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Teacher quality
Principal leadership
Parent involvement
We feel so lucky to have found such a great school nearby. Our daughter is in her second year in the dual language program, and we continue to be blown away by the talent and dedication of the teachers. GO HAWKS!!!
—Submitted by a parent
Thanks to the dual language program at Aldama, my little gringitos can talk to anyone in our neighborhood. We walk to school. We love highland park. But, the most impressive part of the school to me are the teachers. They are incredible!
—Submitted by a parent
I am the proud parent of a 1st grader who is enrolled in Aldama Elementary's dual language program. I am amazed at the dedication of the teachers, school staff, and parents at this school.There is a great sense of community at Aldama and everyone rallies together to support our wonderful Aldama students. She is only in 1st grade, and I am excited to see my daughter's proficiency and continued growth in reading, in TWO languages!! And my daughter loves her school and her teachers : )
—Submitted by a parent
I love our school! I myself came here as a kid and have nothing but great memories! So, when it came down to enrolling my son in school, I never second guessed my decision in signing him up for Aldama. The staff & teachers are incredible. Everyone is so invovled with the childrens education & it makes us as parents want to be part of all the amazing activities they have for kids. My son looks forward to going to school everyday! Theres nothing more I could ask for.
—Submitted by a parent
I love our school! I can't imagine there being staff and faculty more dedicated anywhere. Our children are so lucky to attend this school.
—Submitted by a parent
I am new to Aldama Elementary's Dual Language Program. My daughter is fortunate to have two "winning" teachers in her kinder program. Teachers who are dedicated, motivated to learn and teach, fun, loving and bring something new and exciting to the classroom each week. Sra. Saenz and Ms. Jung are way above average on the dedicated to teaching scale. They respect their students and love watching them learn. I witness this. My stepmother has been a life long educator and principal in San Diego County and when she observed the program, she was impressed by the strategies and teaching methods they brought to the classroom. It is within LAUSD and therefore faces the budget challenges that most schools (private or public) have in these economic times. But the commitment by the parent community and PTA to raise funds to support important programs at the school is strong and growing. It takes a village these days to make any school great and I am proud to be a part of Aldama's community. I am dedicating my time and energy to see this school succeed and am motivated by my daughter's enthusiasm. Principal is new so I give her 4 stars for enthusiasm. Parent involvement growing.
—Submitted by a parent
I am thrilled that we found Aldama. My son is in kindergarten and we have been absolutely blown away by the dedication of the teachers and what he has learned in just a few months. We really love the Readers/Writers Workshop approach. And the CGI math has taught him different ways to think about numbers, which he has enjoyed exploring. I would argue that the schools API scores don't accurately reflect what is going on in the Dual Language program. Both in terms of language and cultural education, I feel he is getting a very well-rounded education. Given the socio-economics of the neighborhood and the budget challenges public schools face these days, the school is definitely lacking in resources. We're working to address these things, but need more active, involved parents to help. Despite this, the caliber of the educational experience in the dual program is definitely top-notch
—Submitted by a parent
How lucky for us that we found this gem in our own neighborhood! This is our third year at Aldama, second year in the dual program. My son is reading above grade level in his primary language and getting stronger in his secondary language everyday. The teachers are caring, committed and wonderful. My son is not only gaining knowledge, he's gaining cultural pride and confidence in who he is and where he comes from. The school is diverse and the program becomes stronger every year!!
—Submitted by a parent
My son is in the dual program at Aldama Elementary and I couldn't ask for more in terms of learning Spanish as a second language, being connected to a network of supportive and caring neighborhood families and with a faculty and administrator who are committed to ensuring that children care about and find meaning in what they are learning. My son is not only gaining a fantastic educational experience, he is also living and learning with children from diverse cultural, linguistic and economic backgrounds. The realities of our city and community are at his doorstep and everyone's experience and cultural norms are becoming his. This experience is priceless and our family feels so fortunate to have this opportunity in our very own neighborhood. Our school brings families of Northeast Los Angeles together! And... Abuelita is proud of her only grandchild who knows how to speak Spanish :)!
—Submitted by a parent
Exciting things are happening in the Dual Language program in terms of teacher training, thanks to the efforts of the teachers themselves who are very motivated. The school principal is wonderful- warm, yet with great executive abilities and accesable to parents. The facility itself is clean, airy and bright. There is parent participation in the Dual Language program primarily through the PTA- who fundraises for enrichment programs- however parent participation and collaboration does not extend to the classroom. Parents are discouraged at the onset from visiting the classroom and there is no regular communication from the teachers about what is going on there. Classroom management techniques consist of the standard LAUSD behavior "color card" system and teachers are not trained in methods that better promote social and emotional intelligence. The curriculum also does not appear to be project based. The Dual language program has its pluses and minuses. Overall, it is an above average program with room for improvement
—Submitted by a parent
We are in our first year at Aldama Elementary, in the Kindergarten Dual Language Program. The two teachers who teach the Dual Language program are SO enthusiastic and dedicated to ensuring the kids succeed, not just in acquiring two languages, but also in reading, writing, math, everything! They have been BUSY spending summers and weekends doing training and workshops - one at Columbia University on a reading/writing workshop, and also locally, a new approach to math instruction. They work together with the support and leadership of the principal to crosstrain with the other dual language staff to make sure there is continuity for students in teaching approaches and that all teachers can share successful techniques. The dual language program here has real vision, and most importantly, the leadership at the school to make the vision a reality. I also have to say that there is a supportive and involved PTA at work on enrichment programs for the students. We are very happy so far! Go Aldama!
—Submitted by a parent
I can't express enough how amazing this school is. We are now in our fourth year at Aldama with two children in attendance. They both have amazing teachers! The staff and Ms Naval in particular work very hard at their job and improving our school. Coach Williams and the PTA continue to make Aldama fun for the kids. Ms Alvarez makes Aldama feel like a home. She nurtures and loves each one of our children. I am so glad we chose our local school instead of a charter. Our girls are in a great place. Thank you Aldama!
—Submitted by a parent
Aldama's dual language program Spanish-English program is on the leading edge of education in Los Angeles. With excellent teachers, a strongly supportive principal and highly involved parents, students are getting 21st century skills and top-notch education. As a parent at the school, I don't have experience with the regular elementary classes but know that the benefits of dual language are transferring to the whole school in fundraising, parental involvement and buzz. Aldama has been featured in the Los Angeles Times and gotten strong support from current and former school board members.
—Submitted by a parent
My daughter is in kindergarden and for the first time is having a very difficult time. The school doesn't seem to be welcoming or helpful with it's new students. My daughter is now suffering with anxiety because she feels lost when she gets to school. There is no structure and really hardly any supervision.
—Submitted by a parent
Our Daughter is in kindergarden and she's learning so much...The teachers and principal are all caring.... Most of the parents are involved. Could not ask for more
—Submitted by a parent
Aldama's Dual Language program is great. My son loves it. Every day he comes with a new lesson learn in Spanish.
—Submitted by a parent
Aldama has fabulous community involvement, and the Spanish/English dual immersion program is such an woderful asset!
—Submitted by a parent
Aldama's Dual Language program has been great for my 1st grade son. The teachers and principal are terrific!
—Submitted by a parent
The dual language program is great -- excellent teachers and a great group of kids and families.
—Submitted by a parent
This school is clean and well-maintained. The Dual Language program in which my son is enrolled has been a dream. His teachers are magnificent.
—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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 English Language Arts was 48% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
94 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
84 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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
82 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 | 47% |
| Females | 52% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 25% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 48% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 38% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 26% |
| Females | 29% |
| Males | 22% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 2% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 64% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 44% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 55% |
| Females | 54% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 18% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 53% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 29% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 46% |
| Females | 44% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 13% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 70% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 29% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 41% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 13% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 45% |
| 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
Grade 6
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 94% | 49% | ||
| Filipino | 2% | 3% | ||
| White | 2% | 28% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Asian | 1% | 8% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 56% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 91% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Cantonese | 0% | 2% |
| 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 |
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| Special schedule |
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| Fax number |
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632 North Avenue 50
Los Angeles,
CA 90042
Phone: (323) 255-1434
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