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Teacher quality
Principal leadership
Parent involvement
I was a student in Dahila Heights between the timeline of late 2007 to mid 2009, I've been in this school for almost two years and I gotta say it was by far the BEST Elementary School I've been to! It is very organized, there were fun programs afterschool, and the bullying rate in my opinion was low. When I graduated in this school I was sad that I had to leave my friends and the friendly staff. The Principal was nice too. I would say this was one of my best schools i've ever been to.
i dont have any comment right now because class just started. my daughter enjoying her class
—Submitted by a parent
Our family moved from a small Beverly Hills apartment to a beautiful Eagle Rock house two years ago. We were naturally concerned with moving our two boys from BHUSD to LAUSD, but this school has proven to be a great success. It may not have all the "Beverly Hills bells and whistles", but the knowledgeable staff, and challenging curriculum definitely make up for it. I have never felt a greater sense of community and parent involvement than at Dahlia Heights. I really love all aspects of this school and I am proud to have my kids attend here.
—Submitted by a parent
We came from a charter school that really didn't work for my child. In contrast, the principal and staff at Dahlia have worked with us from day one to get him the proper support he needs. This is a far cry from other schools that just passed the buck. His anxiety has tapered off, his self confidence has improved and I he really likes this school. The exemplary staff and leadership really sets an example for other schools to follow. Also worth mentioning is the after school program, ARC led by Domi. He and his staff have been very understanding to our unique situation and I will be forever grateful for the way they have made the transition process much smoother for my child. The parent participation is one to be envied. The community of teachers, parents and staff have made Dahlia one of the great schools of LAUSD.
—Submitted by a parent
Dahlia is a great neighborhood school! It is committed to the arts and the environment. The new office manager is a joy to be around and Principal Greenstadt is very dedicated. Overall the teachers are good and a few of them are truly stellar! The parent community is diverse and involved. PTA hosts educational speakers, fun community events and fundraisers to support the school. My child graduated last spring and I feel she received a solid academic foundation at Dahlia Heights. She is thriving academically at her new middle school, thanks in part to Dahlia Heights! Lastly, Dahlia is a School for Advanced Studies, so academically-gifted children out of the DHES boundaries can apply to attend. The school holds tours for prospective parents in the winter and spring, so check it out if you live in Eagle Rock or nearby.
—Submitted by a parent
If you believe that shaping your child for the future is a combination of nature and nurture then the team at Dahlia Heights Elementary school, under the leadership of its current principal, are for you and your child or children. I've had both of my children studying there in the last 7 years. I've seen them grow emotionally, physically, and intellectually, proven by the CAT 6 scores, acceptance to GATE, numerous peer and teacher awards that highlight academic progress and moral integrity and my children's own desire to persevere and do better. From the technical expertise of current and novel teaching methods to the character and confidence-bulding you will marvel at how they teach your child from kindergarten to 6th grade. Is it a perfect school? There is none. Dahlia is a diamond int the ruff. DES is a community of teachers, parents, and local businesses. It is the strength in the collaboration of this community that molds your child into a happy ever-driven young adult. Come see for yourself and attend one of the PTA meetings, and be awed. My wife and I continue to be.
—Submitted by a parent
I have had 4 children over 20 years in Dahlia and I went there many years ago. My going there is probably the reason I jeopardized my children's education for so long at such a miserable place. Education is only a priority for a few good teachers there. One teacher is of the opinion that "boys are bad" and is currently still there abusing boys because they are not as good as girls. I should have left sooner. When I asked the principal to address my concerns nothing was done. Needless to say, I have finally given up and moved on. If you are a fan of bullying, a parent threatened my then six year old. Or if you prefer to be told your children are getting the best education in public schools without delivery take your chances and go to Dahlia. Sadly, the school no longer reflects the community it serves. People from far and wide try to get in based on the success of teachers, office personnel, and administrators who have long since retired.
—Submitted by a parent
I am an elementary school teacher in another high performing LAUSD school. I'm extremely happy with the school, and the community. The parents are welcoming and everyone is working hard towards making this school the best it can be for our children.
—Submitted by a parent
The office staff is new so I'm hoping it has gotten better, the previous office manager was wretched. I don't believe in brown nosing someone when they have a job to do. The school's score are high because it is in a middle class area, the socio-economic statues of the community plays a major role in test scores. I am not impress with the teachers, it is a hit or miss if you get a decent teacher for the year. The parents are not the friendliest, some are very snobby (Why I don't know? They live in ER). Years ago I tried to join the PTA, we were ignored so why bother now. Kids are not the friendliest, there is a lot of bullying going on. The kids must take after their parents. Not impressed just can't afford private right now.
—Submitted by a parent
We are very excited about the new 2010-2011 school year. My son got the teacher we requested and seems very happy. The principal helped bring Champios on board and we are very pleased about that. Though she may not have the social attitude parents might want, she is a student advocate and delivers. We are lucky to have such a great small chool in our neighborhood. I wish more parents would give our neighborhoods schools like DH a chance before opting to go to charters or private schools. We do have a gem of a school. Parental involvement is plus so if you are a parent...get involved. Your opinion counts only if you let it be known!
—Submitted by a parent
My child enjoys attending Dahlia Heights and it has been a great school for us as a family. The teachers are wonderful! The office staff has always been friendly. I will say that the Principle Ms. Greenstadt has not impressed me at all. I think she would be more suited to a High School as opposed to an Elementary. She is not friendly at all. In all of the times I have been to the school I have never seen her walking around saying, "Hi" to the children or being sweet in anyway. She only speaks to them when scolding them. I realize that she is administrator but this is a school for young children. Nurturing should be a behavioral prerequisite for anyone working there. Please keep in mind that over all the children are well behaved, I have never seen disorder on the campus. Wonderful school, cold Principal.
—Submitted by a parent
I went to Dahlia Heights today to get information regarding registering my son for Kindergarten. I was very impressed by the friendly staff. Along with my Kindergarten son, I went in with my other 2 boys - both toddlers. The entire staff was warm and friendly. The principal took the time to introduce herself and to welcome us to the school. Further, even the librarian introduced herself, and made my son feel welcome. My son is saying that he is excited to start attending this school. As an educator myself, I am quite glad to have this school as my home school.
—Submitted by a parent
This is a small school with a strong sense of community. The teachers are great and most have been teaching at the school for at least 10 years. The school has an arts program, which the students really enjoy.
—Submitted by a parent
To the post on March 17, 2010. The negative reviews are from actual incidents that have accured. Or they wouldn't be posted. Maybe spend a little time there and really see things. Before and after school care, terrible. The kids are running like chickens w/their heads cut off. Boys and girls are running in/out of eachothers restrooms and throwing each other. No real supervision. Some teachers are great, Im not saying all are bad. Office staff is bad. PTA does work very hard for the school, but they are not the friendliest. They need to have open doors to everyone, no matter the amount or time they give to the school.
—Submitted by a parent
They believe in arts in education, the community is really involved and the student population is very diverse. School is charming and promotes gardening, recycling and helping others.
—Submitted by a parent
It's a small community with great involvement of both parents and teachers.
—Submitted by a parent
The Schools administrative staff!..as well as the programs to help children with their studies.
—Submitted by a parent
The Principal, teachers, staff and parents all take pride in loving all the children and providing the students with the best education we can create.
—Submitted by a parent
Dahlia Heights takes pride in giving students the best possible learning experience.
—Submitted by a parent
Dahlia Heights is a Family oriented school. The teachers and staff are great with the children. I have had two sons graduated from Dahlia and my daughter will be next.
—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.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
51 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.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
57 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.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
45 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.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
46 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
47 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 59% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
47 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 | 68% |
| Females | 73% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 62% |
| All Students | 68% |
| Females | 77% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 69% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 55% |
| Females | 55% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 79% |
| Females | 77% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| 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 | 64% |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 71% |
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 | 73% |
| Females | 83% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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 | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 87% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 86% |
| 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 | 79% |
| Females | 87% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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) | 67% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 87% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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 | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 91% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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) | 67% |
| Parent education - college graduate | 93% |
| 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 | 70% |
| Females | 73% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| 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) | 75% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 58% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| 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) | 50% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Hispanic or Latino
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 56% | 51% | ||
| Asian | 21% | 11% | ||
| White | 21% | 27% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Black | 0% | 7% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 43% | N/A | 54% |
| English language learners 2 | 7% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 58% | 85% | ||
| Filipino (Pilipino or Tagalog) | 33% | 1% | ||
| Armenian | 6% | 1% | ||
| All other non-English languages | 3% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
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5063 Floristan Avenue
Los Angeles,
CA 90041
Phone: (323) 255-1419
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