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GreatSchools Rating

Paul Revere Middle School

Charter | 6-8 | 2065 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 10 ratings
2012:
Based on 11 ratings
2011:
Based on 10 ratings

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125 reviews of this school


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Posted April 28, 2014

As far as public middle schools go, it is one of the best! Very good student body, amazing involved parents, a lot of hard working and dedicated teachers, counselors and assistant principals. Sad to see the principal retire this year. And would love to have smaller size honors classes. 40 kids, really?
—Submitted by a parent


Posted March 9, 2014

I have two children there, 6th and 8th graders. It's a big campus and your child must learn to navigate a big campus such as going to a locker and then PE to a smaller locker and then perhaps another class. Last year was my first visit to the Back to School night, and I was greatly impressed by the teachers' backgrounds and the amount of material that was covered in their presentations. My son is in honor classes, and he spends a lot of time on homework, including weekends. There was some discussion among the parents regarding the difficulty in 6th grade math. However, the head of the math department also stated that any child will be well-prepared for high school. The bottomline is that the school is academically rigorous. The music and PE programs are the finest. The school has a community service requirement. There will always be bumps in the road, such as the traffic jams in the neighborhood with pickups and drop-offs, late buses, and paperwork snafus. But all in all, we are proud to send our children there.
—Submitted by a parent


Posted February 12, 2014

Wow-this is a HUGE school. Not to organized and teachers are stretched to the limit in dealing with all the kids. Class size is massive. My son has 43 kids in several of his classes-so be prepared for very little interaction with the teacher. Great emphasis is placed on Math & Science. Get ready-this isn't Kansas anymore-meaning this is a big step up from elementary school (Fairburn).
—Submitted by a parent


Posted February 5, 2014

I like this school very much, but I do have a beef about their failure to implement my child's 504 plan. My child is a 6th grader with a 504 plan for attention issues. I submitted her 504 Plan with her enrollment materials and assumed that all of her teachers would automatically be apprised of her accommodations. They were not. I contacted the person at her school in charge of implementing 504 plans, and was surprised to learn that it was my responsibility to meet with my child's individual teachers to tell them about the 504 plan and discuss implementation of the accommodations. Each teacher is allowed to implement the accommodations, or not, as they see fit, and as they feel it works with their teaching style and in their classroom. I have developed relationships with my daughter's teachers in order to make them aware and encourage their involvement, and due to my persistence, some of the accommodations have been provided some of the time. The teachers have been kind and caring towards my child, but they do not always deem it necessary to follow the accommodations, and the school seems to make it their choice.
—Submitted by a parent


Posted October 25, 2013

Paul Revere Middle School looks very large and perhaps a bit overwhelming coming from elementary school, but it provides a great education and individual and personal attention to its students. It covers all bases - from strong academics to attentive counseling services and enrichment opportunities. Good parental and community support and a lovely and safe setting.
—Submitted by a parent


Posted October 14, 2013

My child is in the 6th grade, and although we looked at many schools, we chose Paul Revere. This was a mistake, as our son is not advanced in math or science, and these subjects are of great emphasis at Paul Revere. Homework is very intense with at least 1 1/2 hours per night and on weekends. We're going to get through this year, but will be moving our son to Emerson next fall.
—Submitted by a parent


Posted October 8, 2013

I have two girls, 6th grade and 7th grade, attending Paul Revere Charter Middle School and they love it. I think envoirnment of the school is so nice and it makes a difference when you are trying to learn. My 7th grader is on the spectrum of Autism and have had bullying issues at her previous Middle School, however at Revere they seems to address those issues head on. They also, have resources and tools in place for my daughter to build her social skills and make friends.
—Submitted by a parent


Posted August 22, 2013

My nephew went to this school and loved it, and now my daughter is attending. The principal is great, friendly and open. All the staff we have met are positive, welcoming and pro-active. I appreciate that 6th grade classes are mostly in one area and that they have two periods at a time with the same teacher. I can see my child growing independent, and she already feels at home in this school.
—Submitted by a parent


Posted August 5, 2013

Here is what I learned..." Take the good with the bad" That's life. There is no perfect school as far as I know?
—Submitted by a parent


Posted July 31, 2013

It is a very good school, my son was a 6th grader and he received all the necessary help that he need it.
—Submitted by a parent


Posted May 26, 2013

My son is graduating from Paul Revere this year. He had a terrific time here. The first few weeks in 6th grade were a difficult transition but we got amazing support from Mr Hastings & Mrs Honda (who are sadly no longer at the school) and his counselor Ms Kobashi. He was in the honors track and had mostly amazing teachers (Mr Honda, Mr Slavin, Mr Shepps, Mr Aiochi, Mr Fulling, Mr Showrai). Some bumps in math - but we got the extra support that he asked for and he did well. Do not be put off by the size of the school. That is part of the learning experience. Also - if you have any issues, make the effort to respectfully communicate with the school until you are heard and feel that your problem has been addressed. They want to be of service but are not mind readers. As a parent - if you want to be involved, you can be. It is not Elementary school, but there are plenty of areas where your time and effort can make a contribution and a difference. The music program is a gift.
—Submitted by a parent


Posted March 14, 2013

OK, the last year and what a challenge it was in Math. To my surprise, we got stuck with what has to be the worst math teacher, always late getting homework back, loses work and seems pretty unorganized. So, if you get a teacher with a name that begins with G, try your best to get switched or get a tutor from the first 10 week period. The councelors won't be much help as it gets later in the year and you're pretty much out of luck. Overall, the school has been pretty good for a public school, good programs and most of the teachers are pretty good. I'd probably rate the school a 4 or 5 star if it wasn't for the bad experience with the counselors and the math teacher...ugh.
—Submitted by a parent


Posted March 13, 2013

Poor administration, none existing technology, and too many students on one campus, low quality faculty


Posted January 11, 2013

I moved my child from Emerson to Paul Revere for 8th grade. My child is an honors student who was starting to fail at Emerson due to the lack of caring or control by the teachers. Once asking to do extra credit the Emerson teacher actually said "C's get degrees". My child is now academically thriving at Paul Revere and really loves all of his teachers. I have never seen such a professional and caring school staff. Every teacher I have seen dresses professionally, takes their jobs seriously, and really loves teaching. I also have a 6th grader at this school with amazing teachers (Istrin and Jackson) that are engaging and inspiring. For the first time my child is getting A's and B's without asking for homework help and talks excitedly about what was learned that day. The sports programs are also amazing and reasonable. Bullying is taken care of immediately. We had an issue once and the vice principal called me back that day, took care of it the next am - confidentially - then gave me his direct number if anything else happened in the future. Paul Revere has great control of the 2000+ kids due to dealing with things swiftly and the respect the administration has.
—Submitted by a parent


Posted October 9, 2012

DO NOT HESITATE __Paul Revere has proven to be a diamond in the rough. We had so much anxiety over selecting the right school for our child but we have been so blessed with the experience she is having. She has a winning teacher combination Carnine/Hernandez, amazing chorus teacher and PE. In addition she plays on the Jr Varsity Volleyball team. We are so grateful to the principal and staff who are taking such good care of our child and is giving her the best possible education. Middle School is a major transition and PR knows how to help our children excel -
—Submitted by a parent


Posted September 25, 2012

Both of my daughters (6th & 8th grade, both honors) attend Paul Revere MS. While no school is perfect, Revere is challenging academically and they do not tolerate bully's. It's a large school so if your kid can't handle life, they're going to have a tough time making the adjustment (Emerson comment below) Paul Revere has numerous programs to keep most kids involved, if you can't find one, you're not looking. If you're serious about your grades, the counselors are there to help and we always get returned emails or calls, impressive with the number of students. The most important thing is both my girls have made new friends and maintained old relationships and are happy! Revere Rock!
—Submitted by a parent


Posted September 25, 2012

Paul revere is a nice school, not the cleanest place i've been to and some of the rules are a bit strange. But the teachers are some of the best I have ever seen. And for those people who say that the school does nothing about bullying, first of all, there are thousands of kids, and secondly, they gave all us kids a speech in the gym about how there cracking down on bullying. Needless to say, I am very distressed that there is a drug problem and I ask that If you are the parent of a kid who takes drugs, please don't let him take them to school and endanger countless other innocent people. Written by a student!


Posted September 24, 2012

Terrible school! I had a horrible experience. The teachers are rude and rasist. This school was so terrifying I had to transfer to Emerson Middle school. Emerson is the best school. I should have started there in the first place it's such a great school. It's not as big as Paul Revere but it sure has amazing, thoughtful, caring and well educated teachers.


Posted September 5, 2012

My son had his best year of school yet under the guidance of Mrs. Daley and Mr. Oberman. The independence and responsibility put upon the children at this level is perfect for the beginning of middle school. I think for such a huge campus the deans and administration do a great job keeping bullying at a minimum and putting a great checks and balances system together. Parents work very hard volunteering their time to make sure the kids get enough extras and that the teachers get what they need to teach under the economic constraints put upon schools these days. When your child comes home with a smile on his face and fills you in about a couple parts of his day; it is a good feeling, especially at this stage in the game. Paul Revere has really shown what a California Distinguished Middle School can do..
—Submitted by a parent


Posted June 20, 2012

Both my son and daughter just finished their 6th grade year at Paul Revere and some of the student body are nice, but there is some bullying there but just as there is some bad apples, there are good apples too. But I think it crosses the line when they allow teachers to bully kids too. Yes I understand their job is tough and they must be strict plus authorative but when you mimick, ridule, condescene and ask the class room "don t they think so and so is so dumb that they will not be able to hold a McDonald job" I think this would make any parent stop and think and ask"whats wrong with you? Aren't you the adult?" Thank god it was not my kid but my kids had to comfort their class mates many times to the point where they were getting depressed and wonder why won't any one do something to stop it?
—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

903

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

7 / 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 2013

This school's
API score

903

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

-1

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)

9 / 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)

7 / 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.

667 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
80%

2011

 
 
76%

2010

 
 
72%
Math

The state average for Math was 55% in 2013.

672 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
78%

2011

 
 
77%

2010

 
 
70%
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.

185 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
99%

2011

 
 
96%

2010

 
 
91%
English Language Arts

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

646 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
82%

2011

 
 
76%

2010

 
 
74%
Math

The state average for Math was 52% in 2013.

462 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
68%

2011

 
 
57%

2010

 
 
55%
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.

316 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
74%

2011

 
 
63%

2010

 
 
57%
English Language Arts

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

670 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
78%

2011

 
 
74%

2010

 
 
68%
General Mathematics (Grades 6 & 7 Standards)

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

200 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
39%

2011

 
 
40%

2010

 
 
28%
Geometry

The state average for Geometry was 85% in 2013.

167 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
100%

2011

 
 
93%

2010

 
 
92%
History - Social Science Grade 8 Cumulative

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

683 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
76%

2011

 
 
78%

2010

 
 
69%
Science

The state average for Science was 67% in 2013.

671 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
71%

2010

 
 
72%
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 Students82%
Females86%
Males78%
African American69%
Asian89%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged67%
Non-economically disadvantaged87%
Students with disability45%
Students with no reported disability85%
English learner14%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate61%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)76%
Parent education - college graduate89%
Parent education - graduate school/post graduate92%
Parent education - declined to state78%

Math

All Students81%
Females80%
Males81%
African American57%
Asian91%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged62%
Non-economically disadvantaged87%
Students with disability50%
Students with no reported disability83%
English learner22%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate63%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)72%
Parent education - college graduate83%
Parent education - graduate school/post graduate94%
Parent education - declined to state72%
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 Students97%
Females95%
Males99%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantaged94%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)91%
Parent education - college graduate100%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

English Language Arts

All Students79%
Females81%
Males78%
African American60%
Asian89%
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)89%
Economically disadvantaged59%
Non-economically disadvantaged87%
Students with disability41%
Students with no reported disability82%
English learner8%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate65%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)69%
Parent education - college graduate84%
Parent education - graduate school/post graduate93%
Parent education - declined to state64%

Math

All Students62%
Females61%
Males62%
African American31%
Asian83%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged38%
Non-economically disadvantaged74%
Students with disability32%
Students with no reported disability65%
English learner13%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate50%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)44%
Parent education - college graduate68%
Parent education - graduate school/post graduate85%
Parent education - declined to state52%
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 Students82%
Females81%
Males84%
African American83%
Asian91%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged78%
Non-economically disadvantaged84%
Students with disability92%
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate72%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)84%
Parent education - college graduate89%
Parent education - graduate school/post graduate87%
Parent education - declined to state77%

English Language Arts

All Students77%
Females79%
Males76%
African American52%
Asian92%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged53%
Non-economically disadvantaged88%
Students with disability54%
Students with no reported disability79%
English learner27%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate48%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)66%
Parent education - college graduate87%
Parent education - graduate school/post graduate94%
Parent education - declined to state70%

General Mathematics (Grades 6 & 7 Standards)

All Students36%
Females28%
Males42%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged32%
Non-economically disadvantaged40%
Students with disability18%
Students with no reported disability40%
English learner15%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)24%
Parent education - college graduate36%
Parent education - graduate school/post graduate60%
Parent education - declined to state38%

Geometry

All Students98%
Females97%
Males99%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)99%
Economically disadvantaged93%
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)91%
Parent education - college graduate100%
Parent education - graduate school/post graduate97%
Parent education - declined to state100%

History - Social Science Grade 8 Cumulative

All Students76%
Females73%
Males77%
African American42%
Asian94%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged53%
Non-economically disadvantaged86%
Students with disability46%
Students with no reported disability78%
English learner29%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate60%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)67%
Parent education - college graduate85%
Parent education - graduate school/post graduate93%
Parent education - declined to state63%

Science

All Students76%
Females72%
Males79%
African American49%
Asian92%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged54%
Non-economically disadvantaged85%
Students with disability43%
Students with no reported disability78%
English learner17%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate58%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)70%
Parent education - college graduate83%
Parent education - graduate school/post graduate93%
Parent education - declined to state66%
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 State average
White 49% 26%
Hispanic 24% 52%
Black 15% 6%
Asian or Asian/Pacific Islander 11% 11%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 17%N/A55%
Female 46%N/A48%
Male 54%N/A51%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 1%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
Robotics/Technology specialist(s)
School psychologist
School social worker/counselors(s)
Tutor(s)
Read more about programs at this school
Source: Provided by school community.

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Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Robotics/Technology specialist(s)
School facilities
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Drawing / sketching
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance
  • Drama
Media arts
  • Video / Film production

Health & athletics

Staff resources available to students
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Garden/Greenhouse
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.
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 2031 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
63%
agree
 
District average
72%
agree
 

Parents

This school

 
68%
 

District average

 
70%
 

Students

This school

 
59%
 

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
80%
agree
 
District average
77%
agree
 

Students

This school

 
70%
 

District average

 
74%
 

Employees

This school

 
91%
 

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
79%
agree
 
District average
70%
agree
 

Parents

This school

 
91%
 

District average

 
78%
 

Students

This school

 
55%
 

District average

 
58%
 

Employees

This school

 
91%
 

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
69%
agree
 
District average
68%
agree
 

Parents

This school

 
53%
 

District average

 
66%
 

Employees

This school

 
84%
 

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
64%
agree
 
District average
66%
agree
 

Employees

This school

 
64%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents18613%
Students181187%
Employees3425%

12012-13 Los Angeles Unified School District School Experience Survey

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Fern Somoza
Fax number
  • (310) 576-7957

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Tutor(s)
Transportation options
  • Accessible via public transportation
  • Buses/vans for students only
School facilities
  • Art room
  • Auditorium
  • Cafeteria
  • Garden/Greenhouse
  • Gym
  • Internet access
  • Library
  • Music room
  • Performance stage
Note: Data provided by community members,
needs to be verified by school leaders.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Soccer
  • Tennis
  • Ultimate Frisbee
  • Wrestling
Girls sports
  • Basketball
  • Soccer
  • Tennis
  • Ultimate Frisbee

Arts & music

Visual arts
  • Drawing / sketching
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
  • Drama
Media arts
  • Video / Film production
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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School culture

Parent involvement
  • Join PTO/PTA
Note: Data provided by community members,
needs to be verified by school leaders.

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1450 Allenford Avenue
Los Angeles, CA 90049
Website: Click here
Phone: (310) 917-4800

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