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GreatSchools Rating

Menlo Avenue Elementary School

Public | K-5 | 778 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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Posted January 12, 2014

If you want to rank this school, based its value on the API scores. At 754, this school is close to a score of 800, which is the state goal. For an inner city school, with a limited amount of resources, this is not only excellent--- but exceptional! People may have their personal opinions about the school's leadership, but the test scores speak volume; the students are learning here.


Posted October 24, 2013

Menlo Avenue Elementary School has gone through many changes and very dangerous times. For example, we have had several principals and vice-principals come and go, including teachers. Some of the dangerous moments were unexpected lockdown due to shootings in our neighborhood. But I see the light at the end of the tunnel because I have witness many former Menlo students who are now young adults in college or working. My hat is off to the many hard and caring ones who worked their best at Menlo Avenue Elementary School.
—Submitted by a teacher


Posted September 7, 2013

I miss u Menlo : ) was there from "k" 1984 through "5" 1989.... At that time the teachers were awesome use to live litterly across from the dinosaur meusium, at that time all the meusiums were free so that use to be our playground. The culusium bought us out and they turn it into a parking lot for football games and a park next to it. Does anyone know if 32st market is still there? I am dying to know! The exposition park use to have after school programs so that was Luke my second home, I still remember my kindergarten teacher Mrs. Lopez. Great Memories : )


Posted July 26, 2013

The new leader is race oriented. Principal Jones has let go of veteran school workers and teachers because of budget cuts but has rehired new staff particularly of her race. She was even overheard talking to a secretary about hiring someone and she asked, "Are they hispanic?" Don't believe me? Check out for yourself. If I am actually wrong, then I will be glad things have been restored but I sincerely doubt it. She also defends BAD STUDENTS of her race. Need an example? How about the kid (sorry, I don't know his name) whose mother volunteers at the school who was caught stealing (robbing) jewelry from younger students... she grabbed him right before he made his entry to the office immediately after he was reported and an ignorant office worker even said, "But that cannot be true, he wouldn't do that; his mother works here." I don't know if this kid is still there, but he always did plenty of bad things like this; it really bothers me that negative behavior of such can occur with adults' knowledge and go unpunished and even defended! I attended this school decades ago and I even worked there, both times under Principal Chandler. But now, I definitely would not send my kids there.


Posted May 30, 2012

This school is negative five. Apparently allow Police reports to get filed on students without informing parents. As if that is not enough, police question children regarding these police reports, AGAIN without contacting parents.
—Submitted by a parent


Posted February 1, 2012

The school can be a bette place for all our kids if the principal would be more involved with the teachers and the school would be more clean. the restrooms are always super dirty i feel terrible for the kids that have to use it. it seems like they dont have a voice. trash is all over the campus. this school sure needs a little make over. the cafeteria is always durty and the crew serve the food knowing that they would not even eat half of what the kids are being fed. How sad that for being a poor community this school is taken for granted.
—Submitted by a parent


Posted December 1, 2011

I also went to Menlo Ave school and it was the teachers like Mrs Ima Jean Lawrence and others that made that school a wonderful place. She was the best and I loved her. She made learning a pleasure and we need more of those type of teachers that care about our future. Thanks to Mrs Lawrence and many others who made my life and learning time important to me. Ruth 1970ish


Posted April 28, 2011

I graduated from Menlo in 1977. It was a great school because we had Teachers like Mr. Hansen who dedicated his all to the kids at Menlo. ALL the kids!!! We wanted a drum corp so Mr. Hansen used his own money to buy the drums and uniforms we needed. We wanted a safe place to swim so Mr. Hansen had a swimming pool built in his back yard for us. It was teachers like him and Mrs. Ima Jean Lawrence who made Menlo Ave a gr8 school. I have a special place in my heart for Menlo Ave and anyone who attended this wonderful school.


Posted February 10, 2011

I went to this school from Pre-school to third grade! I thought it was okay! I am now a Sophmore in high school and live in Virginia. I remeber one day we were all outside in recess and all of a sudden we here the fire alarms and a minute later we were hearing cops and it was a car chase. We all ran inside and it was pretty scary. but overall its pretty awesome. Its a good school.


Posted December 21, 2010

Well i went to this school in second grade.Yeah i loved it here but they had its ups and downs.Like when we went on break and came back the school will be covered in gang signs and different types of words.So if you were to bring your child to this school i prefer you watch your kid check up on them and just keep on eye on them,and make sure they don't say bad words because when i was there every single child would be saying bad words.The profanity there is so high i was amazed on how many kids said bad words.I am not saying DONT BRING YOUR KIDS HERE i am just saying make sure they are not followers but leaders of a good tribe or in this case friends with good kids.I am now in 5th grade and this is how i saw menlo


Posted October 25, 2010

This is by far one of the worse schools ever. I had two children at this school from 2008- 2010 and the experience for my children and me was all bad. Parent involvement is not encouraged. Unexpected visits to check on your child...forget about it. It will not be permitted. There is zero communication with the parents unless it is for parent- teacher conference. To get a call from the school under any other circumstances your child must be extremely out- of- control and/or being sent home. There seem to be a common stereotype amongst the staff about inner- city families. Unfortunately, the area surrounding the school has a high level of gang and criminal activity. Yet, that does not mean that that negativity is an accurate depiction of everyone in the area.
—Submitted by a parent


Posted December 18, 2008

i went to that school from kindergaten through 2nd grade in 2002 and then i moved to joliet,ill i really loved that school and i didn't want 2 leave i am now in the 8th grade at washington jr.high in jolet,ill and i say i had a great time at that school. and i think your kids will 2. people said it was a bad schoolbut that was only because they belived the steryiotypes that it was a bad school. and that is coming from a former student opinion
—Submitted by a student


Posted July 1, 2008

My daughter has been going to menlo since pre-k. She loves that school so much. Until know she has learn a lot. She has had great teacher that take out the best in her. She loves to read. My experince in this school has been wonderful. I hopefully that it will stay this way until she grauduate. The only problem I have is with staff and how they run the school. They dont have to act to mean when a pareant approach them to ask for information. We as pareant need the help of the school staff. I will really want to see a change in this situation as a concern pareant.
—Submitted by a parent


Posted April 13, 2004

I had a daughter that went to that school in the 3rd grade. And her experience there was not plesant at all. The teacher had no control of that classroom and most of students there were out of control especially with the language. They are lacking in books for the children and proper guidence in that school. I know the principal and his staff does their best at Menlo but its up to the parents to take part in their childs education as well as the school district and school board. To learn to handle serious situations in a timely manner and not wait unitl it gets out of hand. Overall it can be a great school if the parents and school officals can come together and agree on what to do to make Menlo a better place to be. Have a plan and stick with it no matter what.
—Submitted by a parent


Posted January 25, 2004

No Child Left Behind has a lot of catching up to do at Menlo Avenue Elementary School in Los Angeles, California where Separated and Unequal is the common practice.
—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 2013.

This school's
API score

754

Change from
2012 to 2013

-29

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

9 / 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 did not meet 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 did not meet all student subgroup API targets for 2013

This school's
API score

754

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

-29

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 2012 and Spring 2013. 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)

4 / 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)

9 / 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 56% in 2013.

104 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
51%

2011

 
 
39%

2010

 
 
28%
Math

The state average for Math was 65% in 2013.

104 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
66%

2011

 
 
57%

2010

 
 
36%
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

The state average for English Language Arts was 46% in 2013.

87 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
41%

2011

 
 
37%

2010

 
 
32%
Math

The state average for Math was 66% in 2013.

89 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
72%

2011

 
 
75%

2010

 
 
52%
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

The state average for English Language Arts was 65% in 2013.

76 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
57%

2011

 
 
46%

2010

 
 
27%
Math

The state average for Math was 72% in 2013.

78 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
78%

2011

 
 
70%

2010

 
 
32%
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

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

75 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
36%

2011

 
 
32%

2010

 
 
33%
Math

The state average for Math was 65% in 2013.

75 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
61%

2011

 
 
53%

2010

 
 
37%
Science

The state average for Science was 57% in 2013.

75 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
50%

2011

 
 
32%

2010

 
 
37%
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 Students35%
Females31%
Males38%
African American30%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability37%
English learner32%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate41%
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 state39%

Math

All Students55%
Females54%
Males56%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability60%
English learner55%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate52%
Parent education - high school graduate55%
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 state61%
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

English Language Arts

All Students19%
Females23%
Males14%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learner8%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate14%
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

Math

All Students59%
Females66%
Males53%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability62%
English learner58%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate65%
Parent education - high school graduate68%
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
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

English Language Arts

All Students64%
Females67%
Males58%
African American63%
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged65%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability63%
English learner36%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate56%
Parent education - high school graduate83%
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 state50%

Math

All Students79%
Females82%
Males73%
African American63%
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged79%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability79%
English learner63%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate76%
Parent education - high school graduate83%
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 state86%
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

English Language Arts

All Students36%
Females42%
Males28%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
English learner7%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate34%
Parent education - high school graduate41%
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 state38%

Math

All Students71%
Females72%
Males69%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability70%
English learner56%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate72%
Parent education - high school graduate82%
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 state71%

Science

All Students42%
Females37%
Males48%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
English learner15%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate42%
Parent education - high school graduate53%
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 state38%
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 84%
Black 16%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 91%N/AN/A
English language learners 58%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 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 503 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
73%
agree
 
District average
72%
agree
 

Parents

This school

 
67%
 

District average

 
70%
 

Students

This school

 
79%
 

District average

 
74%
 
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
81%
agree
 
District average
77%
agree
 

Students

This school

 
80%
 

District average

 
74%
 

Employees

This school

 
82%
 

District average

 
81%
 
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
54%
agree
 
District average
70%
agree
 

Parents

This school

 
58%
 

District average

 
78%
 

Students

This school

 
50%
 

District average

 
58%
 

Employees

This school

 
55%
 

District average

 
74%
 
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
71%
agree
 
District average
68%
agree
 

Parents

This school

 
66%
 

District average

 
66%
 

Employees

This school

 
76%
 

District average

 
71%
 
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
77%
agree
 
District average
66%
agree
 

Employees

This school

 
77%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents22340%
Students23882%
Employees4268%

12012-13 Los Angeles Unified School District School Experience Survey

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School basics

School Leader's name
  • Vive Jones
Special schedule
  • Year-round
Fax number
  • (323) 232-0696

Resources

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

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4156 Menlo Avenue
Los Angeles, CA 90037
Phone: (323) 232-4291

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