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Teacher quality
Principal leadership
Parent involvement
Sorry guys wrong review (but seriously don't send your kids to my school)Love this school
I have two children at this school and I am more than pleased with their. progress. A great school not only offers academics but also a variety of other subjects to awaken children's curiosity. I believe Loyola Village does this and more. The teachers are excellent! They challenge students and find different ways to engage them in the lessons. I recommend this school to any parent that wants their child to grow academically and socially.
—Submitted by a parent
We have two children attending Loyola Village (LoVE) and we could not be happier! A great school starts from the top down and this school has it all - from an amazing principal, engaged teachers to a strong parent support team. I'm glad we made the choice to go to our neighborhood school, and happy so many others have followed.
—Submitted by a parent
I am 33 years old and I graduated from Loyola Village Fine and Performing Arts Center. This school was a launch pad for everything I am today. Chorus, dance, orchestra, and art are just a few of the classes I took while in elementary school. If I still lived in California, my children would definitely be attending this school. I have been trying to find a school like Loyola for my children for years and haven't been able to find anything that compares. Melinda Goodall is the current principal and she was my 5th grade teacher and chorus teacher in 1989. She is an amazing woman and she really cares for sstudents. Anyone considering this scool for their child will pleased with it and your child will remember the experience for a lifetime.
The teachers here are subpar. They meet the minimum standards by teaching to the standardized tests. They don't put in overtime or even provide an ability to contact them (email) after school in order to address issues. I wouldn't recommend this school to anyone.
—Submitted by a parent
My children have had an exceptional experience at this school. The teachers are dedicated, smart and more importantly nice. They care about my children. One teacher even visited my son during the summer which made his day. The Principal is amazing. Every year the school gets cleaner and nicer. Parents are involved. The school is multi-cultural and racism is not allowed. The children treat each other with respect and decency. The only thing that could possibly make the school slightly better is if everyone in the local community sent their child to it so that after school all the neighborhood kids would know each other. However, many people have little faith in the Los Angeles Unified School district because they think it's too large and uncaring. That's another debate. If you live in the neighborhood, please send your children to this wonderful school. You won't regret it.
—Submitted by a parent
My daughter graduated from this school and I currently have another child in 4th grade in the Performing Arts Magnet. We have found the teachers to be excellant! The principal and entire staff is really there for the children and the extra arts elements have only added to an exciting school experience for our children who are both also in the gifted category.
—Submitted by a parent
Good school, not great. A few short comings in the magnet school where my grand-daughter attends. I expected more from a performing arts magnet, my two children attended a Great performing arts school so I expected a more qualified teaching staff as well as a more instructive approach to the arts ie. acting/drama, dance, singing inclusive of all students. Yet, academics was the major focus, and qualitfications of the teachers.
—Submitted by a parent
this is a good school, however it wasnt for my daughter. She is now in out neigbhor hood school and is doing VERY well.
—Submitted by a parent
My daughter just finished her second year and we have had a wonderful experience so far. Being a teacher myself, I was very picky about her education, but am a strong advocate of sending kids to our neighborhood schools. I am glad i took the chance. She has had great teachers, met amazing families/friends in the area, and is excelling in all areas of academics. Don't let the test scores (and the 5 rating by this website) dissuade you from sending your child here, as standardized tests have long been proven to be an inaccurate measure of student learning. It is a diverse, rigorous, and supportive environment that has strong leadership by the principal and fantastic booster club
—Submitted by a parent
Are you looking for a GREAT school with teachers that CARE. Well look no futher because Loyola Village is here! I have two children that attend Loyola Village and only have positive things to say about the school.
—Submitted by a parent
The teachers and administrators at Loyola Village are passionate about the arts. Many of them sing/dance/act/play instruments/paint in a professional capacity when they are not in the classroom. That enthusiasm carries over to the kids and gets them excited to learn.
—Submitted by a parent
My daughter and I were members of the Loyola Village Elementary (LoVE) family for the past 5 years. (1st-5th grade). I was extremely satified with the overall quality of education, administrative staff, teachers and family programs offered over the course of the past 5 years. I would highly recommend LoVE to any parent/family who is currently searching for school that will support your childs academic success. The PTA and Booster Club partnership shows the parents dedication to suppporting the teachers, keeping the arts and other programs such as our amazaing librarian, Mrs. Greenseid, our fitness programs, guitar lessons to third graders and so much more.
—Submitted by a parent
I have two children attending Loyola Village Elementary school. Our family is very happy with the educational instruction as well as the fine and performing arts opprotunities offered. We have an extremely involved and dedicated principal on campus as well as an amazing group of teachers. In addition, I don't think you could find a more dedicated and truly involved school librarian.
—Submitted by a parent
The Fine and Performing arts magnet program is really unique and fantastic. My 3rd grade daughter is learning violin, guitar, recorder, vocals, theater, fine arts instruction, and dance. More importantly her wonderful teacher Mrs. Saxon brings the arts to every subject which really is helping my daughter shine academically. I can't wait for my son to start the magnet program. The parent booster club is welcoming and fun. The librarian is lovely and let's bookworms like my kid hang around during recess and lunch. My daughter loves her school. Watch for really great things to come from this school!
—Submitted by a parent
I absolutely love this school . My son is currently in kindergarten . Mrs. Shearon and Mrs.Norris are the best teachers i could ask for. My son has learned so much this past year !
—Submitted by a parent
Loyola Village is a very good elementary school that contributes to the students high achievements in every subjects. All the staff are wonderful and very considerate of all the students well being. My now 3rd grader has been there since 1st grade and will be there until graduation. Not to mention the dynamic Peter Pan play that the students put on in the Spring! It was a well organized play that deserves 5 stars! My family and I love Loyola Village!
—Submitted by a parent
My daughter and I been really pleased for every thing in this school. Everyone in the staff have a lot of experience. We both love the school
—Submitted by a parent
Loyola Village is a wonderful makeup of Administrators, Teachers, Support Staff, Parents, and Volunteers all successfully working together to support bringing our children closer to the academic and artistic excellence they so richy deserve. LV is alive with the spirit of community and being apart of such a great school makes all the difference in our children's lives.
—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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
87 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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
82 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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
76 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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
79 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 | 76% |
| Females | 80% |
| Males | 69% |
| African American | 79% |
| 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) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 67% |
| Males | 58% |
| African American | 56% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 74% |
| Females | 81% |
| Males | 68% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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) | 63% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 88% |
| Males | 73% |
| African American | 82% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 68% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 72% |
| Females | 81% |
| Males | 62% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 79% |
| Males | 68% |
| African American | 73% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 71% |
| 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 | 76% |
| Females | 79% |
| Males | 72% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 66% |
| Males | 67% |
| African American | 57% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 74% |
| Males | 72% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 86% |
| 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
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
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 | ||
|---|---|---|---|---|
| African American | 60% | 7% | ||
| Hispanic or Latino | 18% | 49% | ||
| White | 18% | 28% | ||
| Asian | 2% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Filipino | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 53% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 75% | 85% | ||
| All other non-English languages | 13% | 1% | ||
| Korean | 6% | 1% | ||
| Urdu | 3% | 0% | ||
| Vietnamese | 3% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 12 | 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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8821 Villanova Avenue
Los Angeles,
CA 90045
Phone: (310) 670-0480
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