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Teacher quality
Principal leadership
Parent involvement
This school has been wonderful and exceeded my expectations despite the reputation of largely overcrowded LAUSD schools. The principal really does care about the welfare and education of each student. He also started a valet program and occassionally you will see him out there directing students and families to safety. There are great teachers in the Gifted program that set high expectations and do their best to enrich their student's lives. My daughter is in the GATE program and it is definitely a more vigorous workload than a regular classroom, but she is learning skills that I believe will set her apart from the average student. Parents have the option to meet on a monthly basis with all the Gifted teachers to discuss progress. There is an orchestra at this school that is voluntary. This school offers an afterschool program for free provided by the county and any student can apply. The crew is run by young college age kids so most of the activities are social and homework time within your peer groups. There are music and art programs occassionally. Overall-ERE is a great school and my daughter is in a classroom with great kids.
—Submitted by a parent
We had high hopes for this school. My son got into the gifted magnet last year and we were so happy. This magnet begins in 3rd grade and the 3rd grade teacher is excellent. She is able to teach all the subject, plus add many enrichment activities. The 4th grade teacher was as awful as the 3rd great teacher was great. The poor woman, who seems to suffer from an anxiety disorder (comes to school with unbrushed hair, clothes that look like she slept in them) can't control her students, so they talk and fuss all day. She yells at them and then gives up and sends the classwork home as homework. So this meant that I had to basically homeschool my child every night, at the end of the day when we were both tired. I tried talking with the principal, but got the feeling he was overwhelmed and not interested. There's supposed to be a coordinator for the program, but I never met her and the other parents say she is useless. I've heard good things about the 5th grade teacher, so i'm hoping for a better year this fall. Be careful with LAUSD magnets. They are only as good as the teachers working there.
—Submitted by a parent
Eagle Rock Elementary is a great school. Both of my sons (pre-k, 1st grade) love the school and their teachers. There is a strong sense of community with amazing parents.
—Submitted by a parent
My child loves the highly gifted magnet. It seems like there were more activities like the class musical AND more homework in the third and fourth grade class than in fifth grade. The lady who teaches third and fourth grades is excellent. She cares very much and made good projects. I thought fifth grade would be harder to prepare for middle school but I think there's less work. Sometimes I don't understand my child's homework journal. All year it seems like homework gets added or changed or moved. Also, in my opinion there is no schedule to the class. I asked "what did you do in math today" and my child says there was no math but they played hockey. The man who teaches the class seems much more relaxed. Still it is an excellent program with art and science and music. Also, the teacher reads good books in class. I wish Eagle Rock high school had highly gifted classes.
—Submitted by a parent
A Blue Ribbon school with a diverse socio- economic population with wonderful a motivated and innovative teaching staff. The school has an amazing Special Education program as well as GATE and two Gifted and High Achieving Magnet schools. There is a garden, Arts partnerships with local orgs and a great PTA and school Foundation. It has a big heart for and high expectations for a Title 1 school
—Submitted by a parent
The teachers and parents are wonderful and care about each student. Even thopugh it is a big school it feels like a small community.
—Submitted by a parent
very fantastic school my children love this school and i love it too
—Submitted by a parent
Eagle Rock Elementary has so many art programs and the PTA is extordinary. The parents and staff make a great team and it's all for the kids. Great place to leave your kids every morning.
—Submitted by a parent
The LAUSD website (and the Parent Handbook that was sent home with my child) outlines the district's anti-bullying policy. Both sources also provide information regarding the district's guidelines for disciplinary actions against students that violate district rules. Unfortunately, ERE does not implement the (zero-tolerance) anti-bullying policy. ERE students who break school rules are not adequately disciplined. My child has been harassed by the same student for 2 years now. I have made several reports but my concerns are overlooked. It seems ERE's main focus is Blue Ribbon status and above average test scores. I think the safety and emotional well-being of the students is not focused on enough. In speaking with other parents, their children have also been bit, kicked, spit on, verbally harassed, or worse and little or nothing is being done in the way of discipline. There are serious behavioral problems that are not being addressed. It's alarming!
—Submitted by a parent
My child has gone from kindergarten up too the 4th grade here at Eagle Rock. All of his teachers have been grate so far and I dont think he will have a bad one at this school. I also went to school in LAUSD many years ago and I can think of many bad teachers. Thank god for this school and all the parents who donate time and make this school what it is.......A grate place too learn!
—Submitted by a parent
I love Eagle Rock. I am a student and I enjoy everyday of it! The teachers have strict but a very fun way to teach! Its is always very challenging and it makes me try harder. I am going into 6th grade and I've been in Eagle Rock my whole life ! All my brother's and sisters went here too. This is all I can say!
—Submitted by a student
We are very happy with ERE. My daughter is taught by two exceptional teachers that team teach. I cannot say enough about the two of them. My son's teacher is also exceptional. Both of my children are very happy at ERE and have made some nice friends. The school has many great programs and there is a lot of parent involvement which helps to make it a 'Great School.' Signed, Very happy with ERE.
—Submitted by a parent
I had 2 kids in the GATE program. A lot of people believe that the GATE and Magnet programs help 'raise' the test scores of the whole school. Unfortunately, it's a big school and the teaching staff runs the gamut of excellent to bad. If your child is a mediocre student, he/she will fall through the cracks. I volunteered a lot and helped with testing and have seen as many as half the kids in a class not pass their reading fluencies. Some teachers may be overwhelmed especially when they are team teaching and end up handling 2 classes. Bottom line is that this is a large school so you may want to consider the smaller schools around the neighborhood.
—Submitted by a parent
I'm a little shocked at the vehemence of the few negative reviews of ERE. My older daughter attended from grades 1-6 and my younger is currently a 5th grader. I can't imagine a better environment for two very different girls than Eagle Rock. I've always worked full-time, but found opportunities to remain involved other than opening a checkbook. (It's sort of amazing, how understanding employers can be) The few teachers who're 'riding the tenure train' have retired and I see a vibrant, engaged and engaging staff that mirrors the Eagle Rock community. If it's as uninspiring as some think, why are so many out-of-area students there on vouchers?
—Submitted by a parent
I've been very impressed with my child's teachers in the magnet program, and the creativity and knowledge they bring to the job. My son's homework is truly interesting and challenging. He enjoys school and is learning much more than at his old school. The only thing I could wish for is more emphasis on science. This new principal (second year) is very 'by the book.' She seems like she wants to control and decide everything, and I'm not sure that's a good approach in such a large school. I think it's hurting morale. The music and dance programs are great. Good PTA and parental involvement.
—Submitted by a parent
I am sick to death of 'Test Scores'. My son is not a robot and I would appreciate some practical hands on learning (old school) instead of carbon cut out art and busy photocopies.. Teaching to the test is creating a zombies out of our children and I would appreciate a little more creative teaching... Take the teachable moments and turn off the overhead projector...
—Submitted by a parent
Mainly interested in kids who are 'gifted' or whose parents are higher on the socio-economic ladder, and in kids whose mothers volunteer constantly. The majority never gets to help because they are working. There is not too much a working mother can do to help other than donate money or take a day off at work. Too much favoritism. I was impressed at the beginning, but am seriously thinking of transferring my child or letting him attend for 1 more year. Science is ignored in most classrooms. Little opportunity for higher order thinking skills if your child is not in the GATE program. Teachers are doing a fairly good job.
—Submitted by a parent
The teachers are willing to take their time and work with the parents and children, as well as the staff.
—Submitted by a parent
Overall I think this school is doing a good job given the large size of the school and mixed population of students from varying socio-economic backgrounds. I wish the teachers were not so overstressed and could bring more creativity into the classroom where students have varying skill levels.
—Submitted by a parent
At first we were satisfied with Eagle Rock Elem. Now that we've been there for 2 years and see how the school really operates we're considering transferring our 1st grader next year. The school seems to be more concerned with test scores than the real issues and concerns of parents. It's a very large school and we feel that a lot of students are getting lost in the shuffel.
—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.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
118 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
119 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
122 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.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
170 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
174 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.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
159 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 | 64% |
| Females | 66% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | 80% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 75% |
| Students with disability | 12% |
| Students with no reported disability | 73% |
| English learner | 53% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 55% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | 70% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 69% |
| Students with disability | 6% |
| Students with no reported disability | 63% |
| English learner | 50% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 71% |
| 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 | 69% |
| Females | 72% |
| Males | 67% |
| African American | n/a |
| Asian | 93% |
| Filipino | 68% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 83% |
| Students with disability | 31% |
| Students with no reported disability | 75% |
| English learner | 29% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 79% |
| Males | 83% |
| African American | n/a |
| Asian | 93% |
| Filipino | 88% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 96% |
| Students with disability | 56% |
| Students with no reported disability | 85% |
| English learner | 53% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 87% |
| Males | 83% |
| African American | n/a |
| Asian | 100% |
| Filipino | 92% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 67% |
| 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 | 56% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 76% |
| Males | 81% |
| African American | n/a |
| Asian | 100% |
| Filipino | 83% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 60% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 79% |
| Females | 76% |
| Males | 82% |
| African American | n/a |
| Asian | 94% |
| Filipino | 80% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 90% |
| Students with disability | 33% |
| Students with no reported disability | 83% |
| English learner | 29% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 72% |
| Males | 72% |
| African American | n/a |
| Asian | 94% |
| Filipino | 80% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 87% |
| Students with disability | 27% |
| Students with no reported disability | 76% |
| English learner | 7% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 75% |
| Males | 81% |
| African American | n/a |
| Asian | 100% |
| Filipino | 86% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 93% |
| Students with disability | 26% |
| Students with no reported disability | 85% |
| English learner | 24% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 75% |
| Females | 86% |
| Males | 69% |
| African American | n/a |
| Asian | 94% |
| Filipino | 83% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 87% |
| Students with disability | 38% |
| Students with no reported disability | 79% |
| English learner | 24% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 88% |
| All Students | 65% |
| Females | 72% |
| Males | 61% |
| African American | n/a |
| Asian | 82% |
| Filipino | 71% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 80% |
| Students with disability | 20% |
| Students with no reported disability | 70% |
| English learner | 5% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 81% |
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
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
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 - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 52% | 49% | ||
| Filipino | 20% | 3% | ||
| White | 15% | 28% | ||
| Asian | 7% | 8% | ||
| Multiple or No Response | 3% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 18% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 57% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 69% | 85% | ||
| Filipino (Pilipino or Tagalog) | 19% | 1% | ||
| Cantonese | 3% | 2% | ||
| All other non-English languages | 2% | 1% | ||
| Korean | 2% | 1% | ||
| Thai | 2% | 0% | ||
| Armenian | 1% | 1% | ||
| Gujarati | 1% | 0% | ||
| Polish | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| 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 | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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2057 Fair Park Avenue
Los Angeles,
CA 90041
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Phone: (323) 254-6851
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