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Teacher quality
Principal leadership
Parent involvement
Although I do not doubt the experience of the parent who posted on May 31, 2012, I actually had a very positive experience at this school when my child needed some customized instruction. Our teacher was more than willing to consider alternative approaches that would cater to my child's unique learning style, and the principal participated in the discussion as well and provided our teacher with some very specific and thoughtful ideas. I think it's impossible to expect any more of a public school than Franklin provides. My only issue is that the class size gets way too big in fourth grade, but that is a problem in all urban public schools in CA that can be blamed on state regulations and fiscal problems, not LAUSD and certainly not Franklin.
—Submitted by a parent
We are so lucky to have such an amazing public school option in our diverse neighborhood. There is a true sense of community at Franklin and my son has excelled in its learning environment. The teachers are top-notch and the non-profit parent group does an amazing job at getting everyone involved. If you are considering Franklin, sit in on a class or take the scheduled parent tour and you'll see for yourself how special this school is.
—Submitted by a parent
I work full-time and am a parent of a kindergartener at Franklin. I really appreciate how new parents are included in the school community - Friends of Franklin immediately reached out to us, and the teachers and principal provide lots of information and opportunities to get involved. Our class ranges from kids who can read already to kids who never went to preschool, and the teacher manages to serve all of them. We moved to this neighborhood to get into Franklin - it's basically impossible to permit in at this point - and the higher rent and smaller space are well worth it to be able to walk to such a great school and be part of this community.
—Submitted by a parent
As a very involved parent at Franklin for the past 6 years, I gave it 5 stars solely because of the excellence of the teaching staff and because thankfully, there is a handful of the same conscientious parents every year who rally the rest of the school and community to make all the money for the programs that have been cut and we so desperately need. But as far as the principal....she is an Lausd robot and seems only interested in her standing within the Lausd elite, and possesses only a superficial understanding and compassion about the real needs of the students and parents alike.
—Submitted by a parent
The parents, teachers and community work really hard to make sure that Franklin is a great school. It's frustrating that it feels like such an uphill battle just to have a decent neighborhood elementary school for our kids, but I'm so grateful for the extra mile that so many go to make sure Franklin is a wonderful place (no thanks to the LAUSD). In just the 5 years that our son has been at Franklin, we see tremendous improvements. It's getting better all the time.
—Submitted by a parent
Franklin is a wonderful school. Our child is reading and writing above grade level, and he loves to go to school every day. He knows his education is important because he sees so many parents at Franklin who are involved at school on a daily basis, partnering with teachers and administration. And it's just fun: FAME Science Night, the all-school Talent Show, the Fall Festival w/ Pinewood Derby, the list goes on.
—Submitted by a parent
If your child fits into the box of a factory model curriculum, then you will have no problems at this school. If you are concerned AT ALL about starting your kindergartener, or waiting a year, WAIT! This school WILL NOT retain your child even if you feel it is in the child's best interest. They will give you every excuse of why, but will not disclose hidden politics behind the decision, which is likely due to government funding issues. If you feel your child may have learning differences, DO NOT count on this school to be your child's advocate. You will have to force them to evaluate by filling out the requests yourself so that they are required by law to provide it. This school failed my child. We now have no choice but to go to private school because of their incompetence.
—Submitted by a parent
We love Franklin and feel so lucky it is our neighborhood school. It truly feels like a village here, families, kids and parents all so nice and HAPPY, it shows how well the teachers are doing their jobs. The school has a wonderful feel and my daughter comes home so happy every day, teeming with new things she learned but through play and enjoyment, so much that it's just part of her life. We feel so lucky.
—Submitted by a parent
My child permitted into Franklin through the SAS program in kindergarten (many schools don t offer that until after 2nd grade), and we have been very happy there. The school offers abundant music and arts education as well as the great Franklin Kids after-school program, and there are many fun extracurricular events (talent show, holiday song program, art show, plays, parents soccer vs. a neighboring school) and really fun fundraisers (after-school crafts, pinewood derby, Franklinpalooza). Parents and teachers work together to make sure the kids are engaged and excited about going to school. Check out the friendsoffranklin Dot com site if you want to get a feel for the community.
—Submitted by a parent
Franklin Elementary is an great school. The school works really hard at building and sustaining a great school culture, parent involvement is key.
—Submitted by a parent
I have a very active boy, that I was worried would not be ready for kindergarden. Boy was I wrong, and thrilled that I sent him. If you live in the area send your kid to this school! Don't buy in to the pedagogical and fancy, marketing-driven power point presentations at a private school. Franklin is a GEM - Amazing, experienced teachers and a wonderful community of parents who care and strive to give our kids EVERYTHING they need regardless of the spectre of budget cuts. We need you families out there in the Los Feliz. This is a really, really amazing school despite all the media stuff you hear bashing public schools. It's what we as parents put into our kids, not the money spent on a private school!!!
—Submitted by a parent
great school, not so great special ed aides, she still does not have the full education.
It is a great community oriented, well rounded elementary school where kids love to learn. There is an emphasis on the arts and creativity.
—Submitted by a parent
We adore Franklin. The teachers are warm, caring, and competent. The campus is cheerful and fun. And the parent community is super-involved and committed to the school's success. I went to a fancy, expensive private elementary school as a child, and it had nothing over Franklin. We feel so lucky to be there.
—Submitted by a parent
The best little neighborhood school in Los Angeles. Great teachers, students, families! Great things happen here!!!
—Submitted by a parent
Franklin Ave Elementary has high academic standards, a true appreciation for the arts, & an awesome & involved parent community. What more could you want from a public school?
—Submitted by a parent
The entire staff at franklin work as a team from 1st grade until the kids graduate, to mke the grade advancement seamless.
—Submitted by a parent
Franklin is a warm and caring school with fantastic teachers that is still acting as though the cuts to school funding have not had any impact. The teachers and TA's take time for the children who need help, the parents raise money to pay for arts education, computers, and much more, and the principal successfully mediates everyone's needs. Even the kids can feel how lucky they are.
—Submitted by a parent
The staff and parents of Franklin Ave. Elementary invest their time and energy in making a brighter future for their children.
—Submitted by a parent
Franklin Avenue is the best school!! not only are the teachers and principle fantastic - they know how to keep the children interested and motivated, the parents are all so involved in the school that it truly feels like a little private village school instead of a public school.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
81 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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
72 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
71 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
63 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 | 81% |
| Females | 83% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 33% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 83% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 25% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 55% |
| Females | 63% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 88% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 89% |
| Females | 88% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 79% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 89% |
| 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 | 93% |
| Females | 93% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 98% |
| Females | 100% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 93% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 48% | 28% | ||
| Hispanic or Latino | 30% | 49% | ||
| Asian | 10% | 8% | ||
| Multiple or No Response | 5% | 3% | ||
| Filipino | 4% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 14% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 45% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 59% | 85% | ||
| Armenian | 25% | 1% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Korean | 3% | 1% | ||
| Thai | 3% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Cantonese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1910 North Commonwealth Avenue
Los Angeles,
CA 90027
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Phone: (323) 663-0320
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