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GreatSchools Rating

Stella Middle Charter Academy

Charter | 5-8 | 560 students

Our school is known for our life experience lessons and college-prep curriculum.
 
 

 
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 4 ratings
2012:
No new ratings
2011:
Based on 5 ratings

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29 reviews of this school


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Posted April 16, 2014

5/6 site has teachers without credentials and no EL program. My niece is in the 6th grade and hasn't had a stable history teacher. That's ridiculous. We are not returning. Just look at their scores.


Posted March 1, 2014

I'm a proud parent of Stella Middle Charter 7/8 campus. When my daughter first started at the Bright Stars family we were welcomed with open arms. I jumped in and supports the school in many ways. The school offers alot of tutorial support if need, financial , counseling and outside support. I would highly recommend this school and it teaches their students independence and preparing for college. The exposure during the Life Experience Lesson Trip something your child will never forget.
—Submitted by a parent


Posted February 25, 2014

Stella Charter Middle School in Los Angeles, CA. I have been a parent since elementary school and have valued the staff and students. My child loves this school because of the caring students and friends. I love this school because the staff is young, fresh, and intelligent. I highly recommend it to any parent whose child is serious about learning. The staff has excellent portfolios. Bravo Stella Charter.
—Submitted by a parent


Posted February 14, 2014

SMCA 7/8 I cannot say enough about this school, my daughter is in the 8th grade and will be continuing to the High School. My daughter has attended Stella since the 5th grade and I have seen great improvement in her grades and overall attitude towards her future and goals. This school promotes higher learning. The work and homework may be challenging but so is the future. This school prepares them. It is not an easy ride. Your child must put in work and as parents we also have to be involved at home in their learning to continue witnessing success. There has been minor concerns, but with communication and Ms. Eagleson's (principal) professionalism they have been resolved. The teacher's are also very knowledgable in their subject area. I am an advocate of quality education and this school has met and at times exceeded my expectations! Thank you! SMCA! Your teachers, staff and administrators do not get enough credit or appreciation. Ms. Sosa
—Submitted by a parent


Posted November 20, 2013

Thank you 11/19 for your feedback on our program. In the many years that I have worked for the organization, we have always welcomed suggestions as means to strengthen our systems to ensure the best possible education for our students. This year we implemented PREP which allows families to see the behavioral strengths and areas for growth of their child every week. Teachers and families can use this tool to help students be better and achieve more. As a school we know that there is always room for growth, but as a teaching team we are fully invested in the mission of preparing all our students for college and life beyond. Each week the staff meets to discuss our students' academic and behavioral data; together we create individualized learning and behavioral plans for struggling students. Not many schools can boast a staff who knows every child by name, nor many with assessment proficiencies in the 70%. Current and prospective families alike, I invite you to walk a day in the life of our students; our work will speak for itself! The education of a child is no small task and cannot be done by the parents or the school alone, it takes a team. Sincerely, Ms. Vargas
—Submitted by a teacher


Posted November 20, 2013

The administrator is hard working and dedicated to always improving the school community. She is works with teachers , parents and students in an effort to move the school forward academically. Stella is moving in a positive direction with her leadership.


Posted June 8, 2013

This school is awful even though the overview may seem good, its not. My daughter went for 6th grade this year and Stella has discipline issues. The kids are rude and class stops very often because teachers cant control the students. The school has no cafeteria and makes the kids eat on the ground or very unsanitary benches which are old. my daughters friend had a broken eye vessel from a bench that was broken. Almost all teachers are right out of college and have no real world experience. the school also has no real library. this schools is awful and i do NOT recommended.
—Submitted by a parent


Posted February 5, 2013

My child attended Stella Middle Charter (5th & 6th) I was very happy with the staff and the school, but once they entered (7th - 12th) which it's located by LAX I cannot say I feel the same anymore. This school is so stuck on how to punish your child then actually teaching them. They give out detention like it's candy. My child self-esteem has gone down they don t have any programs for kids with special needs basically they expect ALL students to be perfect (sorry in the real world it doesn t work that way). 99% of the teachers are right out of college and have no patients for kids, they do not have the background to deal with different type of kids and they think by giving out detentions the problem is solved. If you speak you get detention, if you horse around with your friends you get detention (that s during the Childs free time). I don t think my child has really learned anything this year but how to get detention. Can t wait for the year to end to get my kid out of here!
—Submitted by a parent


Posted September 1, 2011

please tell me about sports programs at this school. my son is 10. entered your school for 1st time this year. i help the family and the son and want to be sure he has opportunities for physical education at your school. and if not i want to provide something outside for him.


Posted August 30, 2011

An outstanding school. It really engages student in every aspect of their lives. My daughter has really learned a lot in this school.
—Submitted by a parent


Posted July 18, 2011

It doesn't matter what your child's intellect, ability or grades are, all that matters is that your child fulfills the school's requirements, otherwise, you can be certain that your child will be held back, no matter how many "A's" he or she has. As my child's Advisory Teacher put it, "These schools give a lot of work because the students are not up to level, and so they may reach level. Your child belongs in a regular school, where he can play after school sports."
—Submitted by a parent


Posted March 16, 2011

Wow. That is all I have to say about this school. I am a professional, college-educated parent who has a child enrolled at this school. If you and your child do not enjoy learning and working hard to achieve what you want, they don't bother coming to this stupendous school. The academic curriculum is grueling; the MS kids read HS level books while the HS students read college level. I like the fact that they are required to read several books a year. My child is never NOT reading a book. As soon as he finishes one, he starts another, and this is thanks to the habits Stella Academy has taught him. These kids are the cream of the crop and will no doubt be successful with the help of their parents, teachers, and Bright Star Schools.
—Submitted by a parent


Posted January 28, 2011

Yes, the hours are long and academic (and behavioral) expectations are HIGH, but if you want to give your child a real chance at succeeding in today's cutthroat business world (and yes...every field is essentially a business) where a Bachelor's degree is starting to resemble a mere elementary school certificate...then Stella is the school for your child 9and you). The teachers are dedicated, and the Vice Principal is committed to not only working with the students, but also supporting parents. Principal, however...is on campus once in a blue moon and is rather distant and superficial.
—Submitted by a parent


Posted September 28, 2010

Stella Charter has a very structure and challenging academic program, the parent that doesn't get why natural color socks are important, its ashame I send my child to learn and get educated, not to worry who has the name brand socks. At a LAUSD school my kid was rated as 2nd grade reading level, two months before entering a classroom in Stella Charter he had completed 2 summer reading count books. I rather have his mind occupied in books than 3-4 hrs in video games, Thank you Stella Charter for giving the ghetto side of LA a chance for a better tomorrow.
—Submitted by a parent


Posted August 26, 2010

Stell has to be one of the worst schools. This school is to strict, give way to much homework, and have extensive hours of schooling. What kid has to go to school at 7:25 and come out at 6pm. The rules in the dress code are riddiculous who cares what colored your socks are. They school isn't even racially diveresed. This school is a joke why would you let these kids out so late and give them so much homework. At this school elective starts at 3:30 compared to other middle schools that end at 3:00. The elective when I was there was for the girls to learn spanish. While the guys go to play soccer. The school wouldn't let kids bring junk food and if they did the teachers would take it and eat it themselves, why not give the kids the food at the end of the day.


Posted August 12, 2010

I searched high and low for a school that would challenge my child accordingly and this school is it. The academic program is strong and is set up in a way that mirrors what they will get when they attend college. I have read the other reviews and much of what has been said about the long hours & huge amount of homework is true. This is not a school for every family. I use the word family because it's not a type of program that your child can attend if they don't have family support. The staff is caring and very responsive. My only hope is one day it will become a little more culturally diverse.
—Submitted by a parent


Posted February 25, 2010

Even though i am about to graduate to high school this school is very good and you learn a lot and you get to do fun things to
—Submitted by a student


Posted May 4, 2009

This is my childs second year at Stella, and I stayed only because of the two teachers. The hours are long and some are not productive at all. The ASES program is a joke, as well as some of the mandatory items the Director comes up with. The location move has caused more problems and more cost to a 'free' school. The overall idea is good, implementation is another subject.
—Submitted by a parent


Posted May 3, 2009

This school is in some ways amazing and in others horrible beyond imagining. When I was in a different school the year before I enrolled in Stella, I had terrible grades. I never listened to the teacher and all I cared about was recess. But when I came to this charter school, my grades lifted to all As. Unfortunately, that is the only good thing I have to say about Stella. The school hours are unreasonable, starting from 7 in the morning to 6 at night. The teachers don't care about the feelings of the students, and they have barely any punishments for the students being bad, making bullies common in the area. If your child may go to this school, I suggest you should dig a little deeper into the information on Stella.
—Submitted by a student


Posted December 6, 2007

Stella is a great school, the principal is simply wonderful and listens to the parents. Yes, the hours are long but worth it. My child is learning and her mind is expanding, everyday she comes home and tells me what she learned. I love the fact that children wear uniforms and that there is a strict policy in that matter. Although, I think Stella's academics are top. I disagree with forcing the children to take field trips, it should be optional. If you are rewarding the children with fields trips let the parents decide if they want their child to attend or not. The trip to Big Bear is something that my child and I are not interested in. I understand that the school wants to reward the children, but it should be up to the parents not the school.
—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.

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 2013.

This school's
API score

760

Change from
2012 to 2013

-51

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

9 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet 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 did not meet all student subgroup API targets for 2013

This school's
API score

760

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
2012 to 2013

-51

Change from 2012 to 2013
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
(2012)

6 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

9 / 10

API Similar Schools Rank (2012)
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 60% in 2013.

103 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
51%

2011

 
 
46%

2010

 
 
35%
Math

The state average for Math was 65% in 2013.

103 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
61%

2011

 
 
73%

2010

 
 
50%
Science

The state average for Science was 57% in 2013.

103 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
52%

2011

 
 
67%

2010

 
 
45%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

170 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
53%

2011

 
 
50%

2010

 
 
53%
Math

The state average for Math was 55% in 2013.

171 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
31%

2011

 
 
42%

2010

 
 
44%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

146 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
63%

2011

 
 
82%

2010

 
 
62%
Math

The state average for Math was 52% in 2013.

146 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
42%

2011

 
 
69%

2010

 
 
59%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

117 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
70%

2011

 
 
40%

2010

 
 
68%
English Language Arts

The state average for English Language Arts was 57% in 2013.

174 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
85%

2011

 
 
80%

2010

 
 
75%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

58 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
58%

2011

 
 
n/a

2010

 
 
72%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

175 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
76%

2011

 
 
76%

2010

 
 
75%
Science

The state average for Science was 67% in 2013.

175 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%

2011

 
 
99%

2010

 
 
99%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students43%
Females53%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability43%
English learner9%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students52%
Females53%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability51%
English learner17%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate49%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students48%
Females47%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability47%
English learner6%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)42%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students50%
Females53%
Males47%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged62%
Students with disability23%
Students with no reported disability54%
English learner10%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)47%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%

Math

All Students29%
Females27%
Males32%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged29%
Students with disability4%
Students with no reported disability33%
English learner3%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)28%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students53%
Females55%
Males51%
African American59%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability57%
English learner8%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)54%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

Math

All Students29%
Females29%
Males30%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability32%
English learner5%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)17%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students55%
Females58%
Males50%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learner55%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate60%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduate55%
Parent education - declined to state67%

English Language Arts

All Students52%
Females60%
Males42%
African American57%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disability7%
Students with no reported disability56%
English learner5%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)60%
Parent education - college graduate54%
Parent education - graduate school/post graduate37%
Parent education - declined to state58%

General Mathematics (Grades 6 & 7 Standards)

All Students38%
Females36%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learner11%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students57%
Females57%
Males57%
African American62%
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantagedn/a
Students with disability13%
Students with no reported disability61%
English learner15%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate52%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)60%
Parent education - college graduate62%
Parent education - graduate school/post graduate32%
Parent education - declined to state71%

Science

All Students80%
Females82%
Males77%
African American90%
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged78%
Non-economically disadvantagedn/a
Students with disability20%
Students with no reported disability85%
English learner46%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate72%
Parent education - high school graduate81%
Parent education - some college (includes AA degree)90%
Parent education - college graduate77%
Parent education - graduate school/post graduate63%
Parent education - declined to state92%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 86% 51%
Black 13% 7%
Asian 1% 11%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
White 0% 27%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Assistant principal(s)
College counselor(s)
Computer specialist(s)
Dance teacher(s)
ELL/ESL Coordinator
Instructional aide(s)/coach(es)
Math specialist(s)
PE instructor(s)
Reading specialist(s)
School psychologist
School social worker/counselors(s)
Special education coordinator
Speech and language therapist(s)
Teacher aid/assistant teacher
Tutor(s)
Foreign languages spoken by school staff Korean
Spanish
Armenian
Read more about programs at this school
Source: Provided by a school official.

Special education / special needs

Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Autism
  • Cognitive disability
  • Emotional behavioral disabilities
  • Hearing impairments
  • Multiple disabilities
  • Orthopedic impairments
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments
  • Visual impairments
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
  • Math specialist(s)
School facilities
  • Computer lab
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Dance teacher(s)
School facilities
  • Performance stage
Performing and written arts
  • Dance

Language learning

Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Armenian
  • Korean
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Multi-purpose room ("cafegymatorium")
School leaders can update this information here.

School basics

School start time
  • 7:30 am
School end time
  • 4:30 pm
Before school or after school care / program onsite
  • After school: ends at 6:00 p.m.
School Leader's name
  • Elysa Vargas & Olivia Eagleson
Best ways for parents to contact the school
  • Email
  • Phone
Gender
  • Coed
Special schedule
  • Extended/longer school day
Is there an application process?
  • Yes
Fax number
  • (323) 954-6415

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • College prep
  • Direct instruction
  • Project-based
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • None
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Autism
  • Cognitive disability
  • Emotional behavioral disabilities
  • Hearing impairments
  • Multiple disabilities
  • Orthopedic impairments
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments
  • Visual impairments
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population

Resources

Staff resources available to students
  • Assistant principal(s)
  • College counselor(s)
  • Computer specialist(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Instructional aide(s)/coach(es)
  • Math specialist(s)
  • PE instructor(s)
  • Reading specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Special education coordinator
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • Armenian
  • Korean
  • Spanish
Extra learning resources offered
  • Career/college counseling
  • Counseling
  • Differentiated learning programs
  • Remediation
  • Tutoring
Transportation options
  • Accessible via public transportation
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Auditorium
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Multi-purpose room ("cafegymatorium")
  • Performance stage
Partnerships with local resources and organizations
School leaders can update this information here.

Sports

Boys sports
  • Baseball
  • Basketball
  • Flag football
  • Soccer
  • Volleyball
  • Wrestling
Girls sports
  • Basketball
  • Soccer
  • Volleyball
  • Wrestling

Arts & music

Visual arts
  • None
Music
  • None
Performing arts
  • Dance
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • None
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Monitor the playground
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

What are your chances?

Students typically come from these schools
Cienega Elementary
Alta Loma Elementary
Hillcrest Elementary

Planning ahead

Students typically attend these schools after graduating
Bright Star Secondary Charter Academy
Notice an inaccuracy? Let us know!

2636 Mansfield Avenue
Los Angeles, CA 90016
Website: Click here
Phone: (323) 954-9957

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