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Teacher quality
Principal leadership
Parent involvement
KIPP Academy of opportunity has an excellent curriculum. I have a 5th grader that has learned so much in such a small amount of time. My daughter transferred out of Bennett Kew School in Inglewood with all A's. She says she felt like she didn't know anything when she arrived at KIPP. She has different teachers for every subject. They change classes like high school students. I love the teachers! They are beautiful, professional & young with fresh ideas & learning techniques. Very diverse staff. My daughter is excited every day and she teaches me what she has learned. She never wants to leave when I pick her up. They learn Science, History, Math, English, Art, PE. They have after school program for homework/dance/acting/karate. (according to grade) Reading Program rocks! The school shares the building with YMCA. You enter on 99th Street/Vermont. Look for the banner at the side entrance. It is a closed campus. Enrollment is easy and I am well informed about my child's progress. They wear uniforms and are strict so order the correct uniform shirts/jackets/pants. NO EXCEPTIONS! I love the school because I see big improvements in my daughter's passion for learning.
—Submitted by a parent
In terms of the reading level for KIPP students, have them read aloud and see what you discover.
—Submitted by a parent
I am very pleased with KAO. They push for parent involvement to help students stay on track at home. The staff is strict when it comes to conduct which helps provide a positive learning environment for the students. KAO also teaches the students responsibility through accountability. The entire staff is very accessible for any questions I may have. I am well informed about school events and the progress of my child.
—Submitted by a parent
to me KIPP ACADEMY is the best school, my experience is wonderful, best teachers, high academic level, the communication between school and parents is very good. my son is very happy and i do to. i will recommend to my friends and family like the one of the top schools in L.A.
—Submitted by a parent
I too disagree with the parent below. Mrs. Patel is doing a WONDERFUL job, particularly under the circumstances. When KIPP made the terrible mistake of installing Mrs. Greene, probably the most incompetent school leader one could put in a school, Mrs. Patel had to not only pick up the pieces, but rebuild the school. And the results are clear: KIPP KAO has an 824 API, the highest it has ever received. And to counter what this parent has said about 7th graders reading at 4th grade level, that's simply not true. Eighty percent of the students tested via the CST are at proficient or advanced. THIS is the KIPP that I brought my child to back in the 5th grade. And it's due to the hard work of Mrs. Patel and the teachers on staff.
—Submitted by a parent
TO ALL OF THE HATERS! KIPP! OR KAO! IS NOT THE BEST! BUT IS BETTER THAN THE OTHER SCHOOL YOU HATERS NEED TOO SEND YOUR LAZY KIDS! OR IT JUST MIGHT BE LAZY PARENTS!
I totally disagree with the postings below, but maybe that's because I understand what it takes to manage an organization. From a parent perspective, I've found KAO to be a school that continues to grow through a transition it didnt anticipate but never at the expense of the students. Mrs. Patel has always been a compassionate listener who does right by students AND teachers. She's just willing to stand up for what's right, which may be hard for some people to handle. The thing is that the work that this school is trying to do is a LOT harder than people from the outside may think it is.
—Submitted by a parent
I have to agree with the last parent. I NEVER share my thought on forums such as this but I felt compelled after reading what the last parent had to say. I believe I know the social studies teacher that was let go. This is the second teacher Mrs. Patel let go of that was such a valuble asset. This last teacher had such a heart for the kids, and I could see the growth in my childs abilities so much so I found it necessary to thank him. I just found out he will not be returning and I cannot believe they would let him go. No other teacher has been able to connect with both teacher AND student the way he did. I really do not care for Mrs. Patel and the type of decisions shes making in terms of teachers. She should not have that much power, and Ms. Woodyard is fake and a lier.
—Submitted by a parent
This school is smoke and mirrors.The teacher turn over is UNBELIEVABLE. They hired a caring, compassionate, knowledgeable social studies teacher at the end of 2011 and let him go in June. Patel should not be there neither should the VP. They both do not know what they are doing when it comes to what really works for the school. KAO does not prepare their kids for the real world, in my opinion they are most concerned with status and maintain their rank. Many of the 7th graders are reading at 4th grade reading levels. I really wish they would get rid of the current school leader and assistant school leader and bring back some of the amazing talent that were let go because they did not fit the unrealistic mold they have tried to create. Not to mention the unfair treatment some teachers are subjected to, the teachers who do not go out to happy hour with Patel and the rest of the followers hoping to keep a job. I would send my child to a school that has it together, and does not maintain such a volatile rate of teacher turnover.
—Submitted by a parent
After a tumultuous 2010-2011 year due to some poor upper management decisions, which left our children abandoned (due to loss of phenomenal teachers), disillusioned, disgruntled and unmotivated, the corner has turned. Turned back to the KIPP KAO I have known and respected and appreciated. Upper management actually listened to the other stakeholders, the parents and the children, about the quality we demand and expect and hired two school leaders to traverse the road back to success stories for the most important stakeholders, the children. It has been a fight to regain the students' trust and motivation but Ms. Patel and her dedicated teachers are quiet storms who champion this battle. In a relatively short amount of time, you can see the excitement reignited in the students' spirit. They are respected and encouraged and are responding accordingly. Even with the learning deficit they have experienced, the students are forging ahead with the teachers and Ms. Patel who are going above and beyond to ensure success for our children. As a veteran KIPP parent I have seen what works and what doesn't.....This works!
—Submitted by a parent
I LOVE KAO!!!! This school has been through a lot but it continues to be a team and family that I will always be a part of!
—Submitted by a parent
KAO represents what a community school is all about. Yes, it is true that KAO has been through some trying times, but that is no different than the situation of our households, city, state and country. But the inspiring difference is that the parents, staff, and students stuck together and worked to improve the current environment and future of this school. The proof of a great school is not profile during good times, but how it holds up in adversity. KAO is a strong and stable learning institiution. Your child will benefit from what it has to offer.
—Submitted by a parent
Don t do It. At this point this school is an example of Bait and Switch . My child has attended for four years. The first two years were ok, but of late they have had high teacher turnover in key areas like math. Their 7th grade math teacher was fired last year at midyear. This year we have already lost the 8th grade algebra teacher. New for this year, is a principal that can only be described as a Prison Warden . She has taken a good basic school theory and destroyed it with unnecessary rules and regulations. Like bathroom tickets (only Six for the year), Silent Lunches for all grades. Something as simple as turning in late homework is now a offence punishable by suspension. The New rules have actually reduced the learning opportunities. The School has become more punitive in nature, which has greatly hurt the learning environment.
—Submitted by a parent
I was just wondering what other options are out there for students. I am beginning to think that perhaps this is not the school for my student as well. He will be entering the 7th grade in September of this year....
—Submitted by a parent
My family has been at KAO for 6 years now, and have graduated 2 students. My son who was a top student now attends a private day school on full scholarship. My daughter who struggled to make good grades, was not one of the best students academically, but she worked hard and was supported at home and at school by KIPP's wonderful students and graduated last week with honors and will be attending boarding school on full scholarship next fall. KIPP is a reward based school and recongizes students that work hard.
—Submitted by a parent
My son started at KIPP as a 5th grader, he just completed the 7th grade. He struggled at KIPP from the start, but with each improvement, I thought "maybe it'll be ok, especially since there was nowhere else to send him". General public school was not an option. If your child isn't an A/B student and being teacher's pet, they will not be noticed. With having teachers that are not completely certified (and some don't have the experience of child rearing), the teachers don't know how to handle a child that is not "text book". I had to make a tough decision to take my son out of KIPP and have found a much better, open and thriving opportunity for him. Good luck. To all parents, be sure to talk to your kids, don't just think that the teachers are telling you the whole truth!
—Submitted by a parent
My daughter has been at kipp since the 5th grade. Now she is in the 7th grade and She's excellent student with a 4.0GPA. She loves this school and all of her teachers are very helpfull, As parents we need to be involve in our childrens schooling other wise to conplaint about all the homework that they get is not going to help our kids to suceed in this world. Parents help your kids academic by been there to help them be involve with teachers on what your child needs help on. It helps them to grow and We as parents show them responsibility.
—Submitted by a parent
I give this school a 3. My son has attended KIPP for 2 yrs and I think it's wearing on him. He's excelled academically and has received an average above a 3.7. However, parents beware the 7:30 - 5:00 pm program is strenuous and there's homework to boot. Homework has never been an issue in our home, but I can't imagine if we had that to deal with as well. If your home life is such that you may pick up your child, go home and find bed time right around the corner. Don't do it! You're child will never have an opportunity to play. Also, the parent's comment about behavior is a huge one. My son went from not to becoming a behavior problem and his justification was that if he was nice he'd get picked on and they'd think he was weak. This is school is best for girls.
—Submitted by a parent
I agree with the post from 3/2/09. I am a 5th grade parent, and my child does ok as well. But at KIPP KAO all praise goes to the star students. These are the students who attend field trips, and receive extra incentives. Sometimes, it leaves a student feeling defeated. The teacher's set high achieveing students apart from the others, it is not unusual to go to a class a find A/B students on one side of the class, and C/D students on the other side. The teacher;s often make examples out of the students who are not star, (no one wants to be like.....she is not doing well), or (who do you think will get a beter grade.....or....). I think the goal of the program is good, however KIPP KAO needs to recognize that students are motivated differently.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 63% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
76 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.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
63 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.
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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
63 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 | 48% |
| Females | 52% |
| Males | 43% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 46% |
| Males | 51% |
| African American | 47% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 57% |
| Males | 59% |
| African American | 56% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| 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 | 52% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 85% |
| 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 | 59% |
| Females | 55% |
| Males | 62% |
| African American | 60% |
| 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 | 57% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 54% |
| Males | 49% |
| African American | 52% |
| 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 | 52% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| 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) | 59% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 62% |
| 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 | 81% |
| Females | 82% |
| Males | 80% |
| African American | 79% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 83% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 79% |
| All Students | 80% |
| Females | 76% |
| Males | 83% |
| African American | 77% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 76% |
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 | 65% |
| Females | 70% |
| Males | 60% |
| African American | 66% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 58% |
| All Students | 78% |
| Females | 82% |
| Males | 73% |
| African American | 79% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 73% |
| 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 |
| 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 | 80% |
| Females | 79% |
| Males | 81% |
| African American | 81% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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) | 74% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 78% |
| All Students | 93% |
| Females | 94% |
| Males | 93% |
| African American | 93% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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) | 95% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 88% |
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 5
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| African American | 88% | 7% | ||
| Hispanic or Latino | 12% | 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 | |
|---|---|---|---|
| English language learners 1 | 1% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 86% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 31 | 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 | 72% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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7019 South Van Ness Avenue
Los Angeles,
CA 90047
Website: Click here
Phone: (323) 778-0125
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