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Teacher quality
Principal leadership
Parent involvement
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
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
Poor administration, none existing technology, and too many students on one campus, low quality faculty
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
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
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
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!
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.
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
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
My daughter is a 6th grader going into 7th. She is thriving and loves her teachers Ms. Pan and Ms. Carter. In her first year of middle school, she has received individual attention despite the large class size. Her teachers have provided challenging assignments and have high expectations of the students. Deciding on the right public school for your child on the Westside of Los Angeles is not easy, but I'm sure my daughter landed at the best place for her. The office staff and staff who manage the drop off and pick up are responsive and helpful, and NICE!! The parent fund raising and involvement are strong as well.
—Submitted by a parent
my little sister has been going to this school since 6th grade and at first she was happy but now she tells me theirs some racists teachers, students and constant bullies. We've talked to teachers and counselors about our problem and they said they will handle and find a solution to this situation but yet the problem is still clearly out their. I find it weird coming from a lesser value middle school where their were fights every day and not even at that middle school their was segregation, or bullying or racism. I blame these white kids parents and the principle for not being proper leaders and role models
My son isan honor student in the 6th grade and he has been bullied since hes been there. The administration offer no help and they are not stopping the bullies. I have had several conversations with the people at the school and they have done nothing to fix the situation. Instead they point the finger at my son and tell us that if he were different these things would not happen. Also, it seems that if you write a negative review they will remove it from this sight. Academically I love this school but they need to make it a better environment for the student. You can not resolve bullying by removing the person that is being bullied.
—Submitted by a parent
This school is overcrowded,the classes are way to big.Bullies are everywhere on campus.Calls to the counseling office do not get returned.Getting a meeting with a teacher is like pulling teeth.My child did one year there.We changed schools for this school year.What a difference!We are much happier after leaving Revere.I will never send one of my kids there again.I am sure the teachers and administration are trying but there are to many kids in this school for them to do a proper job.
—Submitted by a parent
This school is absolutely amazing. There is no other description for it. Anyway, I am a student at paul revere and i love it. I am in the sixth grade high honors class. The homework is reasonable and the projects are very fun. All i can say is that this school is amazing and i highly reccommend it.
AMEN to this strictly monitored site. If your comment isn't "rainbows and lollipos," it will be deleted by Paul Revere. Heaven forbid that the school has a comment that is not positive. After all, Paul Revere is simply perfect. Yeah - just perfect!
My son has been in the charter program at Paul Revere since 6th grade and will be graduating this year. Even though I have heard good and bad comments about the school, I am very pleased with it. My son's overall experience has been positive, only one issue with a teacher, that was resolved. Their academics, drama and music program is outstanding. My son is involved in the music program and the PEP program and he loves it. If I could change one thing about the school, it would be an easier way to be able to meet with the teachers and counselors. I know they have a very large work load (over 2,000 students) this makes it really hard to make appointments with them, but they do their best to respond to emails as quickly as possible. All I can say is with any school, stay involved, let those teachers and administration know who you are, email,call and go up to the school if you need too.
—Submitted by a parent
We bypassed our neighborhood middle school to attend Paul Revere as we felt it had most of the programs and qualities in place that we were looking for. Our children have been very happy here and after so much pondering over middle schools, we have been pleased with our choice. The teachers have been excellent and the work has been interesting and challenging. The electives and the music program both are outstanding and the physical education program is top notch. Our children have also enjoyed the extras - such as lunch clubs, charity drives, PEP, and so much more. Many children from our out of area elementary school attend Paul Revere, but our children have also easily made new friends. There are lots of involved parents and administration responds very quickly when contacted. Very happy at Paul Revere!
—Submitted by a parent
Our daughter just completed 6th Grade and had a good year. She started in the regular program and moved up to honors after about five weeks. She actually liked her math and science teacher much better in proficient than in honors. Her math and science teacher in honors was a terrible instructor, and assigned too much homework, much of it "busy" work. When I mentioned the excessive amount of homework, the teacher suggested our daughter should go back to proficient, despite her getting As and Bs in her classes. That seems to be the usual response to parent complaints about the amount of homework. (And some of the homework is really pointless and time consuming.) In terms of discipline problems and bullying, when another child threatened our daughter, the deans and counselors acted quickly to address the issue. This school does not tolerate bullying.
—Submitted by a parent
14 teachers at this school were handed pink slips. Many of them were 6th grade teachers. In my opinion, Revere has an excellent 6th grade staff of educators. My son and daughter both had a wonderful and challenging 6th grade year. The teachers are top-notch! Sadly, many of them may not be in the classroom this September. Shame on LAUSD for making the cuts in the classroom and against the children!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
659 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
656 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
180 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
666 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
487 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
302 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
665 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
215 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
162 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
680 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
660 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 80% |
| Females | 82% |
| Males | 78% |
| African American | 55% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 87% |
| Students with disability | 31% |
| Students with no reported disability | 84% |
| English learner | 24% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 63% |
| All Students | 78% |
| Females | 76% |
| Males | 80% |
| African American | 49% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 86% |
| Students with disability | 40% |
| Students with no reported disability | 82% |
| English learner | 30% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 60% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 99% |
| Females | 99% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 98% |
| Students with no reported disability | 98% |
| Fluent-English proficient and English only | 98% |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 100% |
| All Students | 82% |
| Females | 82% |
| Males | 81% |
| African American | 62% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 90% |
| Students with disability | 54% |
| Students with no reported disability | 84% |
| English learner | 19% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 76% |
| All Students | 68% |
| Females | 65% |
| Males | 71% |
| African American | 51% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 77% |
| Students with disability | 48% |
| Students with no reported disability | 70% |
| English learner | 19% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 60% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 74% |
| Females | 80% |
| Males | 70% |
| African American | 69% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 78% |
| Students with disability | 82% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 79% |
| All Students | 78% |
| Females | 80% |
| Males | 76% |
| African American | 56% |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 85% |
| Students with disability | 33% |
| Students with no reported disability | 81% |
| English learner | 8% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 73% |
| All Students | 39% |
| Females | 39% |
| Males | 38% |
| African American | 23% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 42% |
| Students with disability | 18% |
| Students with no reported disability | 45% |
| English learner | 18% |
| Fluent-English proficient and English only | 40% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | 38% |
| All Students | 100% |
| Females | 99% |
| Males | 100% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 99% |
| Fluent-English proficient and English only | 99% |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 100% |
| All Students | 76% |
| Females | 75% |
| Males | 77% |
| African American | 52% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 83% |
| Students with disability | 34% |
| Students with no reported disability | 80% |
| English learner | 7% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 70% |
| All Students | 75% |
| Females | 72% |
| Males | 78% |
| African American | 52% |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 83% |
| Students with disability | 43% |
| Students with no reported disability | 77% |
| English learner | 15% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 71% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 47% | 27% | ||
| Hispanic | 26% | 51% | ||
| Black | 16% | 7% | ||
| Asian | 10% | 11% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 26% | N/A | 54% |
| English language learners 2 | 5% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 71% | 85% | ||
| Farsi (Persian) | 4% | 0% | ||
| Korean | 4% | 1% | ||
| Russian | 4% | 0% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Arabic | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| French | 2% | 0% | ||
| Thai | 2% | 0% | ||
| Armenian | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| German | 1% | 0% | ||
| Greek | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Ukrainian | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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1450 Allenford Avenue
Los Angeles,
CA 90049
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