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Teacher quality
Principal leadership
Parent involvement
I'M A FORMER STUDENT AT DAYTON HEIGHTS ELEMENTARY I FIRST WENT TO DAYTON HEIGHTS ON SEPTEMBER OF 1978 AND I REMEMBER HOW NICE IT USE TO BE THERE.... THE OPEN HOUSE WOULD BE HELD AT 7:00PM SO ALL THE PARENTS CAN MAKE IT TO SEE HOW THERE CHILDREN WERE DOING IN SCHOOL.... ALL I CAN SAY IS THAT DAYTON HEIGHTS IS NOT THE SAME ANY MORE I REMEMBER THE 5 DE MAYO DANCES KNOW THERE'S NOTHING LIKE THAT.... BUT I'M GLAD THAT WE HAVE A GREAT PRINCIPLE THAT IS MAKING NEW ACTIVITIES FOR THE CHILDREN.... BUT ONLY ONE THING I DON'T AGREE WITH THE PRINCIPLE IS THAT SHE IS NOT GOING TO DECORATE THE 5TH GRADES LIL GRADUATION CEREMONY IF THE PARENTS WHAT IT DECORATED THE PARENT'S HAVE TO DO IT I DON'T THINK ITS RIGHT.... I WOULD LIKE TO SAY THAT I'M VERY PROUD THAT MY SON HAS A VERY GREAT TEACHER FOR SPECIAL ED MS. ALDEN IS A WONDER TEACHER I'M GLAD THAT DAYTON HEIGHTS HAS A GREAT TEACHER.... ALSO THE STAFF IS SO WONDERFUL STARTING WITH MS. LORENA, MS. SUSY, MS. ISABEL, AND THE PRINCIPLE THEY ARE GREAT PEOPLE.....
—Submitted by a parent
I take pride in my work, but this school has gone through some difficult times. We need a leader that is respectful, professional as well as willing to work in making the necessary changes to better the school. I feel frustrated, and angry when I see staff who are not certificated cover a class, and others taking more breaks than allowed or sitting because they cannot perform their duties and getting away with it. I hope for a great change to make this school one of the best.
—Submitted by a teacher
I'm Sorry But This Is A Student" I'm The Class Of 2OO6 Or O5' I Was Hoping That You Have A Yearbook Of O5 Or O6 Year? Please Email Me.. Albertomrls41gmail.com thanks! Roberto Morales@
This used to be a good school. However, this past year a new principal was assigned and she has changed the morale of the school. Staff and teachers seem unhappy and many good teachers are leaving. The several times I have interacted with the principal she has been rude and condescending. My children both complain about her attitude and treatment of the students. I am considering pulling my children from this school unless the principal leaves. There is also a huge bullying problem in this school.
—Submitted by a parent
I am greatful to have my children assigned to good & passionate teachers. My concern though is the safety of children. I have noticed that the school is very open in letting people in & out of the school grounds before & after school hours most especially in the back entrance. A child can easily be abducted without anyone knowing it. This is one important issue that the new administration must focus on. School personnel must be present at all times on all gates soonest time it is opened so they know & be familiarized with parents & children coming to this school. Never let children loiter outside the school gates as they wait for their parents to pick them up. This will attract ill-intentioned people. Let us not wait for something to happen before the school acts on this issue. I am a very concerned parent.
—Submitted by a parent
This school year begun with yet another principal, not good for the continuing students. The staff is the same,but they have also shown a much less happier demeanor.
—Submitted by a parent
I love this school because they have excellent teachers and really nice stuff, excellent programs ,and if you get lucky enough one teacher in 5th grade can let you use the laptops i know because i used to go to Dayton heights elementary school
—Submitted by a parent
Our beloved school of Bellevue primary School had closed down. And when we joined Dayton Heights Elementary School it was a whole new great enviornment and experience. I was really scared at first but all the teachers at Bellevue got to work there too so I was not scared any more. My teacher Ms.Kyon is the best. She brings joy and happiness to the students.She teached us how to read and write. We feel safe knowing that Ms.Kyon is there with me. She is very passionate in teaching the students like me. She supported me and my classmates. I love Dayton Heights and I LOVE Ms.Kyon! -Stephanie P.
This is my son's second year at Dayton Heights, and I first have to day that we have been very lucky to have the same teacher both years. The teacher truly cares about the children he teaches. This person takes his personal time to tutor kids that are struggling with work after school, and really goes above and beyond for our kids. I have noticed several times parents picking up their children and the teacher telling them how their children misbehaved that day. The parents actually laughed at the bad acts or totally ignore him. I say, if we expect our teachers to give their fullest to our children, why don't we? I agree that this school administration needs to get it together, but hey.. so do you parents who don't take responsibility for your kids. Parents, if we don't take education seriously, how do we expect our children too?
—Submitted by a parent
The new school administration is great. The principal is a people person and the assistant principal is very much on the ball. He knows what he is doing. They are a super team. Some teachers work hard and the principal and assistant principal focus on what the kids need to know. Before this principal came parents were not welcome. The new principal is fair and is kind. The office people are nicer then they were before too. Bravo!
—Submitted by a parent
The parents involvement in this school has made it to go down as part of a great community. What has been done for the past years on how the parents and the PTA are involve in the decisions of the school is affecting the decisions the faculty and administration need to do for the students. The parents what school to be a playground for their children and education has become a joke in that school. The school has a lot of great teachers but the mediocre teachers it has know how to manipulate the parents and those are the ones affecting the education and educational decisions that the school needs to make.
I am a proud parent of this school. and I think this school is great with excellent teachers.
—Submitted by a parent
Student scores went down on the CST. No surprise considering the lack of leadership from the previous administrator. The new administrator is a positive addition to the school. She is a welcomed change.
—Submitted by a parent
I love the new administration at the school. They are reaching out to the parents, supporting the teachers and keeping the kids safe. The focus is on education and there is trust. Bravo!
—Submitted by a teacher
Under the focused leadership of the Principal Dayton Heights has shown steady and significant student test score improvement over the last two and one half years. All members of the learning community are asked and skillfully encouraged to have high expectations and to always put effective student learning first while maintaining a safe nurturing environment. Look at the student academic scores. This school works.
—Submitted by a teacher
Dayton Heights was once a wonderful school but now it is unsafe and everything done there is for show. The principal and assistant principal are not the quality necessary to creat a healthy environment. The teacher's no longer look happy. I'm going to pull my kids out of the school.
—Submitted by a parent
The kids at this school are happy now, not like it was before. I'm glad my son goes here.
—Submitted by a parent
It's disgusting to see parents complain about this great school. Staff is always friendly and nice. Scores are rising. Almost everyday I see teachers trying to tell certain parents that their son/daughter needs help with certain topics or they were misbehaving and the parents can care less. They either walk away mid-conversation or say OK and walk away. Poor kids who have parents like this.
—Submitted by a parent
I don't understand how the principal has a 4 star rating when I notice that all the kids are not allowed to play at the park during school hours because there isn't a park schedule. I asked my son and teacher and the answer I got was 'not sure' I asked when are they going to be able to play same answer 'Not sure'. I think this is a sad school for the kids, because the principal is so dysfunctional in her need to control everything that only some kids are allowed to play at the new park. This is what an excellent principal does? I think not. For sure next year I am moving my son to a different school. I hear that charter schools need kids. Maybe they'll treat my son better. Dayton Heights needs a professional, sane principal. Not the one it currently has.
—Submitted by a parent
As for the parents who actually pay attention and are somewhat involved its hard to not notice the way the principal favors certain teachers and students over others. Its sad to see the once happy school where many parents were involved now a sad and empty place. I can't wait for the options booklets to go home in December so that I can move my child to a better school that has a real desire to put childrens education first. I can see some parents and teachers trying to make this a better place but its obvious that the negative spreads around faster that anything good. This school doesn't even have an effective communication method with the parents. We get invited to sporadic workshops one day ahead of time...and even then they get the time wrong. Poor leadership skills...poor communications skills..and this is a great school?
—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.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
89 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
85 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.
77 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.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
73 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 | 59% |
| Females | 71% |
| Males | 43% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 52% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 69% |
| Females | 75% |
| Males | 59% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 67% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
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 | 40% |
| Females | 43% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 4% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 69% |
| Females | 72% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 46% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 61% |
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 | 59% |
| Females | 57% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 9% |
| Fluent-English proficient and English only | 82% |
| 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 | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
| All Students | 69% |
| Females | 68% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 31% |
| Fluent-English proficient and English only | 88% |
| 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 | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 74% |
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 | 63% |
| Females | 72% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 13% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 62% |
| Females | 64% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 20% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
| All Students | 64% |
| Females | 71% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 0% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
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
Hispanic or Latino
All students
Economically disadvantaged
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 85% | 51% | ||
| Asian | 10% | 11% | ||
| Black | 2% | 7% | ||
| Two or more races | 2% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| White | 1% | 27% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 40% | N/A | 54% |
| English language learners 2 | 49% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Thai | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Korean | 0% | 1% | ||
| Russian | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 17 | N/A | 11 |
| Average years teaching | 17 | 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 |
|


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607 North Westmoreland Avenue
Los Angeles,
CA 90004
Phone: (323) 661-3308
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