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Teacher quality
Principal leadership
Parent involvement
My family used to attend this school. We stayed for the first semester only. Too much parent involvement can be damaging to a school and the lack of diversity in teacher staff doesn't make it better. The principal is ok. He cares about the students, but he seems to care more about the donations that comes in when it comes to teacher support. As much as I would like to, I just can't recommend Cowan. My family ended up at Kentwood. My son has had a few challenges academically, but that's because the teacher wasn't teaching everything in the curriculum, but tested him on the material anyway. That's a BIG no-no in my book. He also wasn't applying himself as much as he could have (another no-no). All in all, both situations have since been rectified and the teacher moved at the end of his 4th grade school year (she taught him in 3rd). This year he is thriving! His 5th grade teacher is a bubbly, intelligent, burst of creativity and happiness. My entire family is now at Kentwood, and we couldn't be happier!
—Submitted by a parent
I am disgusted with what is happening at Cowan. Simply disgusted! There is just so much wrong with the school that it is too much to express in this small space. I urge anyone considering Cowan to go talk to the parents at the school and not to rely on the positive comments on this site. Choosing Cowan will be the biggest regret of your life.
—Submitted by a parent
I have been happy with the quality of the teachers. The Principal is probably not the most effective administrator, but he has some really good qualities. There have been issues throughout the years. A bunch of silly egos. Parents and administration. I never felt they were worth leaving the school.
—Submitted by a parent
My kids & many relatives over the years have attended Cowan. Overall, we think it is a great school, especially for public/LAUSD. Most kids who went here got a great education & are well-prepared for middle school vs. their counterparts from other local public schools, and often even private schools. Children who have graduated out of the Cowan Magnet program tend to fair at the top of their middle schools, so this school is apparently doing something right. Is Cowan perfect, by no means. This school & many others under LAUSD have their limitations. Unfortunately some of Cowan's challenges stem from 1 of its strengths: The more parents participating the more strong opinions & irrationality in the mix. Yet, many of my close friends & relatives with children in private or the most sought after public/charter schools face similiar challenges. As far as the principal is concerned we think he is a sharp man who genuinely cares about the greater good of all kids. Sadly, some of his biggest critics who mean well often have personal agendas & interests that are not for the good of the whole or they truly don't understand his limitations. Overall, we highly recommend Cowan to other parents.
—Submitted by a parent
My daughter graduated from Cawan Avenue two years ago. Cawan Avenue was a good school "back in the day" and it can still be . But, I think healing has to take place. Mr. D was one of the kindness people in the world, and some of the parents did everything they could to get rid of him. People are human, and we should try to work with the Principal and teachers for our kids sake. He didn't make the rules. He just delivered the message. The kids are the ones who suffer when the parents play politics. I believe Cawan will improve in the days to come, but parents remember the "golden rule", and if nothing else, remember you're modeling the person you want your child to be!
—Submitted by a parent
I agree with the last parent's post. My child has been at Cowan since kindergarten and is now in the 5th grade magnet. While the leadership of the school has been less than ideal, by far, my child has been blessed with wonderful and caring teachers throughout the time at Cowan. Currently, the 5th grade magnet class does not have a permanent teacher. They had a wonderful teacher in that position for the past few years and she got pink slipped and can not be hired back at this time. MEANWHILE, there is now a long term sub in that class position. A prepared, qualified and motivated teacher was let go and the school had not been able to replace her. Finally, the afternoon before school began, a long term sub was hired. I think this first week of school has been really hard on the kids with an unprepared teacher and a classroom that was not ready for the students to enter. My heart goes out to this sub, who had no time to prepare and I am willing to give her a few weeks to get her stuff together. I do feel that the students would have been better off at camp for another week and giving this teacher time to prepare. Also, the school is no longer ethnically diverse. It was when we began.
—Submitted by a parent
My son is in his final year at Cowan. He has had nurturing and innovative teachers, especially in the Gifted Magnet Program. The administrator is not readily available and can be ineffective with communication. There are some amazing parents and families that continue to work hard to create the best environment for the entire school.
—Submitted by a parent
I attended Cowan Ave from 1975 to 79 and I thoroughly enjoyed it as I remember, the neighborhood was safe, I rode my bicycle to school. My favorite teachers were Mrs. Arbogast and Mrs. Rockwood. I'm Patty Rowe, and I approved this message. :)
Cowan is a fine school. The implication that the parents who are pleased with the school are fake comments by the administration is ridiculous. Who has time to do that? And according to the belief that the administration is not very organized, when would the fake comment conspiracy have time to be organized? Yet the negative comments seam to come regularly. I find it hard to believe unhappy parents would continue to stay, so I raise the question, Are their parents who do not attend Cowan commenting negatively with an alternate agenda? If I took this personally, I could be up set, but I don't. I enrolled in the school, I took the time to meet all the teachers, and administration and I do my best to make the educational experience a memorable one for my children. I have had the pleasure of attending both Kentwood and Cowan and must say, there is not that much difference. Yet I honestly like Cowan better. It has a small, family atmosphere and the parents are wonderful! (But I don't choose because I am a parent of both schools ;0)) So parents who are reading these comments and really trying to consider if you should place your child at Cowan.Visit the school and find out for yourself.
—Submitted by a parent
The school is cutting edge technologically and instructionally. The teachers care about the students and stay on top of their game to providethe best instructional opportunities and they seem to wok very well together. If you can get your kid into the magnet you've gotten him into one of the highest schools in the STATE and they are adding 6th grade next year. The magnet teachers are among the best in the district. The community school has started looking like an inner city school as many of the supportive fundraising families have been chased off.
—Submitted by a parent
One may disagree with the positive comments, but be clear: Cowan family members wrote them. I am one of the parents who did so. There is genuine disagreement among Cowan families about the school.
—Submitted by a parent
I completely agree with the previous posting. It seems as if the last few postings for December 2011 are indeed fake and probably written by someone in administration to hide the inadequacy of their leadership. Cowan is a sinking ship due to the lack of quality in leadership. The principal is an inept leader. We do not plan to keep our child at Cowan after this school year ends and are currently pursuing other options.
—Submitted by a parent
I feel that all the reviews for the month of December 2011 seem to be a bit contrived. It is almost as if the same person wrote all the reviews, and perhaps did it from different computers to build up the school. The writing style in all of the post for the month of December is almost exactly the same. Most of the reviews seem very surface. I believe they are fake. The school needs a lot of work and a lot of leadership. The principal seems a bit immature and inexperienced. I wish the school had more community partners, like Kentwood, such as the YMCA or the Los Angeles Clippers or other local community based organizations. The school doesn't have a sense of community.
—Submitted by a parent
My daughter is in Kindergarten so this is her first year at Cowan and i have to say i am very pleased with what my daughter is learning and the new experiences she's having. The parents and staff here are like a family, the principle is focused on education and encouraging our children to be their very best. He is also very approachable and willing to help resolve any issues you may encounter. i would recommend this school to anyone who is looking for a safe comfortable family orientated school to send their children to.
—Submitted by a parent
I am excited to have my kids at Cowan Elementary. My kids are flourishing with their teachers. The campus is quiet yet the students play well together. Parents are involved with fundraisers and other activities to make Cowan a more of a family feel. Mr. D. has monthly meetings to keep parents informed of upcoming events and to discuss progress at Cowan. He is available and open to comments and/or concerns. Parents support Mr. D which makes Cowan a better environment for everyone. Cowan is an inviting school for all students who are ready to learn and for parents who want the best for their kids.
—Submitted by a parent
We have been very happy with our experience at Cowan. We have had three children that have attended Cowan. My children have loved their teachers and their test scores have always been very high. It is sad that Cowan has been getting bad mouthed because it is a good school.
—Submitted by a parent
My children have been at Cowan for the last 3 years and my experience has been a good one. I find the Principal to be very interested in the academics and concerns of the parents. He takes the time to know each of the kids names and any time an issue has been of concern - he was very approachable to address the matter. Futhermore, one of my kids is in the Magnet program and his teacher ensures that she is accessible by email and academically - the children are very challenged and I am satisfied. With my other children, their teachers re also just as involved. The Principal recently advised the parents that we will be gaining a 6th grade Magnet next year which is music to the ears of many parents. As a parent of a Magnet student - I too am elated. In addition, I find that the website is very informative and the goals of the school continue to grow. The Cowan families show great support through Family Dinner Nights - where even the teachers come out and eat with the students. My experience has been a good one and we have several more years here and I look forward to these years, as my kids continue with childhood bonds that began at kindergarten.
—Submitted by a parent
I've been at Cowan for two years now and I have had a great experience. The Principal, Teachers, and Office Staff are great and fun. I've gotten to know all my kids teachers and see that they have a real passion for the kids. This school would be #1 if they could get more parent involvement.
—Submitted by a parent
We are very pleased with Cowan. Not only from an academic stand point by also social. My son has blossomed.
—Submitted by a parent
Our family lives in the Kentwood neighborhood of Westchester and our children have attended Cowan since 2004. We have been, and continue to be, very happy at the school. We have been part of special education, community classrooms and the gifted magnet program. My children have done very well. One of our children graduated from Cowan and attends a rigorous middle school program. Cowan prepared our child very well - in fact our child made the honor role.
—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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
56 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
59 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.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
58 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.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
67 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 | 75% |
| Females | 76% |
| Males | 74% |
| African American | 70% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
| All Students | 61% |
| Females | 52% |
| Males | 70% |
| African American | 60% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| 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) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
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 | 58% |
| Females | 60% |
| Males | 56% |
| African American | 54% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| 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) | 41% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 63% |
| All Students | 78% |
| Females | 72% |
| Males | 82% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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) | 94% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 75% |
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 | 78% |
| Females | 84% |
| Males | 73% |
| African American | 78% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 69% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 77% |
| Males | 69% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| 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) | 69% |
| Parent education - college graduate | 82% |
| 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 | 64% |
| Females | 73% |
| Males | 53% |
| African American | 52% |
| Asian | n/a |
| 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) | 100% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| 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 | 75% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 33% |
| All Students | 66% |
| Females | 76% |
| Males | 56% |
| African American | 57% |
| Asian | n/a |
| 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) | 92% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| 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 | 75% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 33% |
| All Students | 68% |
| Females | 76% |
| Males | 60% |
| African American | 58% |
| Asian | n/a |
| 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) | 100% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| 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 | 75% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 33% |
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
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| African American | 57% | 7% | ||
| White | 29% | 28% | ||
| Hispanic or Latino | 7% | 49% | ||
| Asian | 6% | 8% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 24% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| All other non-English languages | 33% | 1% | ||
| Arabic | 33% | 1% | ||
| Japanese | 33% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 13 | 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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7615 Cowan Avenue
Los Angeles,
CA 90045
Website: Click here
Phone: (310) 645-1973
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