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GreatSchools Rating

Bret Harte Preparatory Middle School

Public | 6-8

 

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Living in Los Angeles

Situated in an inner city neighborhood. The median home value is $190,000. The average monthly rent for a 2 bedroom apartment is $1,330.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted January 3, 2014

I attended this school back in 98', recently took my niece to enroll , and I have to say it's probably one of the worst schools in California! I am force to choose a star; but it deserve none! Check BOOK CHOICE PARENTS DON't do a mistake and enroll your child for failure!


Posted December 6, 2013

Worst school my kid ever been full of bully's n no help whit that... Always trying to talk to the principal to fix this problems n she's always in a meeting or busy... I'm really desapointed...
—Submitted by a parent


Posted June 29, 2012

Way back in the 1930s, a girl by the name of Edna May Durbin attended Bret Harte. She later became a movie star and the highest paid female in the United States. Her stage name was Deanna Durbin. I have a class photo of Deanna and her schoolmates standing on the main front steps of Bret Harte!!


Posted January 25, 2011

I attend Bret harte and i just wanted to say that bret hatre is a wonderful school filled with wonderful students


Posted January 17, 2010

I'm currently an 8th grade student at Bret Harte Middle School and I will miss it very much when I graduate but I know because of Bret Harte I will ne fully trained to take on High School with ease. I love the teachers and staff here. The programs after school have been a great help. I've been able to get a scholarship to one of LA's best black dance Academy Lula Washington. Bret Harte has helped me achieve so much in the 3 years I have attended this school. Bret Harte is a great school that inspired me to be anything and be someone who improves the world. I am not put down for my differences and I love our principal Mr. Davidson he really cares about the students. Bret Harte is a great school to go to and I should know I go to this school.
—Submitted by a student


Posted December 12, 2009

I origionally reviewed my child;s school on December 4, 2008, when my child first attended Bret Harte as a 6th grader. I jioned the CEAC parent committee and I had great expectations because of my experiences as a graduate of Bret Harte in 1976. This school has drasticlly declined. It is mainly due to its administrative staff inability to communicate with certain parents that may have a different view than they have. The manority students are failing because of unqualified teachers and supportive staff. The children self esteem is lowered because they are not getting positive praise and cultual recognition regularly. I was not aware of the politics occurring at this school when I made my inicial review, but this school needs help. The principal Mr. Davidson's leadership is poor. and he has ostracized many for trying to bring about positive change. Change is not welcomed there at Bret Harte.
—Submitted by a parent


Posted December 11, 2009

Hey i am currently attending bret harte ms as a 7th grader..this school is not bad.This school has lots of great teachers and have after school programs so they will kep them from gangs, fights, and violence. I'm actually in a program called Team Works. This is a really great program for ALL kids. They also have After School All Stars..it's all about dancing,music and expressing yourself,they even have tutoring.
—Submitted by a student


Posted December 5, 2009

i attended this school for 6th 7th and 8th i graduated on June 19 or 20 of '09' i now attend c.a.t.c.h never go to c.a.t.c.h. any who i loved bret harte it was the best school i ever attend and i wish i could go back but i cant.the best part about being at that school was being with ms.zavala she helped me from when i fist got there.she helped me through the good times when i won awards to the sad times when i was going through parents issues and court issues.she shaped me into a better person.every teacher i ever had through out that school were the best.after school programs are awesome all stars and photo club .ooo i want to give a shout out to ms.zavala and the all stars.this school changed me into the person i am today.
—Submitted by a student


Posted August 19, 2009

I am a current 7th grade student in Bret Harte middle school this school is not a bad school it's just a school that needs more help,parent help.I will not say that this school is just a school where kids want to fight or get involved in fighting this school just needs to have more interesting things to get the students attention away from fighting.
—Submitted by a student


Posted June 12, 2009

Teachers really care, especially Mr. J. O; who is patiend and encouraging!! Best teacher ever.
—Submitted by a parent


Posted December 4, 2008

I am a parent who graduated from Bret Harte MS, in 1976, and now my child attends Bret Harte as a six garder in 2008. I am very involved in my child's education, and from what I have observed thus far is an enviornment inducsive to promoting learning as well as encouraging parent involvement. With a I can attitude from our children, and parent, teacher, and administrative staff encouragement, all good things are possible.
—Submitted by a parent


Posted August 29, 2008

i am not a parent but i attended this school about 4 years ago, and yes this is a very rough neighborhood but this school is all about helping students with there after school programs etc. students are only fighting because there parents dont teach them whats right and wrong
—Submitted by a student


Posted April 16, 2008

This school has a lot of students who are only interested in fighting or watching someone else fight.
—Submitted by a parent


Posted July 27, 2007

I have seen many changes at bret harte some were questionable but like many people say just give it time. I was hesitant about sending my child here, I thought I could keep in touch with her academics since I work there. True that your child can learn much as possible depending on the teacher and classroom enviroment. I had great faith in this school when the principle Ms.Kay came, her dedication to the school is outstanding, I was sad to see her leave Spring 2006 to Narbone High.
—Submitted by a parent


Posted November 28, 2006

Hi, well I'm not at parent but I attended bret harte about two years ago. I just wanted to day that mr. Martin's music program is the best thing that ever happened to me.
—Submitted by a student


Posted October 1, 2006

I am a current student at Bret Harte.I have been going there since 6th,and 7th grade.I am now in the 8th grade.Well since we have gotten a new principal,Ms.Kay,this school has changed a lot now.I admit that before going to Bret Harte I was slightly scared at 1st and my parents wouldn't approove for me going there.Since they have heard a lot about the behavior in Bret Harte.But it's not actually a bad sch00l you know?...It's actually a very good school unless you are around the right people.But even if you don't it doesn't mean your have to act like the rest of everyone.All the teachers are spectacular.Rhey show respect to you only if you respect them babk (of course).Ms.Kay has definitely made a difference in this school. sincerely, -Yuslic an 8th grade student of '07.
—Submitted by a student


Posted September 15, 2006

My daughter has attended Bret Harte for the 6th, 7th and is now attending this year in the 8th grade. For the 6th grade year I had many communication problems with the VP & Dean of the School along with a few teachers. I am the type of person who always gives things a chance to change but by the end of her 6th grade school year I was ready to send my daughter packing. My daughter had made friends there and wanted to stay so I told her that she could go there for the 1st semester and if I didn't see any improvement from the staff then I would transfer her to another school. Last year, I did see a major improvement in the school. I think they may have gotten a new Principal but whatever happened keep up the good work Bret Harte!
—Submitted by a parent


Posted December 9, 2004

I'm a teacher at this school and although I love teaching here there is no way I'd send my child here. There are many fabulous teachers at Bret Harte but it is very unsafe due to both neighborhood, parent and child behavior. Most of the teachers here love our school and love our students but we've had teachers and principals 'dumped' here - meaning that they don't want to be at Bret Harte but are placed here. We have had 4 principals in 2 years - 1 who showed up only when he felt like it. Our school could be a great school but there are few of us who believe in our school. The 6th grade team is, for the most part, excellent! We need to parents to be with us! If only we could get a strong and dedicated leader, we could all be proud to be at The Harte!
—Submitted by a teacher


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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

656

Change from
2012 to 2013

+22

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

656

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+22

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

1 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

2 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 60% in 2013.

250 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
33%

2011

 
 
27%

2010

 
 
32%
Math

The state average for Math was 55% in 2013.

250 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
25%

2011

 
 
24%

2010

 
 
21%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

286 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
34%

2011

 
 
28%

2010

 
 
25%
Math

The state average for Math was 52% in 2013.

286 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
25%

2011

 
 
20%

2010

 
 
23%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

189 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
10%

2011

 
 
15%

2010

 
 
13%
English Language Arts

The state average for English Language Arts was 57% in 2013.

326 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
27%

2011

 
 
25%

2010

 
 
24%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

154 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

354 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
25%

2011

 
 
25%

2010

 
 
16%
Science

The state average for Science was 67% in 2013.

325 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
35%

2011

 
 
33%

2010

 
 
33%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students29%
Females30%
Males27%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability29%
English learner5%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate27%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)45%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%

Math

All Students24%
Females21%
Males26%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability24%
English learner5%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate21%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)42%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students31%
Females33%
Males27%
African American19%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability32%
English learner2%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate33%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Math

All Students20%
Females21%
Males18%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability20%
English learner2%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduate24%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students29%
Females30%
Males26%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability29%
English learner8%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate25%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)32%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%

English Language Arts

All Students27%
Females32%
Males23%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability28%
English learner2%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate22%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)44%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

General Mathematics (Grades 6 & 7 Standards)

All Students5%
Females4%
Males6%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged10%
Students with disability0%
Students with no reported disability7%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students22%
Females20%
Males24%
African American17%
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantaged36%
Students with disability0%
Students with no reported disability25%
English learner2%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate18%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)30%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%

Science

All Students44%
Females42%
Males45%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability45%
English learner9%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate42%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)48%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to state34%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 72%
Black 28%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 92%N/AN/A
English language learners 20%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 792 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
58%
agree
 

Students

This school

 
58%
 
Healthy, respectful relationshipsWhat's this?

This score measures the percent of students and employees that agree to strongly agree that this school has a positive learning environment and cultivates an atmosphere of respect. This score is based on the average of the following LAUSD survey Content Areas: School Support (Students), Commitment and Collaboration (Employees), Satisfaction (Students), School Support (Students).

Close
 
This school
42%
agree
 

Students

This school

 
52%
 

Employees

This school

 
32%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

Close
 
This school
33%
agree
 

Students

This school

 
30%
 

Employees

This school

 
36%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
20%
agree
 

Employees

This school

 
20%
 
Teacher support and opportunities for collaborationWhat's this?

This score measures the percent of employees that agree to strongly agree that this school ensures that teachers work well together, learn from one another, have opportunities for professional development and feel supported by the administration. This score is based on the average of the following LAUSD survey Content Areas: Evaluation (Employees), Opportunities for Involvement (Employees), Professional Development (Employees), Resource Allocation (Employees), Teacher Collaboration and Data Use (Employees).

Close
 
This school
32%
agree
 

Employees

This school

 
32%
 

Based on surveys from:

 RespondentsResponse rate
Students77481%
Employees1820%

12012-13 Los Angeles Unified School District School Experience Survey

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School basics

School Leader's name
  • Luz Cortes
Fax number
  • (323) 757-0408

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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9301 South Hoover Street
Los Angeles, CA 90044
Phone: (323) 242-5400

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