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Teacher quality
Principal leadership
Parent involvement
My son has been at this school since kinder. I have had no bad experiences until this past school year. I was very displeased with the way my son's teacher conducted herself. Unfortunately I am one voice and if all the parents would have gotten together we would have made a difference. Hopefully this next school year will bring a better more positive attitude towards my feelings of the school. I have never had a problem with the principal and feel that if you want somethings done you must approach her with the utmost respect and she will give you the same in return. Overall if the parents would get more involved in the school it would make a big difference for our kids and their test scores!!!!
—Submitted by a parent
I have been teaching at the Science Center School for the past 7 years. It has been a wonderful and growing experience. Our teachers are dedicated and our students are hardworking. The teachers work hard to provide effective, quality instruction for all students. We're still a relatively new school and are working on our school's culture, but we've made tremendous progress in the programs we offer. I have thoroughly enjoyed working with the administration, fellow teachers, amazing students, and positive collaborative parents. This is a school that offers tremendous opportunities for students to DO science, work with technology, and receive a quality education that focuses on learning math and language arts through other content areas. At the end of the school year, we had our first talent show and the kids did a stupendous job sharing and showcasing their talent. I am excited to start the new 2011-2012 school year!
—Submitted by a teacher
The science center school has no excuse for not reaching and even far exceeding test scores and academic achievement for the students, given all the resourses available to it. the university, the science center partnership and the museum row that are at arm's lenth of the ASCS campus. I hope that the survey that was sent in may helps in some way and does not end up as just another thing that should of and /or could of.
There is a lot of discord between Principal Denen and the teachers. sadly this has really affected the culture of the school. if they do not fix that the school will suffer and this translate into the children suffering. yes the principal is hard to approach, because she is very defensive.
—Submitted by a parent
The principal at this school is difficult to approach. She has a negative attitude, especially in respect to her teachers. It does not seem she offers them the support they need to teach effectively.
—Submitted by a parent
I was a student in this school I loved the school so much the playgrounds and teachers were really nice especially Ms.Dongon, Thanks for helping me Ms.Dongon through fourth grade. Ricardo Beltran. Thank you also Ms.simon take care.
—Submitted by a student
This is a great school with an awesome staff. My son's 4th & 5th grade teacher, Ms. Shuler, has exhibited her commitment for the success of her students. Principal Denen's has great leadership qualities and maintains parents informed of constant changes. I highly appreciate both of these amazing women.
—Submitted by a parent
I totally agree with the parent who posted that Fong and Simon are the best!!! I love Ms Simon!!! My daughter is doing fantastic in her class! Mrs. Simon is very creative and teaches her children to think 'out of the box'. She is very nurturing and totally committed to the students. The school is doing much better under Principal Denham's direction and the security is enforced much better. I am very happy with the school's growth!
—Submitted by a parent
Great School! Child Safety is Strickly enforced, Have a Kinder and First grader, I am VERY HAPPY with the staff at this school.
—Submitted by araceli ruiz, a parent
I have been very pleased with this school. I have two children attending ACS since the school first day it opened and I have not heard of anything bad happening, hopefully it stays that way. As a parent, I know that the gate is not opened until 7:30 and the state police officers don't get there until 7:15am I know better not too leave my kids there unattended. I have had the pleasure to know Mr. Peterson he is a great teacher and another great teacher I have to give credit too is Mrs. Dongon she is a fantastic teacher. I feel that teachers like them would help our kids learn and be better prepared for the years to come.
—Submitted by a parent
This has been an amazing year at the school. Filled with various field trips, events, and recognition for teachers! The dual language program is wonderful!
—Submitted by a parent
The culture of the school is based on inclusion and working together. This is a great fit for our family. Our child's attitude towards learning is so much better than before.
—Submitted by a parent
My dauther has beind in this school from opening day to currently in 5th grade. This school is great all of my dauther teachers have beeen outstanding . Ms lemle , mrs gomez and ms. Letterie . My dauther is in the gate program and has learn so much from this wonderful teacher their the best.
—Submitted by a parent
This school is great! I was there for two years I had a great experiance with all the learning activities! This year I think the teachersshould do a better job ecxiting the kids about mat and science.
—Submitted by a student
I am the parent of a 4th grader, I think overall the school is great academically, but the discipline needs to get better, my daughter has been there since 2nd grade and thankfully all her teachers have been wonderful, especially her third grade teacher (Mr. Peterson). She has learned so many new skills both academically as well as life changing. I have to say that, 'without a doubt he is the best teacher at ASC.' If there were more teachers like Mr. Peterson, then there would be more students interested in learning.
—Submitted by a parent
The PTA has really helped to turn the school into something special for the school children and their families. This coupled with the newly hired Principal, Paula Denen, has brought new energy and determination to the entire school community to truly make this a national model. We are very excited to be a part of thsi school.
—Submitted by a parent
There's a new principal at ASC and she seems great! She is experienced, motivated and excited to take the school in a positive direction. This school needed good leadership and I think we now have it.
—Submitted by a parent
I took my children out of private school to place them in the Science Center with very high expectations. Unfortunately they were not meet. The majority of the teachers are new and are still strugling themselves to fiqure out what works in the classroom. They don't know how to control the classroom or the students.
—Submitted by a parent
The School does not open its doors until 7:30, that is true, however I do not know of many schools who open their doors any earlier. Breakfast is served from 7:30 until 8:20, when the bell rings for the children to line up. Also the school keeps its doors open and provides many after school chioces that are either free of charge of for a fee. If for any reason you cannot get to your child by 6:30, someone will stay with them until you arrive.
—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 58% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
95 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.
2012
2011
2010
2009
The state average for Math was 55% 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 | 51% |
| Females | 59% |
| Males | 38% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 38% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
| All Students | 51% |
| Females | 57% |
| Males | 40% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 35% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 59% |
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 | 44% |
| Females | 47% |
| Males | 40% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 4% |
| Fluent-English proficient and English only | 58% |
| 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) | 46% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 48% |
| All Students | 55% |
| Females | 56% |
| Males | 54% |
| African American | 55% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 19% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 62% |
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 | 52% |
| Females | 57% |
| Males | 45% |
| African American | 48% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 11% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
| All Students | 50% |
| Females | 46% |
| Males | 56% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 35% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
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 | 57% |
| Females | 58% |
| Males | 56% |
| African American | 56% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 31% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 46% |
| All Students | 58% |
| Females | 54% |
| Males | 63% |
| African American | 52% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 15% |
| 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 | 56% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
| All Students | 66% |
| Females | 62% |
| Males | 71% |
| African American | 56% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 46% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
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 |
| American Indian or Alaska Native | 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 |
| American Indian or Alaska Native | 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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 70% | 51% | ||
| Black | 26% | 7% | ||
| Asian | 2% | 11% | ||
| White | 1% | 27% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 81% | N/A | 54% |
| English language learners 2 | 30% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| All other non-English languages | 2% | 1% | ||
| Chaldean | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 7 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


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3737 South Figueroa Street
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Phone: (213) 746-1995
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