. The small class sizes are a major plus. The lack of experienced teachers is a drawback, but most of the teachers are doing their best. Some could focus more on being adult leaders. Overall, every year the school gets better and better. I have concerns about the high school, but we'll cross that bridge when we get to it. Great job View Park Accelerated Charter Schools!
—Submitted by a parent
This is our first year at View Parks ACS Middle School. This week is parent teacher conference and I'm so pumped to see the excitement in the teachers. The teachers I've been exposed to, love teaching and their enthusiasim shows in their demeanor and their conversation in discussing their classrooms. This is a great first year middle school experience. My children are excited about learning and the teachers are excieted about teaching. VPP teachers, are young, fresh and excited about the possibilites of learning. The VPP environment want and expects to see our children succeede. Two thumbs up for a great community school family. The family and school partnership is a win, win situation!
—Submitted by Rosiland, 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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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 59% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
128 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
122 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 Algebra I was 49% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
115 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| 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 | 55% |
| Females | 60% |
| Males | 51% |
| African American | 53% |
| 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 | 53% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| 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) | 49% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 45% |
| Males | 44% |
| African American | 43% |
| 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 | 60% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 72% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 69% |
| Males | 43% |
| African American | 58% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 47% |
| Males | 40% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| 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 | 33% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 53% |
| 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 | 38% |
| Females | 48% |
| Males | 28% |
| African American | 37% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| 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 | 46% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 54% |
| Males | 29% |
| African American | 43% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 48% |
| Males | 36% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 61% |
| Males | 64% |
| African American | 65% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 81% |
| 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 6
Grade 7
Grade 8
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 | 98% | 7% | ||
| Hispanic or Latino | 2% | 49% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Asian | 0% | 8% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% | ||
| White | 0% | 28% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 48% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 2 | N/A | 11 |
| Average years teaching | 6 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 62% | N/A | 96% |
| Emergency credential or waiver | 8% | N/A | 2% |
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5749 South Crenshaw Boulevard
Los Angeles,
CA 90043
Website: Click here
Phone: (323) 290-6970
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Alliance William and Carol Ouchi Academy High
Los Angeles, CA
Alliance Christine O'Donovan Middle Academy
Los Angeles, CA
Golden Day Schools
Los Angeles, CA
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