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Teacher quality
Principal leadership
Parent involvement
Emerson middle school for me in a great opportunity for children to learn at all the staff there are very friendly and the principal dimmone Watson has everything under control this school is free of bullying and has a very good reputation this is my child's first year here and she is in the sas program program for gifted and high achievement students she is very happy there she has made many new friends and loves the school the teachers there are unbelievable my child gets a lot of homework but she stays in the after school program which offers many programs like dance teather art photograph and many other stuff they also have homework help and tutoring but my child says she has had a great experience and she recommends everyone this great school!!!!
—Submitted by a parent
Our neighborhood middle school is Palms. Though a Magnet, we thought Palms was too big. We hoped to get into LACES because it is 6-12th grade, has a great reputation, and lovely learning space. Emerson was our back-up. We were attracted to Emerson because of its size, welcoming spirit, friendly Principal, an active parent group, and programs that challenge my child. We were excited to be a part of the IHP program, which allows kids to test in to a higher level Honors class in Math and English, the Emerson Sports Academy, which focuses athletes on self-dicipline in fitness and study habits, as well as the Costume Design Workshop a year-long elective in which kids work together to build costumes for the fabulous 8th grade drama productions & the week-long experiential science Yosemite trip, where kids get to learn about glaciers and history and teamwork while surviving snowshoe hikes, cross-country ski outings, ice skating, mountain climbing, cave exploration and night hikes while also taking care of themselves and keeping their feet dry. Because "the only thing that stays the same is change" there's been changes while we've been here at Emerson. Read on for more.
—Submitted by a parent
I have a daughter in 7th grade at Emerson. She loves the small school environment and has been academically challenged throughout her time at Emerson. The teachers and administration are committed to creating a supportive and creative learning environment for the students. I have been particularly impressed with the curriculum development and collaboration amongst the faculty.
—Submitted by a parent
My child has been at Emerson for the last 2 years and we couldn't be happier! He is challenged academically, the teachers and staff are dedicated, hardworking and committed to educating their students as well as easily accessible to both students and parents. Socially he is grounded and has made a ton of new friends. It is a safe and welcoming community school where each child is greeted by name by their principal - he too, is a hard working dedicated educator! The parent group is also great! They work hard to keep parents informed and make families feel welcome! We will definitely be send our next child to this school in 2 years!
—Submitted by a parent
We are proud to have both of our daughters attend Emerson Middle School. Our eldest is in 8th (she is going to miss Emerson next year) and our youngest is in 6th (she feels at home already). Our daughters are thriving in the excellent learning environment at Emerson. The staff is professional and hardworking. The students are motivated and engaged. What a pretty campus sitting up on a little hill!
—Submitted by a parent
We are very happy with Emerson, and our 7th grade daughter loves it. She is challenged academically and has made good friends from the other schools that feed into Emerson (she went to Westwood Chater). We really like the new principal Mr. Watson and really appreciate how he is always striving to improve Emerson. Although there have been staff changes, there are still very good teachers. We have no hesitancy in recommending Emerson.
—Submitted by a parent
We have a 7th grader. She loved 6th grade at Emerson and is loving 7th. She has friends in all grades and from all different elementary schools. The school got two amazing new 6th grade teachers to teach in the SAS (honors) program. They were almost lost due to budget cuts, but the parents, administration and teachers rallied together and convinced the District to save three teacher positions. The community at the school is truly remarkable. So unusual for middle school where parents are generally absent and uninvolved. Everyone is so dedicated and the students really benefit. Looking forward to a great year.
—Submitted by a parent
My children love this school. Great teachers and the students are well behaved. Don't hesitate on letting your child attend this school. If there is a problem, which so far I haven't had the principle and teachers will do everything they can to put a stop to the problem. Best school ever!
—Submitted by a parent
I have 2 daughters, one going into 7th & one going into 8th. They love their school. They have an outstanding curriculum. They are always challenged yet always feel confident. My girls' test scores are extremely impressive and that is what I look at. They take amazing field trips. We feel spoiled that we drive 3 minutes to our neighborhood school when I hear stories of their friends having very long commutes to theirs. We couldn't be happier!
—Submitted by a parent
I am an incoming 7th grader and I really don't like this school. The kids are very mean and annoying. Also, we lost three of our best teachers. Since I have an IEP and a BII, it is worse for me. Many kids are making fun of me because I have this. The only good thing about this school is the academics.
I previously reviewed this school when my daughter started 6th Grade last fall and I am happy to report that she continues to thrive at Emerson. She has participated in many interesting and unique learning experiences. She travelled to Yosemite and Catalina with her science teacher. She has read so many books in her English class (and an equal number of additional books through the Accelerated Reader program), written many essays and engaged in thought-provoking discussions in class. The most significant evidence that my daughter is inspired by her teachers is that she enjoys coming home and telling us about what she's learned. What more could we ask for.
—Submitted by a parent
I am an alumni of this school and nothing could have prepared me more for high school than emerson middle school. I learned how to take notes, do my homework efficiently, and fully understand rather than just learn. I am also part of one of the first graduating classes of the Emerson Sports Academy, which has played a key role in me balancing my school with my soccer. I would recommend school to anyone willing to learn
I love Emerson! I'm a 7th grader, and I am in Emerson Sports Academy (ESA) and they really stress how important good note taking, studying, and academics are for you to succeed in high school. I also love stage crew. Our science class is amazing and we just did projects on cell structure and got to see the 8th grade designs and testing for the egg drops. Everybody needs to come visit to see what a great place Emerson is and meet our cool new principal.
The academics here are terrible. Most of the actual good teachers all left the year before and more are leaving this year. The only good thing here is the drama program and the fact that you can easily take geometry in 9th grade. I am a student and feel as if everyday I am just falling farther and farther behind in acadmics. There are many disruptive and crude children attending this school.
I am an 8th grader at Emerson and i absolutely love it! In 6th grade i was a little frightened to start middle school but the moment i stepped foot into the school everyone gave me warm welcomes. i was apart of ESA-emerson sports academy, which provides an amazing program for sports lovers. in 7th grade i decided to join costume design. Our school is the only school in LAUSD that has this class which is pretty amazing. This year i'm in the drama program and i love it!!! we also got a new principal this year and he is absolutly amazing. In 6th grade i met my 2 best friends but they switched school this year but i still had friends i could rely on. i'm going to miss emerson once i start high school
Though I was an SAS student at Emerson, I have to admit that the IHP program will really give your child an incredible 2 year boost in math. Some of my friends are already in precalculus in 10th grade because of this phenomenal program. Not to mention the Drama and arts pogram- the best plays you could ever see at a middle school! I will mever regret attending this wonderful school.
I have two daughters who have attended Emerson, and both have been extremely happy at the school. The core academics have kept them challenged (they are both in IHP-- the high honors program), they have enjoyed the electives (both sports and drama) but what might be most important is that they have been happy, immersed, comfortable and they have pride in their school. They come home from school every day feeling good, and during the middle school years when kids can be mean and awkward and moody, that is saying a lot.
—Submitted by a parent
I have a 7th grader and 8th grader at Emerson and I couldn t be happier with the education they are receiving. The English teachers use novels to stimulate critical analysis. UCLA scientists come into many of the classrooms each week to conduct labs with the students. The Math Department has classes for students of all abilities including classes that are up to two years ahead of the standard classes for middle school grade levels. The History Department has a number of outstanding teachers who make history fun and interesting. If you are a fan of the performing arts, the Play Production class puts on two amazing plays per year with assistance from the Stage Crew class and Costume Design. All 6th graders participate in Drama, which even includes aerial instruction! In addition to all of this Emerson organizes some great field trips, including a 6th grade winter field trip to Yosemite. Not only is Emerson currently a terrific school, but it now has a new principal with a great vision for its future. His collaborative approach with faculty, students and parents is sure to make Emerson even better.
—Submitted by a parent
We (both parents and student) could not be happier with Emerson. The teachers are fantastic, my daughter has made many lovely and close friends, and the programs that Emerson offers are extraordinary and beyond the programs offered in many other LAUSD middle schools. Among the many unusual and terrific programs are the Yosemite Trip and the Catalina Trip that the amazing Science Teacher takes the 6th graders on, Emerson Sports Academy, a special program for sports-oriented kids, the MESA science and math program which partners with UCLA, and the incredible Drama department that puts on the most sophisticated productions!
—Submitted by a parent
yes yes yes! a new and qualified and inspiring principal has been named and considering how he presented himself at the public forum held earlier this month, we are expecting great things. if you are considering Emerson (and you should be) please come to the first tour of the year on November 17.
—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 59% in 2012.
228 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
228 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 Algebra I was 86% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
273 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
244 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 Algebra I was 49% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
295 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
219 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
295 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
295 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 | 48% |
| Females | 58% |
| Males | 36% |
| African American | 48% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 73% |
| Students with disability | 12% |
| Students with no reported disability | 51% |
| English learner | 7% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 40% |
| All Students | 36% |
| Females | 42% |
| Males | 29% |
| African American | 25% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 58% |
| Students with disability | 12% |
| Students with no reported disability | 38% |
| English learner | 14% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 32% |
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 | 76% |
| Females | 68% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 54% |
| Females | 61% |
| Males | 48% |
| African American | 50% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 72% |
| Students with disability | 0% |
| Students with no reported disability | 61% |
| English learner | 4% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 51% |
| All Students | 31% |
| Females | 30% |
| Males | 32% |
| African American | 26% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 40% |
| Students with disability | 3% |
| Students with no reported disability | 35% |
| English learner | 6% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 30% |
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 | 53% |
| Females | 62% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 54% |
| Females | 56% |
| Males | 49% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 69% |
| Students with disability | 10% |
| Students with no reported disability | 58% |
| English learner | 17% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 44% |
| All Students | 44% |
| Females | 43% |
| Males | 45% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 38% |
| Students with disability | 3% |
| Students with no reported disability | 50% |
| English learner | 21% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | 85% |
| Females | 90% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with no reported disability | 85% |
| Fluent-English proficient and English only | 87% |
| Gifted and talented | 90% |
| 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 | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
| All Students | 44% |
| Females | 46% |
| Males | 42% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 59% |
| Students with disability | 7% |
| Students with no reported disability | 48% |
| English learner | 20% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 35% |
| All Students | 52% |
| Females | 53% |
| Males | 50% |
| African American | 41% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 69% |
| Students with disability | 3% |
| Students with no reported disability | 57% |
| English learner | 20% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 41% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
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 | 54% | 49% | ||
| African American | 22% | 7% | ||
| White | 16% | 28% | ||
| Asian | 5% | 8% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 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 | 84% | 85% | ||
| Farsi (Persian) | 4% | 0% | ||
| Korean | 3% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| French | 1% | 0% | ||
| Cantonese | 0% | 2% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Portuguese | 0% | 0% | ||
| Rumanian | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1650 Selby Avenue
Los Angeles,
CA 90024
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
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