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Teacher quality
Principal leadership
Parent involvement
My son has attended this school for 1st & 2nd grade. I love this school!!! My son has thrived here and his teachers have been great. They are caring, very competent teachers. We moved here from the east coast and honestly are so grateful to have found Clover! The teachers, principal and parent involvement is amazing and shows the dedication to the children. If you are looking for an elementary school in this area. You will not go wrong with this school, I am sure you will love it. We are very sad that we are moving again and have to leave this AMAZING school! Its going to be hard to top this!
—Submitted by a parent
Clover Avenue is one of the best public schools. Given public schools have bad rep these days, I am glad that Clover isn't one of them. My daughter who's in 1st grade loves it. As parents, we love it too. We don't mind being asked to donate money, time etc...It's like paying our taxes, if we see our taxes working for us--why complain. Plus it is not mandatory. We buy our kids toys etc that are not as important as education so why complain on a few dollar here and there. And it's not all money..if we love our children, donate time--help out. I admire the how hard the teachers work to make sure our kids get the best education a public school can give...I can go on an on about this... But if you do not want to give or donate, just don't but do not ruin the reputation of this great school with your negative comment. We love Clove-period.
—Submitted by a parent
If you are considering sending your child to Clover Avenue School, please don't be put off by the bitter posting of one parent about solicitations for donations. You will NOT find a more diverse, nurturing, academically rigorous school ANYWHERE on the westside of Los Angeles like this one. If you are lucky enough to be a student or parent of a student at Clover Avenue School, you are asked to give. Yes, Clover asks for monetary donations (and they are reasonable compared to the rest of the Westside schools! ) BUT Clover also asks for donations of time, energy, ideas and other kinds of resources. The school and the booster club are sensitive to the fact that not everyone can afford to give financially. There are lots of ways to give, for example, we collect recycling to help fund this wonderful school. If you're a giver in life and not just a taker, if you've a broad mind and broad horizons and believe in the education of EVERY child, not just your own, to make the world a better place, they you're the kind of parent that Clover kids, parents, teachers and our excellent principal will embrace.
—Submitted by a parent
I feel compelled to review this school based on the most recent review re. solicitations. My daughter is a 1st grader at Clover & is thriving in this wonderful environment. Not only does this school have high API scores and an extraordinary diverse student make-up, but it was just awarded the National Blue Ribbon for academic excellence! All this while operating on the STATE given funds of approx. $60K/year. That's right! That is all the state sees fit to give this amazing school. The school asks for donations, holds fundraisers and does recycling drives to make up for funds we don't get to pay for computer lab, art enrichment, teacher aids, PE, field trips, school supplies that go beyond pencils and basic paper and numerous other things that $60k doesn't cover. The reason this school excels on every level is due to those extra dollars, and extra involvement that these fundraisers and programs help bring. I get a real feeling of community being at this school and can't imagine my child going anywhere else. If you think about it, the money I donate or help raise via fundraisers, is only a small amount compared to what I would have to pay for a private school education.
—Submitted by a parent
I would also like to respond to the post from "stop solicitation". Yes, you are correct. This is a public school. And if the parents of Clover wanted a "public school" environment that's exactly what we would have without the fundraising. We would have literally a classroom with one teacher. There would be no supplies, no computer lab, no physical education program, no arts, no music, no library. The list could go on and on. THIS is exactly why we fundraise. Because we want to give our kids the best learning environment and opportunity to explore these programs. YES, we fundraise and we do it well as we should for our children. I'm heartbroken that this one parent doesn't see the need even though their child benefits from the hard working families who donate but I can tell you the majority understand exactly what our goal is. I'm so fortunate to be able to have my kids go to Clover. It is the exact environment with the most dedicated teachers and staff a parent could ever wish for. Thank you Clover for giving my kids a good education. And in regards to the "many weekly phone calls", is it ever a bad thing to have too much communication?
—Submitted by a parent
stop solicitation. this is a public school, the school kept sending donation requests every week, sometimes twice a week in various ways. they ask you to buy gift cards, donate cash, donate recycled bottles, buy books, buy raffle tickets, you name it. and also anticipate to get recorded phone calls at least twice a week to remind you to donate.
Clover is nurturing, academically challenging, and a delightful school. I have nothing but positive things to say about Clover. This school is top notch-thanks to the parents, students, principal, and the very dedicated teachers. My daughter had the most enriching experience of her life this past year. She LOVES school because of her 3rd grade teacher. That teacher is the gem of Clover. Room 17 will always be near and dear to our hearts as to many other students and parents.
—Submitted by a parent
Your heading for the science achievement was very negative and misleading! Clover Avenue is a great school with excellent test scores, a high rate of satisfaction, and a fabulous community of students, parents, staff, and caring and committed teachers.
—Submitted by a teacher
Clover Avenue Elementary School is awesome in every way. As a parent in Los Angeles, I could not be happier with my child education.
—Submitted by a parent
My child had been to several schools in the area (public, private, catholic). All schools have its own positive and negative sides. Clover is a great school. The school environment helped our child become independent in her school works and in her relationships with her peers. As a parent, I don t feel pressured to volunteer nor shell out money but I do it anyways. It s a more relax atmosphere, less of a parent cliquish group.
—Submitted by a parent
We moved to the Westside Village area and were more than pleased that Clover has turned out to be what we had hoped. The principal and teachers are exceptional. They have really helped my stepson grow and flourish and were very sensitive to his personal needs. Clover Elementary parents are wonderful and their kids are fantastic.
—Submitted by a parent
I am a student currently attending the 5th grade at Clover and I absolutely love it. I've been here from K-5 and all the teachers I've had were very nice. They would always take time so they can help you with any troubles you have. If you are a parent or child who is thinking of going to Clover, I would definately suggest it.
Seriously - the best school! My daughter went to Clover for 3rd and 4th grade and learned so much. The teachers here are excellent and really challenge the kids academically. She is now attending school up north because we had to move...but I wish she could still be at Clover!
—Submitted by a parent
It is the best school my kids have attended.
—Submitted by Jan Wilson, a parent
Great teachers! Parents really involved in school support activities. Tons of school spirit and community involvement! A wonderful neighborhood school.
—Submitted by a parent
Clover Elementary school is very well organized. This gives children more opportunities for learning.
amazing school, good academic environment, great staff
—Submitted by a parent
Clover is not only the best academically (900+ API school), but the dedication of the parents, teachers and staff make it the best choice on the Westside.
—Submitted by a parent
clover is a wonderful school. the teachers and staff are caring and amazingly hard-working. they, along with clover parents, are truly dedicated to providing the best and most enriched education possible for all of their students. we're so happy to be a part of it!
—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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
98 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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
78 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.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
60 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 | 82% |
| Females | 96% |
| Males | 68% |
| African American | 73% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 53% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 87% |
| Males | 89% |
| African American | 91% |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 87% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 87% |
| Females | 88% |
| Males | 85% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 64% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 97% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | 91% |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 91% |
| Females | 92% |
| Males | 91% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 95% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 90% |
| Females | 92% |
| Males | 88% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 96% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 92% |
| Males | 88% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 41% | 8% | ||
| White | 29% | 28% | ||
| Hispanic or Latino | 16% | 49% | ||
| African American | 8% | 7% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 16% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 16% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 28% | 1% | ||
| Korean | 19% | 1% | ||
| Spanish | 19% | 85% | ||
| Japanese | 10% | 0% | ||
| All other non-English languages | 5% | 1% | ||
| French | 4% | 0% | ||
| Urdu | 4% | 0% | ||
| Farsi (Persian) | 3% | 0% | ||
| Russian | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Ilocano | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Turkish | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 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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11020 Clover Avenue
Los Angeles,
CA 90034
Website: Click here
Phone: (310) 479-7739
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