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Teacher quality
Principal leadership
Parent involvement
My daughter started BSM in the 3rd grade and she is now in the 5th grade, ready to transition to Middle School. We are beyond impressed with how much our daughter flourished while at BSM. The science curriculum is wonderful. We feel like she has had a well rounded education and she has had excellent teachers for each grade. The school size is much larger then the school we were at prior...this is not a bad thing. She has been in advanced Math and English rotations so that she is challenged academically and she has the greatest amount of respect for all of her teachers. Her CST test scores jumped dramatically year over year (especially in math) and 5th grade afforded a chance to go to Astro Camp. This was a wonderful weekend camp excursion in the San Jacinto mountains. Do not pass on this opportunity, it is the trip of a lifetime for kids this age. Our daughter entered BSM a shy violet. After three years, she is outgoing, confident and willing to challenge herself even when she is scared. This is something I would have never expected but it speaks volumes of how much of a positive impact this school has had. I cannot wait to send my son to BSM!
—Submitted by a parent
the science labs are so great, my son comes home teaching me new things, he is only inthe 3rd grade. I love how much has learned ovr the course of a year, and it has stuck with him. Thsi is a great school for kids that like math and science.
—Submitted by a parent
My son attends BSM and is in 3rd grade. He has had very dedicated teachers each year. BSM accomplishes a lot for its size and diversity but needs much more parent involvement in the classrooms, parent organization, and school.
—Submitted by a parent
I love the school and the Principal works hard to improve the teaching learning process. My daughter is in first grade and the first teacher she had was a little bit irrisponisble and the principal changed the class for my daughter per our request and the teacher she has now is great and I am really satisfied with my first year experience in Brentwood Science school. Students also introduced many science labs which is wonderful.
—Submitted by a parent
We are in our last year at BSM. The first two years were wonderful under a fantastic principal and a great PTA. There have been two new principals since then and we have seen more rules enforced and less creative,educational activities. This school does NOT allow children to play before school begins in the morning. They are forced to stand in line, waiting patiently for school to begin. Even the younger children are made to do this. Not age appropriate at all. Out of five teachers, we have been okay with three, and LOVED one (who was let go due to budget cuts sadly). This school use to be wonderful. Now not so much.
—Submitted by a parent
I wrote the truth once and it was rejected. Bad reviews are not accepted. There are better options then BSM.
—Submitted by a parent
If you post the truth it gets deleted. So in other words, if you say how GREAT this school is, they'll leave your comment up. So, the school would be GREAT if those in charge were GREAT. Let's see how long this one stays up. I resubmitted; noticed some errors in the last one. Submitted
—Submitted by a parent
We selected BSM for it's wonderful diversity and well-rounded curriculum. This science magnet offers a revolving schedule of four (4) labs - earth science, life science, physical science and computer science. GREAT model. AND art and music that is funded through the active parent group (FBSME). The art teacher is a renowned local artist who draws out amazing creations from the kids and the music teacher is a talented musician adored by all. In this age of horrible budget cuts it is imperative that parents, teachers and administration work cooperatively to make a difference. BSM works! There are GATE opportunities (e.g. parent involvement, lunchtime enrichment) as well as intervention and support for English language learners and other sub-groups. We had our daughter in private pre-school and Kindergarten and worried about the transition to this VERY large public magnet school. Best choice we ever made. She transitioned with ease (now in 3rd grade) - thriving academically and socially with diverse friends from a variety of backgrounds. My only wish is that more parents could be active on a regular basis (difficult because of work schedules and horrible LA traffic).
—Submitted by a parent
BSM is a great school! They have a new engaged principal who is very committed to improving an already great program (e.g. initiating a student leadership program for grades 3+). All staff respect diversity. The administration is caring and attentive, knowledgable, multilingual. Full time nurse and multiple specialists. Excellent science labs, enormous campus/park-like setting, heart of Brentwood, free bussing from your local school, free afterschool programs, lunchtime enrichment, family nights, etc. Excellent teachers who know teaching to the test is not a full education; utilize group activities and other approches to enhance children's learning. As a science magnet, critical thinking is emphasized throughout all subjects. GATE is embedded in classrooms with differential teaching; sciene labs would qualify as advanced science for all - hands on science. Our neighborhood school is a 950+; and we choose BSME because it is a great school, progressive, diverse, and respectful of children.
—Submitted by a parent
Teachers range from average to great. There are some who seem to invest so much into their class and others who seemed they didn't care. Class work and homework depended on the teacher. Some teachers were organized and others weren't. Some gave frequent updates between grade reporting periods and others gave none. It's best if parents are proactive with their child's teacher. There is no separate gifted program which was very disappointing. You will need outside didactics if your child isn't challenged enough. The diversity of the student body is a major plus. My biggest complaint was the morning drop-off time at 7:50 am (and no earlier) which made it extremely difficult for parents who needed to be at work by 8 am. There is a particular main office staff member who was consistently rude and did not seem to understand or care. Cafeteria food was fair. The student body is very large with large class sizes. The school is amazingly well-organized and maintained to accomodate such a volume of students. However, if your child does not excel in this kind of enviroment, I would recommend a smaller school. A lot of fundraisers throughout the year. Overall I give this school a C+.
—Submitted by a parent
Great school. My gifted son finished his math homework early, and the teacher brought in math students from UCLA to challenge the advanced kids. Three afterschool programs, two of which are free. One offered free was running $400 or more at other schools. Kids were greatly enriched in the free after-school programs: 2 musicals per year. My daughter entered the orchestra program which will last from second semester of her 3rd grade until she graduates from 5th grade. My son was in the 4th grade chorus. Both kids received 3 units of science, 1 unit of computer science, a unit of music, and a unit of art in addition to whatever is being offered by their regular teachers. Full magnet points upon graduation. Getting my kids into this school is like winning the lottery, and with the strong academic standards, this is a better school than my local charter school which is rated in the 900s but won't spend a dime tested my kids.
—Submitted by a parent
I was an alumni of this school, and I won't say when and my name. In the beginning, Brentwood was a terrific school, with a great education. But now, great teachers are being promoted to lower grade levels. Many excellent teachers were fired, and I was shocked when they fired a very good 4th grade teacher. The cafeteria food is okay. The environment is becoming trashed and the bathrooms are smelly and slippery.
I don't know how anyone can rate this a good school. I pulled my son out of a great school because of the good reviews on this website. I made a huge mistake! It's October 27th and to date I have not received one piece of corrected class work or home work from my child's teacher. Even after a letter to the principal and multiple requests to the teacher. The classrooms are very disorganized and messy. It seems to be a systemic problem and not just my son's teacher. A Big Sunday project is needed for this school- to help classroom organization, clean up and an auditorium makeover. So, if you're thinking of bringing your child to this school, think long and hard about it because I can't wait to get my son back to his home school!
—Submitted by a parent
This is my first year as a parent at this school. So far I am very happy. My childrenare so enthused about math and science, everyday they share their learning experiences, this brings me joy.
—Submitted by a parent
MY SON STARTED THIRD GRADE AND I LIKE THE ORGANIZATION THAT BRENTWOOD SCIENCE MAGNET SCHOOL HAS.
—Submitted by a parent
this school has excellent lessons for the kids and the kids get alot of help and attention
—Submitted by a parent
My older kid, doughter, attended this school, and now my son is in 5th grade and graduating this summer. My wife & I are extremely pleased with all of teachers/staff with high quality and care that they have provided for our children. Both of my kids maintain excellent grades and great social behavior. We're thankful that we chose this school over private. Plus, we also wanted our kids to be diversified and mend with every one in the society not just a particular group.
—Submitted by a parent
On the educational level is much higher and in a word excellent Personalised
—Submitted by a parent
It offers a veriety of students that would love to excel in their studies. Always trying to make a difference in the community and has a array of diversity within its student body system.
—Submitted by a parent
It's a wonderful school and part of a warm, burturing community.
—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.
238 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
238 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.
252 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
252 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.
251 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
252 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.
286 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
286 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
286 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 | 70% |
| Females | 71% |
| Males | 69% |
| African American | 67% |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 87% |
| Students with disability | 46% |
| Students with no reported disability | 72% |
| English learner | 50% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 68% |
| All Students | 67% |
| Females | 64% |
| Males | 70% |
| African American | 56% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 80% |
| Students with disability | 54% |
| Students with no reported disability | 68% |
| English learner | 49% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 66% |
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 | 56% |
| Females | 56% |
| Males | 56% |
| African American | 47% |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 78% |
| Students with disability | 23% |
| Students with no reported disability | 58% |
| English learner | 27% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 50% |
| All Students | 77% |
| Females | 74% |
| Males | 81% |
| African American | 64% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 93% |
| Students with disability | 62% |
| Students with no reported disability | 78% |
| English learner | 68% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 72% |
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 | 66% |
| Females | 75% |
| Males | 56% |
| African American | 68% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 21% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 66% |
| All Students | 63% |
| Females | 65% |
| Males | 60% |
| African American | 66% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 26% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 68% |
| Females | 73% |
| Males | 64% |
| African American | 65% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 18% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 69% |
| All Students | 59% |
| Females | 59% |
| Males | 60% |
| African American | 49% |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 9% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 57% |
| All Students | 68% |
| Females | 71% |
| Males | 66% |
| African American | 64% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 27% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 68% |
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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
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
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 43% | 49% | ||
| Asian | 19% | 8% | ||
| African American | 17% | 7% | ||
| White | 16% | 28% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 23% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 64% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 63% | 85% | ||
| Korean | 19% | 1% | ||
| All other non-English languages | 5% | 1% | ||
| Bengali | 3% | 0% | ||
| Farsi (Persian) | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Russian | 2% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| French | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Hebrew | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Mien (Yao) | 0% | 0% | ||
| Pashto | 0% | 0% | ||
| Punjabi | 0% | 1% | ||
| Rumanian | 0% | 0% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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740 Gretna Green Way
Los Angeles,
CA 90049
Website: Click here
Phone: (310) 826-5631
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

