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GreatSchools Rating

Dayton Heights Elementary School

Public | K-5

 

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Living in Los Angeles

Situated in an inner city neighborhood. The median home value is $506,200. The average monthly rent for a 2 bedroom apartment is $1,220.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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30 reviews of this school


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Posted May 21, 2013

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


Posted April 15, 2013

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


Posted July 11, 2012

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@


Posted June 23, 2012

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


Posted February 22, 2012

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


Posted September 19, 2011

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


Posted June 9, 2011

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


Posted April 3, 2011

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.


Posted April 27, 2010

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


Posted January 27, 2010

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


Posted January 26, 2010

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.


Posted January 4, 2010

I am a proud parent of this school. and I think this school is great with excellent teachers.
—Submitted by a parent


Posted December 15, 2009

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


Posted December 15, 2009

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


Posted April 23, 2009

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


Posted March 26, 2009

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


Posted March 25, 2009

The kids at this school are happy now, not like it was before. I'm glad my son goes here.
—Submitted by a parent


Posted December 18, 2008

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


Posted November 12, 2008

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


Posted November 6, 2008

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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

789

Change from
2012 to 2013

-35

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

789

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-35

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

8 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

104 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
59%

2011

 
 
48%

2010

 
 
58%
Math

The state average for Math was 65% in 2013.

104 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
69%

2011

 
 
69%

2010

 
 
62%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

81 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
40%

2011

 
 
47%

2010

 
 
52%
Math

The state average for Math was 66% in 2013.

81 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
69%

2011

 
 
68%

2010

 
 
65%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

83 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
59%

2011

 
 
69%

2010

 
 
56%
Math

The state average for Math was 72% in 2013.

83 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
69%

2011

 
 
76%

2010

 
 
65%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

73 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
63%

2011

 
 
48%

2010

 
 
44%
Math

The state average for Math was 65% in 2013.

75 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
62%

2011

 
 
51%

2010

 
 
46%
Science

The state average for Science was 57% in 2013.

73 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
64%

2011

 
 
45%

2010

 
 
45%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students44%
Females54%
Males34%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantagedn/a
Students with disability9%
Students with no reported disability47%
English learner32%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

Math

All Students54%
Females56%
Males52%
African Americann/a
Asian57%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantagedn/a
Students with disability18%
Students with no reported disability58%
English learner47%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state51%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students29%
Females37%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learner9%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Math

All Students69%
Females63%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability71%
English learner56%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate59%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students48%
Females49%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability49%
English learner25%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate42%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state54%

Math

All Students77%
Females79%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged77%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability77%
English learner57%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate83%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state74%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students62%
Females59%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability63%
English learner6%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%

Math

All Students70%
Females71%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability72%
English learner35%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state76%

Science

All Students57%
Females57%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability58%
English learner0%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 87%
Asian 7%
American Indian/Alaska Native 1%
Black 1%
White 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 95%N/AN/A
English language learners 49%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 401 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
76%
agree
 

Parents

This school

 
70%
 

Students

This school

 
83%
 
Healthy, respectful relationshipsWhat's this?

This score measures the percent of students and employees that agree to strongly agree that this school has a positive learning environment and cultivates an atmosphere of respect. This score is based on the average of the following LAUSD survey Content Areas: School Support (Students), Commitment and Collaboration (Employees), Satisfaction (Students), School Support (Students).

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This school
79%
agree
 

Students

This school

 
79%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

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This school
72%
agree
 

Parents

This school

 
78%
 

Students

This school

 
55%
 

Employees

This school

 
85%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
67%
agree
 

Parents

This school

 
67%
 

Based on surveys from:

 RespondentsResponse rate
Parents16031%
Students22881%
Employees1320%

12012-13 Los Angeles Unified School District School Experience Survey

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School basics

School Leader's name
  • Diane Rodriguez
Fax number
  • (323) 662-5278

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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

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