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Teacher quality
Principal leadership
Parent involvement
Average. That's the score I would give it based on my limited experience given this is an LAUSD school, but below average based on my expectations. My daughter in in her second year at this school and what I've experienced is poor school communication and inconsistent teacher quality. However, the school district never misses a beat to leave me unwanted voice messages. I am thoroughly dissatisfied with the quality of instruction my daughter is receiving this year with Ms. Hirata. She seems unwilling to adjust her style to meet the need of the child. She'd rather have a room full of well-behaved children (uh, don't we all?). Rather than looking at her ability to motivate, inspire, and keep her students in check, she'd rather blame it on the children. Just as children are a reflection of their parents. I believe the way children behave in the classroom is a reflection on the teacher. I have heard other people rave about other teachers. I find it disappointing that the students are selected based on primary language (Russian-speaking vs. others). As for the communication, receiving monthly calendars on the 18th of the current month is unacceptable. And that's only one example.
—Submitted by a parent
My child has been truly blessed to attend Gardner. This school has advanced teachers that know how to teach ,and what to teach. Kids are not wild and the faculty is great. I recommended gardner to everybody. My child went to the school for 5 years. Special thanks to Mr.Sigler and Ms.Bulbenko
—Submitted by a parent
i love the arts programs here, but I have had the same experience with this teacher. She has threatened the students inappropriately several times, and disciplines them by keeping them inside for recess when they need to be exercising. Unfortunately, the requests to move my child to another class were ignored, and the teacher went undisciplined. In the meantime, my child has become used to the teacher and no longer cries or becomes upset by her treatment. My child loves the school and desires to stay with the good friends he has made and the excellent after school program, which is very supportive for academic, artistic and scientific learning!
—Submitted by a parent
The school has a great principal but thoroughly disappointed with the first grade teacher, Ms. Hirata. Clearly overwhelmed and unable to control or manage the class. Children are not supervised well and she is disorganized. Numerous parent teacher conferences are of no use. Stark contrast to the expertise and professionalism demonstrated by the other first grade teacher Ms. Popov who all the parents are raving about. Numerous complaints by multiple parents to the principal have been to no avail. Otherwise, school has good programs, great music lessons and well rounded curriculum. Need to get rid of this teacher.
—Submitted by a parent
This school is a great school. Mr. Sigler is the most talented, creative, carrying teacher you can asked for your child. We've been blessed since the first day at this school. This teacher with the help of Ms. Balbenko brought to 5th graders love for opera, it was amazing to see my daugther very interesting in the Opera (LA opera came to the school to perform together with our kids), history, science, music. As a parent I can only be thankful for the teachers like Mr.Sigler and Ms Balbenko. My two kids are there and every year they said: Thanks for the best year ever!!! Also all the staff are very friendly, great school!!!
—Submitted by a parent
This school is a great school.A special thanks to Mr.Sigler and Ms.Bulbenko they are the best educators ever!!!!!!!!!!!!!!!!!!!
Gardner is a wondeful school. My daughter was in Mr. Sigler's class and she has a love for the arts and science after his teachings. This is the kind of experience that will be with her throughout her life. Thank you Mr. Sigler and Gardner Elementary School.
—Submitted by a parent
Amazing school, 5th grader teacher Mr.Sigler - the most talented, creative, carrying teacher you can asked for your child. We've been blessed since the first day at this school. This teacher with the help of Ms. Balbenko brought to 5th graders love for opera (LA opera came to the school to perform together with our kids), history, science, music. As a parent I can only be thankful for the teachers like Mr.Sigler and Ms Balbenko. Thank you for the best year ever!!!
—Submitted by a parent
This school was very great!!!!!! I especially enjoyed Mr.Sigler and Ms.Bulbenko two very talented people. It was very ecstatic and I had a great year and was anything but ponderous. Thank you teachers and staff of Gardner. I am a thankful student.
We recently moved outside of the Gardner school area, and so now our daughter is attending another school. We can immediately see a big difference in the school quality and various programs between the schools as well as the teachers/faculty. Gardner school is wonderful!!!!! Principal Mr. Urbina and Coordinator Ms. Lali are both intelligent, charismatic, and helpful! My daughter wants go back and visit her teachers Mr. Sigler, Ms. Bulbenko, Ms. Sandoyan, Ms. Aganyan and Ms. Popova!!! Starting from the ESL program my daughter became a gifted student with good grades! She passed the gifted child's test! Now she is in advanced classes. Also the cafeteria has good and healthy food. They have very good after school programs, Aviva and Star as they help kids do homework. All staff members are very friendly and attentive. In Gardner school the kids are always safe and comfortable. Also most of the kids learn how to behave, this is again from their teachers and staff. Thanks Gardner Street Elementary School for our kids!!! Viktoriya
—Submitted by a parent
i hate this school....never enroll your child here. they don't know how to teach good. kid/s never learned anything.
My daughter is in 2nd grade, her 3rd year here at Gardner St. I cannot say enough praise for Principal Urbina. He is charismatic, seems to love his job, and from my point of view he is working to elevate this school to the VERY HIGHEST LEVELS. He is engaging with parents, students and staff, and supports creative efforts by all. He brings a wealth of experience to this school both as a former educator and a leader. If I understand correctly he has navigated 2 other schools from average to accelerated. All the teachers we have encountered have something positive to offer students BEYOND the rising test score achievement. Many of which utilize the grand resources here in LA. The Geffen Playhouse, LA Opera, and the Environmental Outdoor Program (exact name?), to name a few. They are adding music enrichment programs right now. The parents are becoming very active in support of this school which will bring even more enrichment programs and teacher support. This IS a great school.
—Submitted by a parent
The principal and much of the faculty are very friendly, courteous & understanding. They have great after school programs & the diversity in the school is wonderful. A great mix of nationalities.
—Submitted by a parent
Quality of education and fantastic dedicated teachers and principal as well as everyone at the office. Great small enviroment.
I am a former student of Gardner, and I've only studied for one year there. And this single year was full of hard work, fun and outstanding field trips. My teacher, Mr. Sigler, was unique in teaching language arts and science. Mostly I enjoyed the performances we did at Geffen Play House, Theatricum Botanicum, and at our school. I liked our art classes with Mr. Alberson, drama classes with Mr. Shervington and computer classes with Ms. Brenda. Our librarian, Ms. Levitan helped to choose exciting and fun books. THANK YOU GARDNER!!!
I am a former student of Gardner. Of course I didn't have such a great time my last year of school there which was 5th grade, but I always loved the school. I still do and want to go back and visit my old teachers. I hope they didn't leave yet, a couple did. I know that for a fact. But it's a wonderful school, and had many wonders to it. At least, when I was little :] I remember the principals, and vice principals, and teachers. They were all great. Good luck and have fun for all the grade schoolers going to Gardner. It'll be a good...however many years you'll be there. I was there for 6 years. Yay
I am a former stundent of Gardner St. School I and 'culminated' very recently. I would have to say I enjoyed the school for the most part. I attended this schol from 5th to 6th grade. For my fifth grade year I was not in the advanced program and I did not find it terribly stimulating, which as a student I have to be honest, I liked very much. :) For sixth grade I had the infamous Mrs. Gunther who was capable to say the least. She has a very strong reputation for her 'passion.' I felt this school was very hommy, the students were very normal and not at all stressed or odd in not a good way. The playground is quite small, and the officestaff really don't know what they're doing. The playgound staff and PE teachers are young and relatable. I Enjoyed it! And made good friends!:)
What makes Gardner Elementary truly outstanding is its superb principal, Ken Urbina, a warm, enthusiastic, affable, brilliant educational leader who gives everything to his job, knows students by name and interacts with all at a high level. At seven years he's stamped Gardner with excellence, hiring a first-rate teaching staff, adding professional development, writing programs and a host of other advantages to benefit students. The school has a relaxed, friendly but very diverse student body, really a great mix of kids from many backgrounds, and the combination works well. The atmosphere of the place is just great, walk in and you'll feel it right away, and you can see how happy, serene and focused the students are. With 20% gifted and very high API scores, Gardner is an unusual gem in the LAUSD, and we're thrilled our daughter will spend the next three years there.
—Submitted by a parent
Gardner St Elm. is the best school ever. My daughter is going to start 4th grade and every teacher that she had before helped her reach her goals to go to the upcoming grade.They helped her so much she has a high enough academic skills to be in the gifted class.If you are looking for a great school I would recommend Gardner.
—Submitted by a parent
I moved my son from a Private school where he was not getting the help he needed to Gardner's PSM class taught by Mr. Villegas. What a difference!!! My son's self esteem improved exponentially and within a month he knew his numbers, letters, etc.. when he knew none of this coming out of the private school. My son will remember this school and his teacher, Michael villegas, for the rest of his life I am sure as it has made such a big difference for him! We also had nothing but great experiences with the VP, Jackie Armstrong. I had reservations on moving my son from a private school to public school, but I would not go back. This was a much better experience overall for him. He loves this 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
64 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.
74 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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
68 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
64 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.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
36 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 | 86% |
| Females | 94% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 79% |
| Fluent-English proficient and English only | 93% |
| 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) | 82% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 90% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 82% |
| Fluent-English proficient and English only | 93% |
| 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) | 91% |
| Parent education - college graduate | 85% |
| 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 | 53% |
| Females | 66% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 26% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 71% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 63% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 69% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 22% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 83% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 56% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 72% |
| Females | 73% |
| Males | 71% |
| 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) | 68% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 25% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 73% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 50% |
| Fluent-English proficient and English only | 81% |
| 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) | 69% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 70% |
| Males | 74% |
| 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) | 66% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 17% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 94% |
| Males | 83% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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) | 85% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 56% |
| Males | 78% |
| 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 |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| 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) | 62% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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
Grade 6
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 - high school graduate
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 | 62% | 27% | ||
| Hispanic | 25% | 51% | ||
| Black | 8% | 7% | ||
| Asian | 5% | 11% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 60% | N/A | 54% |
| English language learners 2 | 41% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Russian | 45% | 0% | ||
| Spanish | 40% | 85% | ||
| Armenian | 3% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Bengali | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| French | 1% | 0% | ||
| German | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Ukrainian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Foreign languages spoken by school staff |
Japanese Korean Russian Spanish |
| Read more about programs at this school | |
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| Fax number |
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| Instructional and/or curriculum models used Don't understand these terms? |
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Tips for understanding school culture
| Dress Code |
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| Bullying policy |
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| Parent involvement |
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| More from this school |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
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| Students typically attend these schools after graduating | Bancroft Middle School John Burroughs Middle School |
7450 Hawthorn Ave.
Los Angeles,
CA 90046
Website: Click here
Phone: (323) 876-4710
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