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Aldama Elementary School

Public | K-5 | 627 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 4 ratings
2012:
Based on 7 ratings
2011:
Based on 3 ratings
2010:
Based on 2 ratings

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Parent involvement

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34 reviews of this school


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Posted June 1, 2013

I am a grandparent of two students at Aldama and a weekly volunteer. Aldama has a thriving Dual Language program (English/Spanish). The 6th grade has moved back to Aldama from the local middle school, a distinct advantage for the students. The teachers and staff are dedicated and caring. The students are involved, anxious to learn and polite. Don't let the "3" score chase you away. This is a fantastic school!


Posted February 19, 2013

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


Posted January 29, 2013

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


Posted January 29, 2013

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


Posted November 12, 2012

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


Posted November 5, 2012

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


Posted November 3, 2012

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


Posted November 3, 2012

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


Posted November 2, 2012

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


Posted February 13, 2012

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


Posted February 3, 2012

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


Posted November 6, 2011

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


Posted September 28, 2011

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


Posted September 28, 2011

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


Posted September 27, 2010

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


Posted March 4, 2010

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


Posted October 1, 2009

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


Posted September 22, 2009

Aldama has fabulous community involvement, and the Spanish/English dual immersion program is such an woderful asset!
—Submitted by a parent


Posted September 22, 2009

Aldama's Dual Language program has been great for my 1st grade son. The teachers and principal are terrific!
—Submitted by a parent


Posted September 21, 2009

The dual language program is great -- excellent teachers and a great group of kids and families.
—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 2012.

This school's
API score

757

Change from
2011 to 2012

-27

API Statewide Rank
(2011)

4 / 10

API Similar Schools Rank (2011)

6 / 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 2012.
  • 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 2012

This school's
API score

757

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
2011 to 2012

-27

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

4 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

6 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

102 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
52%

2010

 
 
53%

2009

 
 
56%
Math

The state average for Math was 64% in 2012.

102 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
66%

2010

 
 
55%

2009

 
 
65%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

94 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
33%

2010

 
 
27%

2009

 
 
30%
Math

The state average for Math was 69% in 2012.

94 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
62%

2010

 
 
63%

2009

 
 
69%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

83 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
52%

2010

 
 
45%

2009

 
 
58%
Math

The state average for Math was 71% in 2012.

84 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
58%

2010

 
 
70%

2009

 
 
58%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

82 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
44%

2010

 
 
42%

2009

 
 
35%
Math

The state average for Math was 65% in 2012.

84 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
68%

2010

 
 
55%

2009

 
 
44%
Science

The state average for Science was 60% in 2012.

82 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
52%

2010

 
 
50%

2009

 
 
26%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students47%
Females52%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability47%
English learner25%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)50%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students50%
Females48%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability52%
English learner38%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)50%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students26%
Females29%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability25%
English learner2%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)20%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students67%
Females64%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability67%
English learner44%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate62%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)53%
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 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

English Language Arts

All Students55%
Females54%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability54%
English learner18%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)85%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females53%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability55%
English learner29%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)79%
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 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

English Language Arts

All Students46%
Females44%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learner13%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate35%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students70%
Females70%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability72%
English learner29%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate65%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)82%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students50%
Females41%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability51%
English learner13%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate45%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)45%
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 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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic 93% 51%
Asian 3% 11%
White 3% 27%
American Indian/Alaska Native 1% 1%
Black 0% 7%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 146%N/A54%
English language learners 256%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 98% 85%
All other non-English languages 1% 1%
Filipino (Pilipino or Tagalog) 1% 1%
Cantonese 0% 2%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 7N/A11
Average years teaching 7N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Joy Naval
Special schedule
  • Year-round
Fax number
  • (323) 254-2159

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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632 North Avenue 50
Los Angeles, CA 90042
Phone: (323) 255-1434

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