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Teacher quality
Principal leadership
Parent involvement
We are extremely fortunate to have HPE as our neighborhood elementary school. The teachers our children have had have been excellent. The principle has done an incredible job dealing with successive waves of budget cutbacks and with the help of committed parents been able to see that, rather than have programs cut, they have been expanded. It is academically rigorous but at the same time a very nurturing environment and has a diversity private schools can only dream about. It is everything public education should be and I would not trade it for any other school, public or private.
—Submitted by a parent
We are grateful to Hancock Park Elementary: For the experienced, accessible, devoted teachers; for the deeply sensitive and intelligent stewardship of the principal; for the conscientious custodial & security team; for all the parents & kids who take pride in the school, beautify the campus, care. In this age of BUDGET ABANDONMENT (is the word "cuts" strong enough?), our children are still receiving art, a gardening program, dance, theater, computer lab, PE, etc., all lead by personnel who enrich the education and delight the students. With the magnificent diversity -- 28 languages spoken here! -- and rigorous academics (the API is 912), HPE is a thriving and benevolent environment. We love our public school!!
—Submitted by a parent
My daughter absolutely loved this school as did her father & I. A school that really cares: the teachers care, the principal cares, the parents care. What I loved was most all parents were closely involved and helped where needed --and were encouraged by the school and teachers to be a part of the school -- a rarity in most other LAUSD schools. That proved the entire school cares! When my daughter needed help in math, one of the teachers offered to tutor her after hours to get her up to speed and it helped her grades that same semester. Also, we took our daughter on a business trip with us for 3 weeks to Korea and all the teachers thought it would be an invaluable trip for learning and history & also for life experience. Each of her teachers provided her school work in advance for us to keep up with her curriculum so she didn t fall behind. I couldn t be more proud to have been part of this school.
—Submitted by a parent
It's just simply a great school. The principal is awesome, teachers really care, and the students receive a great education which is enriched by the community surrounding it. Studies in Science finished by a walking field trip to Page Museum, Art continued through a trip to LACMA, Social Studies seen first hand at The Farmer's Market, ect. It's a wonderful gem of a school found in the center of a city. All hands down- the best!
—Submitted by a parent
I have two children at Hancock Park School and I could not be more impressed. The teachers are excellent, innvotive and enthusaistic. The staff is caring and dedicated. Despite budget cuts this school manages to have arts programming, a math consultant, abundent supplies, chorus, orchestra and more. The involved parents make this school even better--from volunteering to raising money, everyone does a great job!
—Submitted by a parent
This school has been increasingly dissappointing. My 9 yr old was a student @ HPS until going to a magnet school & now my younger child attends. First off the teachers-we had bad luck in having a teacher who was more interested in her retirement then her students. She was constently absent and very unenthused. This year's teacher is equally lacking hard work and enthusiasm. Along with her abstenteeism she puts inappropriate demands on the students in order to lessen her own workload. Hiring suitable teachers seems to be a problem. Although I believe in tenure, I see how these teachers have taken advantage of not having to give it their all because their job may be secure. Secondly, the school PTA is also disappointing. It's the same cronies running the school. The all voted for each other or voted for themselves (pathetic). Not to mention, thier very general hand out that "explains" where the donation money is going. Where is the proper auditing paperwork? All in all we're not happy this school use to be good but now it's going in a different direction. Thank goodness for the magnet program hopefully we will get in again.
Very proud to be a part of this California Distinguished School- It is truly a great school.
—Submitted by a parent
Motivated students whose parents rank education as the number one priority for their children. Dedicated staff provides enriched studies for all students.
Great teachers and involved families make the school environment exceptional!
—Submitted by a parent
Wonderful school environment. My child also loves his school.
—Submitted by a parent
Highly educated teachers who understand the aims of early childhood development and education agenda. Everyone seems to be involved in creating positive school environment and encouraging academic achievement.
—Submitted by a parent
Child centered approach with a powerful collaborative model.
—Submitted by a teacher
Fantastic collaboration amongst teachers ... Supportive administrative staff... Amazing parents' involvement and support... Motivated students who work very hard everyday... I love Hancock Park School!
—Submitted by a parent
Creative and passionate teachers dedicated to my child's learning
—Submitted by a parent
This is an awesome school! Staff, faculty and students make this school great, caring , safe and of course, has a very good educational practice.
—Submitted by a parent
Great staff, great parents and great student body. The school looks at the whole child and is very inclusive in it's philosophy and in practice. The arts are embraced as essential to the curriculum.
—Submitted by a teacher
dedicated staff! We work hard to promote a great educational experience for our students.
—Submitted by a parent
I love the teachers. They are patient, caring and devoted to teaching
—Submitted by a parent
i have friends whose kids go to Hancock Park and they are just the most well disciplined kids I've met and smart too. I have also volunteered in some classes and the teachers are really good and they care so much for the kids.
—Submitted by a parent
I have 2 children at Hancock Park.THIS SCHOOL IS THE BEST!!!!
—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.
156 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
157 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.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
129 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.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
108 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
85 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 | 82% |
| Females | 89% |
| Males | 75% |
| African American | n/a |
| Asian | 88% |
| 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) | 71% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 73% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 83% |
| African American | n/a |
| Asian | 94% |
| 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) | 74% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 84% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 87% |
| 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 | 70% |
| Females | 72% |
| Males | 69% |
| African American | 50% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 39% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 87% |
| Males | 91% |
| African American | 67% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 83% |
| Fluent-English proficient and English only | 90% |
| 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) | 93% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 92% |
| Females | 93% |
| Males | 90% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 67% |
| Fluent-English proficient and English only | 96% |
| 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) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 98% |
| Males | 91% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | 88% |
| Fluent-English proficient and English only | 96% |
| 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) | n/a |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 98% |
| 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 | 81% |
| Females | 88% |
| Males | 70% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 45% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 73% |
| Males | 56% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 70% |
| Students with disability | 45% |
| Students with no reported disability | 69% |
| English learner | 50% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 84% |
| Males | 76% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 82% |
| Students with disability | 45% |
| Students with no reported disability | 86% |
| English learner | 67% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 82% |
| 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
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
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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 53% | 8% | ||
| White | 25% | 28% | ||
| African American | 9% | 7% | ||
| Hispanic or Latino | 8% | 49% | ||
| Filipino | 3% | 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 | 21% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 13% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 67% | 1% | ||
| Spanish | 12% | 85% | ||
| All other non-English languages | 7% | 1% | ||
| Russian | 5% | 0% | ||
| Japanese | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| French | 1% | 0% | ||
| Hebrew | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Taiwanese | 1% | 0% | ||
| Turkish | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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