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Teacher quality
Principal leadership
Parent involvement
The principal is a joke. But some really great teacher. No working website. Some of the staff are very rude. The school could use some new leadership.
the best school ever i love it i went to that school. i also love the principle ms.miller. :)
i'm a student in gompers and i think the school is good because the teachers teach you really good and they bring you up 2 grade levels because once i was basic but now i'm advanced but the thing is that there's bad kids and they mess with other student for example they steel from them also they punk on them and i know this because they stole from me and punked on me for 2 years 6th and 7th grade
I'm a student at gompers and to me its a ok school because the teachers are very committing to the students at school.(Ms.Lung,Mr.Baptis,Mr.Withrow,Ms.Nasouf,etc)
—Submitted by a parent
I can't honestly rate Gompers now, but I can say what it used to be. I attended Gompers in 1973. Some of my teacher's teachers were still there! These teachers got to Gompers in the late 50's. Our curriculum was excellent, considering this was a LAUSD school. Crips and Bloods had issues down the street, but never at school. And yes, we got swats in the Principal's Office. I am a retired Fire Marshal, and I can honestly say, many of my promotional tests that had to do with Math or Science, I learned from Gompers, (and Locke). I was in the Band with then Mr. Pearson, Mr, Dustin, and Harris. These three produced the Gerald Albright's, Patrice Rushen's and many more musicians whose music you might enjoy today. I pray they are able to pull Gompers out of the typical spiral that affects the inner-city schools. At the end of the day, it's the student who has to want to make something of themselves. The parents, as well as the teachers are responsible for giving them the tools they need, encouragement, motivation and praise.
I am a student at gompers middle school and i think that it is a very amazing student for junior kids.
—Submitted by a student
As a parent who was very involved in my children's education, i really want to be fair to the teachers and staff who really care about heir students' academic achievement. That being said, certain other teachers should be fired for their irresponsibility and incompetence. Also, the school doesn't do nearly enough to ensure their students' safety and dscipline those students when they need it. The bad students get away with a lot, while the good students are not encouraged nearly enough to do well in their studies. Frequently, the administration turns a blind eye to the bad students, thus allowing them to get away with whatever. I know that prayer changes things, but the bad apples are the ones making the good teachers indifferent and the good students apathetic.
—Submitted by a parent
I think gompers has great teachers but unfortunately the enviroment does not help I used to attend several years ago they had to much racial tention they had as we student's used to call riots with in the school. It made it uncomfortable to want to go every day and lots of my classmates felt like that but unfortunately we all had to attend here because we belonged to this district.
—Submitted by a parent
I think the school could and should improve 100% in it's teaching curriculum which in turn would improve student behavior resulting in a safer and more productive learning enviornment.
Gompers is improving. They are offering a lot of classes and different activities for parents and community
—Submitted by a parent
The school is good, but not as good as it should be. The school can definitively be improved from teaching curriculum to the student's behavior. Although, this school is improving on safety methods, such as making sure walk ins receive a visitors pass, however, it can still be improved in the way that they should require an ID as a parent, staff, external student or other. Overall, this school is pretty safe.
This school is really not as bad as the people think. The fights and stuff have lessened alot and the teachers always try to help their students. I have always been an honors student there since 6th grade and have been learning alot since I started there. I have never been picked on and no, I am not the most popular person you'll met either. I have learned things at the school that I have never even thought of. The school is great and I dont have anything against it, not even most of the cafeteria food.
—Submitted by a student
This school is not as bad as people say. Most of the teachers are helpful and try to teach but some just don't even try. Most of the students like to learn and want to participate in class and make class a better place to learn. The PE. classes are to crowded compared to other schools. But teachers try and get the kids active and make them want to participate. They have activities such as basketbal, soccer, football, baseball, jumprope, the usual. The school also has a drama club.
—Submitted by a student
When my child came to this school, she met so many different children from different backgrounds, and each and everyone of them work harder then ever. The teachers are incredible, they get really involved with the the students and their interest. This school, since my first child started, has gotten better and better.
—Submitted by a parent
teachers are great i love all the admistraters there im going to be class of 2007 and im proud
—Submitted by a student
When my child was at gompers the school lacked just about everything- Security, activites, parent involvement... The school is so bad that they have a hard time attracting quality teachers and administration. If and when they do, they usually don't stay more than a couple of years.
—Submitted by Tereasa Mack, a parent
Gompers Middle School has not benefitted from its bad reputation. And there is some truth to the horror stories. The kids are like kids everywhere else except they have not benefitted from parents with the proper parenting skills, caring and dynamic administrative leadership, including teachers, and staff. However, there is a new, dynamic principal (Diana Garcia)who with some of her staff, are in the process of altering and changing the school's culture from the custodians, students, to teachers and parents. Some exciting things seem in the works and it's going to take the entire community's energy, input, and work.
—Submitted by a teacher
I am an educator here and look forward to the changes that are coming about at Gompers. We have an excellent staff and teachers that are excited and passionate about what they do. Our new principal has hit the ground running and is not scared about facing the many challenges we face.
—Submitted by a teacher
Every year students' scores continue to increase on standardized tests. The administrators, parents, and faculty continue to strive to make it better every year. I look forward to seeing how we can improve it next year even more!
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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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.
263 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
264 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.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
322 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
321 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.
390 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
393 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.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
392 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
380 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 | n/a |
| Females | n/a |
| Males | n/a |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| 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
| All Students | 22% |
| Females | 27% |
| Males | 17% |
| African American | 21% |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | n/a |
| Students with disability | 3% |
| Students with no reported disability | 25% |
| English learner | 3% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 21% |
| All Students | 24% |
| Females | 26% |
| Males | 22% |
| African American | 20% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| 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 | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 28% |
| English learner | 4% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | 19% |
| Males | 18% |
| African American | 16% |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 22% |
| English learner | 5% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 19% |
| All Students | 24% |
| Females | 24% |
| Males | 23% |
| African American | 12% |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | n/a |
| Students with disability | 4% |
| Students with no reported disability | 26% |
| English learner | 17% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
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 | 3% |
| Females | 6% |
| Males | 1% |
| African American | 3% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| 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 | 3% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 4% |
| English learner | 0% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | 14% |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 4% |
| All Students | 19% |
| Females | 23% |
| Males | 14% |
| African American | 15% |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 22% |
| English learner | 0% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 19% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 10% |
| Females | 11% |
| Males | 9% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| 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 | 10% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 12% |
| English learner | 0% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 20% |
| Females | 22% |
| Males | 18% |
| African American | 10% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| 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 | 20% |
| Non-economically disadvantaged | n/a |
| Students with disability | 2% |
| Students with no reported disability | 23% |
| English learner | 6% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 54% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 20% |
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
Hispanic or Latino
All students
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 67% | 51% | ||
| Black | 32% | 7% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Asian | 0% | 11% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% | ||
| White | 0% | 27% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 47% | N/A | 54% |
| English language learners 2 | 35% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 5 | N/A | 11 |
| Average years teaching | 5 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
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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234 East 112th Street
Los Angeles,
CA 90061
Website: Click here
Phone: (323) 241-4000
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