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GreatSchools Rating

Loyola Village Elementary School

Public | K-5 | 473 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 6 ratings
2011:
Based on 11 ratings
2010:
Based on 11 ratings

Teacher quality

Principal leadership

Parent involvement

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81 reviews of this school


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Posted April 18, 2007

I would like to say that the quality of education is fabulous at Loyola. I am on child number 5. I currently have one that graduated from college, two in college, and one in junior high and my last one is a second grader. I believe my children have had a wonderful foundation to start the road of education here at this school. Each of my children are different individuals all with different talents. I feel Loyola Village magnet and traditional school have met their needs. All of them had extracurricular activities, music, art, science and sports. I feel that there is always parent involvement, but we could always use more. The more we have the more we can do for our school and our children! In all my years here, I now feel we really have a principal who listens and follows through to make positive changes for us!
—Submitted by a parent


Posted April 10, 2007

My daughter is now a second grader at Loyola Village and has been attending there since kindergarten. I am extremely glad that I CHOSE to send her to this wonderful school. I have always found the administration, staff, and teachers to be helpful when necessary. I would not hesitate to recommend this school to anyone.
—Submitted by a parent


Posted November 4, 2006

My son attended Loyola Village from 1st to part of 3rd grade until I was forced to take him out in the first two months of the school year. At first I thought that this was a good school for him, but each passing year it became worse and worse. The teachers became more worried about behavior than actually teaching the kids.
—Submitted by a parent


Posted July 18, 2006

My one daughter was here from K-5. My other daughter is still attending. We love it! There is a high parent involvement. I myself volunteered at the school. Most teachers are skillful, caring and open to parent involvement. Staff is courteous and helpful. They're stage performances are great! They have good after school program.
—Submitted by a parent


Posted February 6, 2006

Very Discriminitve lack of good teachers and overall it gave a feel that my kids were being taken to a low security prison.
—Submitted by a parent


Posted January 20, 2006

Loyola Village came highly recommended to me when my son was entering school. In the beginning it met my every expectation. Now that my child is in the 5th grade, and changes have been made in both administrative and teaching staff. I've seen a drastic change in the school. It appears that the quality of students has deminished over the last year or two. I know of several parents who have removed their children from Loyola because of the quality of education has gone down.
—Submitted by a parent


Posted October 12, 2005

Great school, good teachers, good community involvement.
—Submitted by a parent


Posted August 29, 2005

This is our neighborhood school, and our son s experience here has been great. It s really two schools in one: a magnet and a neighborhood school on one campus, sharing administration, teacher training and resources. My involvement as a parent has been welcomed. Academics are strong. Teachers are caring and motivated, and they do try to challenge the high achievers as well as lower performers. An award-winning professional development program keeps teachers focused and attracts quality teachers. Although student behavior problems do sometimes interfere, the principal and VP engage these students and their parents vigorously and thoughtfully. The principal new as principal but a veteran teacher and VP at this school is establishing herself well in this role. She is approachable, responsive, and savvy at getting resources. She is attentive to the details that, over time, create an environment that encourages good behavior, enhances teaching, and allows kids to flourish.
—Submitted by a parent


Posted July 3, 2005

My daughter attended this school when she was in the 2nd grade. I loved everything about it. The curriculum, the teachers~~the teacher she had at that time was wonderful! the before/after school program was awesome. They had so many things for the students to get involed in, from music, to art, sports just wonderful school activities. The level of parent involvement was wonderful. It was always a parent involved in the extra activities as well! I love this school.
—Submitted by a parent


Posted May 27, 2005

The quality of academic programs is very high quality, with a curriculum that provides a solid challenge to the students, and they respond to it positively. The school recently received an award in its participation in District Professional Development programs for teachers. This to me reflect the commitment of the faculty to its students and the parents. Availability of music (orchestra) sports/pe (Flexercise) and other extracurricular activities (field trips at Disney hall and fundraisers at ice skating rinks) are excellent. The parental presence on campus is welcomed, encouraged, and as a result is very strong. The benefits my child has received from attending this school will even be evident in her middle and high school years in school.
—Submitted by a parent


Posted May 12, 2005

My child is in the orchestra program and loves it.
—Submitted by a parent


Posted April 30, 2005

This school has taken a turn for the worse over the last year. As an involved parent over the last few years, I have personally seen a decline in the quality of leadership, faculty and student body at the school. The long time principal left a year ago and with him left many of the things that made this a good school in the past. Enrollment dropped significantly this school year and the open spaces were hastily filled without regard to the impact on the school overall. Morale among teachers and parents has declined and issues involving discipline and safety are becoming more and more common taking valuable teaching time away from the classrooms. While there are many dedicated educators and parents at the school working hard each and everyday for the children, it's frustrating to move forward while behavioral problems continue beyond the administration's ability to deal with them.
—Submitted by a parent


Posted April 7, 2005

I have three children at Loyola and their experiences have been great. Maybe like all elementary schools, the higher grades (4-5)posed the biggest challenge with behavior issues cropping up, but overall the diversity of the student body and academic focus has been good. There's a good balance of art and other academics, especially now that science is getting more attention. My wife and I participate in PTA activities, her in particular, sometimes too much, but it's for the children, all of them. Although my children do well on standardized tests, I'm concerned about the robotic process it adds to teaching; we're humans, faultfull and great! Lastly, as an African American, I don't like the grinding process of open enrollment. ALL SCHOOLS SHOULD BE MAGNETS, GATES, AND GREAT!
—Submitted by Derrick, a parent


Posted December 18, 2004

This school is outstanding. I have gotten a sense of dedication and devotion to the students that attend there. The school has a multi-cultural setting which I believe has enriched my daughter's educational experience. Leadership: second to none. Faculty: prepared, organized, committed, doing their best to make the individual needs of the students a priority. The staff is friendly and professional. Problems that may arise are dealt with promptly with professionalism and compassion. If more high schools were run with the leadership this elementary school has, we would see the high school dropout rate plummet.
—Submitted by a parent


Posted August 17, 2004

My daughter (1st grader) is in the magnet program at Loyola Village and I can honestly say that they really do care about the students. They do not tolerate bad behavior, respect and courtesy is top priority in addition to academics. Keep up the excellent work Loyola Village.
—Submitted by a parent


Posted July 31, 2004

Good parent involvement and support for teachers. Campus has grass area, handball courts, basketball, baseball. API improving over the years. Magnet and traditional schools on campus. The principal is new, having begun late in the school year, but has been a teacher, magnet coordinator, and asst. principal at the school for many years.
—Submitted by a parent


Posted June 29, 2004

Great School. My daughter just graduated from Loyola Village two weeks ago. She attended for three years and each teacher that she had was excellent. Her education was well rounded and the teachers expected more from the students than the minimum LAUSD requirements. The principal left at the beginning of 2004 and the I didn't get a chance to really see the new principal in action. Nevertheless, I highly recommend Loyola Village Elementary School to all parents in the area.
—Submitted by a parent


Posted June 19, 2004

The first-grade teacher for my older child was great: caring, kind, effective and patient--one of the best teachers I have seen. (I wasn't sure about the kindergarten teachers.) There are many parents dedicated to making the school a good one.
—Submitted by a parent


Posted April 22, 2004

My family has felt extremely fortunate to have Loyola Village as our neighborhood school. The teachers are talented, enthusiastic and a joy to work with. My two boys are high performers and I feel that the teachers have always ensured that they have a challenging and motivating learning experience. LV's relationships with LMU, the LA Philharmonic and Otis College have provided unique opportunities. Parents work hard to raise funds and make the school a better place. My children are entirely happy at LV and I would recommend the school wholeheartedly.
—Submitted by maureen watson, a parent


Posted March 14, 2004

My children have been going to this school since they were in 1st grade. It is a great school with a lot of discipline, kindness, respect, and a lot of care for the children. Teachers do care about the children. They also have a great curriculum, art music, and teach respect for yourself and others. It's a overall great school to be in. I would recommend this school to anyone who wants their children to get ahead in life knowing about respect and kindness and many other great things.
—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.

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 2012.

This school's
API score

860

Change from
2011 to 2012

-12

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

10 / 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 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 2012

This school's
API score

860

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
2011 to 2012

-12

Change from 2011 to 2012
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
(2011)

8 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

10 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

87 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
79%

2010

 
 
55%

2009

 
 
57%
Math

The state average for Math was 64% in 2012.

87 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
80%

2010

 
 
59%

2009

 
 
65%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

82 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
49%

2010

 
 
38%

2009

 
 
42%
Math

The state average for Math was 69% in 2012.

82 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
68%

2010

 
 
41%

2009

 
 
65%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

73 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
80%

2010

 
 
69%

2009

 
 
69%
Math

The state average for Math was 71% in 2012.

76 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
82%

2010

 
 
88%

2009

 
 
79%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

79 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
77%

2010

 
 
52%

2009

 
 
57%
Math

The state average for Math was 65% in 2012.

80 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
82%

2010

 
 
44%

2009

 
 
67%
Science

The state average for Science was 60% in 2012.

79 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
70%

2010

 
 
48%

2009

 
 
69%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students76%
Females80%
Males69%
African American79%
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged76%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate74%
Parent education - some college (includes AA degree)79%
Parent education - college graduate55%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students64%
Females67%
Males58%
African American56%
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)73%
Parent education - college graduate55%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students74%
Females81%
Males68%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged68%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate94%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students81%
Females88%
Males73%
African American82%
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged72%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduate94%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students72%
Females81%
Males62%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)74%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females79%
Males68%
African American73%
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)72%
Parent education - college graduate71%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students76%
Females79%
Males72%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)92%
Economically disadvantaged72%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)66%
Parent education - college graduate86%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students66%
Females66%
Males67%
African American57%
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)93%
Economically disadvantaged57%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)60%
Parent education - college graduate81%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Science

All Students74%
Females74%
Males72%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)92%
Economically disadvantaged65%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)76%
Parent education - college graduate86%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 14%N/A24%
Students eligible for free or reduced-price lunch program 253%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 75% 85%
All other non-English languages 13% 1%
Korean 6% 1%
Urdu 3% 0%
Vietnamese 3% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 20N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

8821 Villanova Avenue
Los Angeles, CA 90045
Phone: (310) 670-0480

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