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Lou Dantzler Preparatory Charter Middle School

Charter | 6-8

 

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Living in Los Angeles

Situated in an inner city neighborhood. The median home value is $209,000. The average monthly rent for a 2 bedroom apartment is $1,330.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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11 reviews of this school


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Posted May 18, 2012

Honestly, the downfall of this school has NOTHING to do with the current principle Ms. Jones. Ms. Jones is the seconded of two principles assigned to this school at the beginning of this school year. A school where virtually all teachers from the 2010/2011 year where gone. I found Ms. Jones engaging, respectful, and attentive to parents and students concerns and needs. I cannot say the same in regards to the last years principle Chambers. If Ms. Chambers had stayed at this school, I would not have returned. I removed my high performing seventh grader from this school this year at the end of first semester. This decision had NOTHING to do with the principle or teachers and everything to with the mismanagement of funds by ICEF. If ICEF got their financial legs back under them, I would return my student back to this school under Ms. Jones in a heartbeat.
—Submitted by a parent


Posted February 28, 2012

MY CHILD HAS BEEN A STUDENT SINCE 6TH GRADE AND I WILL SAY THAT THERE'S A DIFFERENCE SINCE HER FIRST YEAR. HOWEVER IT IS NOT FAIR TO BLAME THEM ON THE NEW PRINCIPAL. LOU DANTZLER HAS THE POTENTIAL TO BE A VERY GREAT SCHOOL BUT WE AS PARENTS HAVE TO HELP IN THIS. I HAVE VOLUNTEERED ON SEVERAL OCCASIONS AND WITNESS THE CHILDREN OUT OF THE UNIFORM COMPLIANCE (WHO IS AT FAULT). I KNOW FOR A FACT THAT TEACHERS HAVE COME AND WENT IN THE PREVIOUS YEARS BUT THIS IS A REFLECTION ON THE TEACHERS THAT ARE POSSIBLY USING THE INNER CITY SCHOOLS FOR WHATEVER REASON OR SINCE WITNESSING SOME OF THE CHILDREN CAN'T DEAL WITH THE BEHAVIORS. MRS. JONES BLESS HER HEART JUST HAPPEN TO STEP INTO AN ENVIRONMENT THAT ALREADY HAD BEEN SPIRALING DOWN. I SAY LETS GIVE HER AND THE TEACHERS AND STAFF A BREAK AND AS PARENTS STEP UP AND FIND OUT IF AND HOW WE CAN HELP. PARENTS SOME OF US NEED TO PARTICIPATE(VOLUNTEER& COME TO PARENT MEETINGS) WHICH HAS ALSO DECLINED. YOU WILL BE ABLE TO SEE THAT LOU DANTZLER IS NOT SO BAD ITS JUST SOME OF THE CHILDREN AND THEIR LACK OF DISCIPLINE. WE CANT EXPECT THE STAFF, TEACHERS, AND PRINCIPAL TO DO IT ALL.
—Submitted by a parent


Posted November 29, 2011

My chile enrolles here last year when the principal,chamber was still here the school was great in dicipline, learning, activities, teachers, and everything else. You could see the quality principal she was, how well she interacted with students. Unfortunately she left, this year a new principal came, the school went completely from being great to becoming a shame. There are no fun activities, everything MS.Jones plana is wack, she even had to apologize to the whole school for having such a boring pep rally. She doesnt interact with students at all, last heard teachers all left except for some , the In s that did stay were the non - quality ones. The new teachers are alll right, but this year about 3 teachers left of the new ones at mid- year, leasing the students with substitutes who cuzzed at the students. The class size has greatly increased it like 36:1 almost 40. There is no more band class. Many students are leaving. Last year I had school spirit for this school now I have nothing close to that. I would had recommended this school last year but definitely not this year, unless you really have to come here
—Submitted by a parent


Posted May 25, 2011

Many, many good teachers have left due to administrative incompetence in the past few years. Those that are favored are known to get away with incompetency while many hard working teachers who have disagreed with administrative policies were known to be given nit-picked, completely skewed evaluations and pushed out. In 2009, 50% (6 out of 12) of the teaching staff left and/or were pushed out. In 2010, 61% (8 out of 13) of the teaching staff left and/or were pushed out. Hopefully, this will enlighten the disgruntled parent who has witnessed LDP's best teachers leave.
—Submitted by a teacher


Posted February 6, 2011

This is the worst school i have ever sent my child to. There are teachers coming in and out of this school on a regular basis,which upsets me very much.Alot of the 8th grade students are enrolling into other schools because so many teachers keep coming in and out. I advise yo u not to send your children to this school-from a warm regarded parent
—Submitted by a parent


Posted February 9, 2009

This is the second year for Lou Dantzler Prep middle school and it is WONDERFUL. The Principal and the teachers make it a great place for learning. My one regret is my daughter will have to leave after the 8th grade. Aslo, the extra activites are a plus and a great motivator.
—Submitted by a parent


Posted September 5, 2008

The Inner City Education Foundation has set the standards for student excellence high. Lou Dantzler Preparatory Charter Middle School has shown it is up to the challenge. Under the direction/Principal Carla Chambers LDPCMS completed it's first year. The classroom ratio of 21:1 is not often found in the inner-city of Los Angeles. The focus in on educational excellence and personal accountability in all phases of life. These young scholars are preparing to take universities across the country by storm. Tenure is a issue with the teachers but passion and desire for greatness from these young ones is not lacking. The foundation has been laid for these leaders of tomorrow. Our community needs them and they need the community. Keep up the good work LDPCMS.
—Submitted by a parent


Posted August 1, 2008

I am a student going to Lou Dantzler, and it is the best school you can send you 6 grader to.
—Submitted by a parent


Posted July 1, 2008

I just got hired at this school after 5 years at a nearby LAUSD school. All my experiences at the other school weren't bad, but this is 100 times better. Being/working here is like a breath of fresh air. The teachers (everyone, not just one or two) are caring, strict, and promote responsibilty. Most of the parents are 110% invested in their child's education. If you live in urban Los Angeles, I would highly recommend sending your child here, or to another ICEF school.
—Submitted by a teacher


Posted June 26, 2008

This has to be the best middle school in the city of Los Angeles. Theprincipal Ms. Chambers epitomizes what education should be about,bringing out the best academically in all students. Not only areexcellence in academics a must at LDPCMS, but preparing the students tobe respectful and productive citizens in their communities are alsostressed. It is a small caring environment where parent participationis a must and that truly makes a difference. The small class sizes areconducive to academic excellence. My daughter & I absolutely love thisschool!
—Submitted by a parent


Posted May 30, 2008

Good academic program. The principal is on her game. The teachers are new to the teaching profession so a few organizational skills will go a long way. The school is very organized and keeps the parents abreast about everything going. I love the family atmosphere and my daughter loves the school also.
—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

625

Change from
2012 to 2013

-18

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

1 / 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

625

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

-18

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 2012 and Spring 2013. 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)

1 / 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)

1 / 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.

72 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
25%

2011

 
 
32%

2010

 
 
46%
Math

The state average for Math was 55% in 2013.

72 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
25%

2011

 
 
28%

2010

 
 
38%
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

 
 
48%
English Language Arts

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

82 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
35%

2011

 
 
46%

2010

 
 
42%
Math

The state average for Math was 52% in 2013.

82 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
25%

2011

 
 
33%

2010

 
 
23%
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.

91 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
4%

2011

 
 
34%

2010

 
 
31%
English Language Arts

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

91 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
44%

2011

 
 
47%

2010

 
 
47%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
13%
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.

91 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
17%

2011

 
 
42%

2010

 
 
41%
Science

The state average for Science was 67% in 2013.

91 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
29%

2011

 
 
72%

2010

 
 
65%
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 Students28%
Females28%
Males28%
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 disadvantaged24%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only29%
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

Math

All Students19%
Females17%
Males22%
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 disadvantaged18%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only20%
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
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 Students17%
Females26%
Males9%
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 disadvantaged20%
Non-economically disadvantaged0%
Students with disability8%
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only17%
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

Math

All Students19%
Females21%
Males19%
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 disadvantaged21%
Non-economically disadvantaged8%
Students with disability0%
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only18%
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
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 Students13%
Females19%
Males5%
African American4%
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 disadvantaged13%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only13%
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 graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students24%
Females25%
Males23%
African American24%
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 disadvantaged21%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only25%
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 graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

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 Students26%
Females25%
Males28%
African American20%
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 disadvantaged23%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
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 graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students33%
Females31%
Males37%
African American36%
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 disadvantaged30%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only34%
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 graduate36%
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

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
Black 75%
Hispanic 21%
American Indian/Alaska Native 1%
Asian 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 64%N/AN/A
English language learners 7%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher resources

Special staff resources available to students Dance teacher(s)
PE instructor(s)
Teacher aid/assistant teacher
Read more about programs at this school
Source: Provided by school community.

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Arts & music

Staff resources available to students
  • Dance teacher(s)
Performing and written arts
  • Dance

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • PE instructor(s)
School facilities
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Didi Watts
Fax number
  • (323) 298-7157

Resources

Staff resources available to students
  • Dance teacher(s)
  • PE instructor(s)
  • Teacher aid/assistant teacher
Transportation options
  • Accessible via public transportation
  • Buses/vans for students only
School facilities
  • Cafeteria
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Rugby
Girls sports
  • Basketball
  • Tennis

Arts & music

Performing arts
  • Dance
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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School culture

Parent involvement
  • Volunteer time after school
Note: Data provided by community members,
needs to be verified by school leaders.

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5029 South Vermont Avenue
Los Angeles, CA 90037
Website: Click here
Phone: (323) 290-6930

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