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GreatSchools Rating

Richland Avenue Elementary School

Public | K-6 | 248 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 7 ratings
2012:
Based on 2 ratings
2011:
Based on 6 ratings

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44 reviews of this school


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Posted September 13, 2013

Richland is our local school but we decided not to send our Daughter here for T-K or Kindergarten simply because the test scores in the higher grades looked horrible. We opted to send her to a private school in Santa Monica where she stayed until the end of 2nd grade. I really wish I hadn't have been so swept up with the test score number because if I had taken the time to visit the school, see the small class sizes and meet the staff, I dare say we would have sent our daughter here at the beginning and saved our selves money (which could have been going to a college fund) and we would have been part of the community earlier. Please don't judge this school (like I did) without visiting it or talking to some of the parents. The Booster club is very active and has been working really hard to raise funds for the school and the Principal is fully committed
—Submitted by a parent


Posted August 26, 2013

We are a school for advanced studies with many programs including: preschool, special Ed & general education classrooms grades K-6. Grades 4-6 departmentalize. We engage our diverse students with technology including smart boards, computer lab, music program, library, young storytellers program, learning garden, after school GATE & STAR programs. We also have amazing community involvement with our Booster club. Teachers have high expectations for all students & our campus is a safe learning environment.
—Submitted by a teacher


Posted August 22, 2013

Remember the story of the Little Engine That Could? I think I can I think I can - and I can! Meaning - this school has such heart and is really turning in to something wonderful! The Principal, Mr. Granade, has an open door policy to parents, staff and students. He listens. He is leading a dedicated team of teachers and staff who really care about the education and well being of each student. Richland Avenue is small and mighty. Parent support is on the upswing making the whole package complete.
—Submitted by a parent


Posted August 21, 2013

This school is a gem of a school tucked back in a great neighborhood. The school is warm and welcoming. The school is small which is a benefit in a gigantic city and a gigantic school district. This is a huge plus for a public school since everyone knows the students and parents. The staff is very approachable and the Booster Club is very supportive of the school and its students. What a find!
—Submitted by a parent


Posted August 16, 2013

Quite simply, great school, great faculty. Some that (with multiple children) over the years I can call friends. With only one year under his belt as a principal, Mr. Granade has shown a real dedication to the students, staff, and campus. He's vested. I have one graduate, and two with 2 or 3 more years to go. All good.
—Submitted by a parent


Posted August 12, 2013

I'm a new parent to the school and have had just a few encounters as my daughter will begin K in a day. This is truly a community school in which I have been welcomed directly by the Principal upon registering my daughter. I also reached out the a Booster Club parent who promptly responded to my introductory email. I look forward to engaging in my child's education and raising the expectations of public education.
—Submitted by a parent


Posted January 24, 2013

This school is a find. I have a 3rd grader and one in K. Both are thriving and benefit from the small, community school environment. All of the staff and teachers are very supportive. The school provides a number of extra circular activities including science classes, GATE, STAR and fabulous assemblies. All parents are welcome to participate in the classroom and in the Booster club. The new principal and teachers hired this last year are fantastic and fit well into the school environment. It is worth paying the school a visit.
—Submitted by a parent


Posted November 28, 2012

Love this school! My first grader is thriving beyond expectation and has become the teacher's little helper. We have been involved in this school for over 5 years and have been blessed by the level of involvement and exceeding desire by the teachers. They are happy at the school and it reflects on the children! I am able to walk to school and i look forward to the growth of this school as the neighborhood slowly realizes they truly have a hidden treasure in their backyard. Bonus: the new principal is fantastic!!!!
—Submitted by a parent


Posted November 19, 2012

Richland is a gem of a school tucked away in a quiet West Los Angeles neighborhood. The school offers a small school environment with so much enrichment for the kids. Art, music, GATE, an learning garden, Young Storytellers, an active parent group all are part of what makes this school wonderful. Richland has a fabulous new principal who is a strong leader and respected by students, staff and parents. Teachers are all passionate about teaching. STAR after school program is offered for free as well as offering for fee enrichment. We are so lucky to have such a great neighborhood school!
—Submitted by a parent


Posted June 10, 2011

My daughter, who is now finishing her school year at Richland's pre-K program, LOVES this school and can't wait to start kindergarten, which is a testament to the wonderful teaching staff as well as the nurturing school environment. There is a charming, small-town, but progressive, vibe to this school that I've not found elsewhere--and I'm also a step-parent of an older child who attended (on permit) a 10 out of 10 rated elementary school in Bel Air. In terms of the sense of community and the respectful manners and leadership skills I've seen demonstrated by the kids I've observed on the Richland school yard and during events, Richland is a top-notch, classy school with parents who place a high value on academics as well as raising compassionate, poised, values-based kids. We also love the 1+acre school teaching garden and the CSA organic produce program organized by the booster club.
—Submitted by a parent


Posted February 25, 2011

My son is absolutely thriving at this great neighborhood school. A small student body, huge campus, and great teachers is any parents dream. Plus they have an excellent Transitional Kindergarten program. We are very, very happy our child attends Richland Avenue...GO TIGERS!
—Submitted by a parent


Posted February 23, 2011

After being hesitant of what has falsely been portrayed about this wonderful, small school, I sent my son to Transitional Kinder w/ Mrs K and we could not be happier and feel more fortunate to have this great school in our neighborhood. With only about 250 kids, set in a very cute neighborhood where everyone at the school knows each other's name and strives to make this a memorable and valuable school experience for the students, I am glad we made the decision to utilize our neighborhood public school. So far this year, we've had a fair, Bob Baker's marionnette puppet show, gardening activities, picnics and much more. The teacher had us at day one when she sent us home a cotton ball, a bag of tea and a tissue symbolizing the softness of our children, tea to relax with while we miss our kids and a tissue in case we shed some tears as our kids start school. (so nurturing and thoughtful, dont you think? I recommend this school and hope our neighborhood families come join the rest of us who love Richland!
—Submitted by a parent


Posted February 23, 2011

Disappointing compared to the other schools in the area. Needs better leadership. Some parents are VERY involved, which is a good start.
—Submitted by a parent


Posted February 22, 2011

Transitional Kinder class is very useful and my son loves this class. And Teacher Mrs.K is so kindness and great!!
—Submitted by a parent


Posted February 21, 2011

The teachers and assistants in the Pre-K have been very helpful in preparing my nephew who has special needs for Kindergarten. They are patient, kind, and they bring happiness and laughter to the classroom.


Posted October 13, 2010

small school but have teachers with big hearts. i love the principal who is very accessible
—Submitted by a parent


Posted October 12, 2010

THIS IS A VERY SMALL SCHOOL, WITH WONDERFUL TEACHERS AND STAFF. PLEASE HELP SAVE IT FROM BUDGET CRISIS.
—Submitted by a parent


Posted August 4, 2010

I love our little neighborhood school! My son's kindergarten experience was fantastic thanks to great teachers & staff. It didn't take long for everyone there to know his name (and mine) and make us feel right at home. I interacted with his teacher daily! He's thriving there & I couldn't be happier. We especially love the school garden & the arts program. This is a true community school!
—Submitted by a parent


Posted May 24, 2010

I was a student at this school from 1985-1988 until I moved away and I loved it.


Posted October 4, 2009

Our daughter started off at this school, back in 2006 in the Pre-K program. We LOVED it! Mrs. Yamaguchi, is a great teacher! I contribute the wonderfull program to my daughters success through 2nd grade! We didn't stay at Richland because we moved, but we even thought about commuting this year to have our other daughter, who is 4 now, attend!! We really miss it there!
—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

785

Change from
2012 to 2013

0

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

3 / 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

785

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

0

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)

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)

3 / 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.

22 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
37%

2011

 
 
44%

2010

 
 
44%
Math

The state average for Math was 65% in 2013.

22 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
57%

2011

 
 
48%

2010

 
 
65%
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.

27 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
38%

2011

 
 
53%

2010

 
 
74%
Math

The state average for Math was 66% in 2013.

27 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
79%

2011

 
 
69%

2010

 
 
73%
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.

27 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
62%

2011

 
 
74%

2010

 
 
78%
Math

The state average for Math was 72% in 2013.

27 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
49%

2011

 
 
84%

2010

 
 
76%
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.

20 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
68%

2011

 
 
70%

2010

 
 
53%
Math

The state average for Math was 65% in 2013.

19 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
53%

2011

 
 
57%

2010

 
 
31%
Science

The state average for Science was 57% in 2013.

24 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
73%

2011

 
 
74%

2010

 
 
63%
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.

16 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
64%

2011

 
 
52%

2010

 
 
53%
Math

The state average for Math was 55% in 2013.

18 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
52%

2011

 
 
44%

2010

 
 
60%
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 Students41%
Femalesn/a
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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 Students55%
Femalesn/a
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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 Students49%
Femalesn/a
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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 Students78%
Femalesn/a
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged85%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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 Students63%
Femalesn/a
Males65%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged59%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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 Students74%
Femalesn/a
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
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%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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 Students50%
Females55%
Malesn/a
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged31%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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 Students47%
Females45%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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

Science

All Students34%
Females42%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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 Students82%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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 Students39%
Females36%
Malesn/a
African Americann/a
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 disadvantaged45%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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

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
Hispanic 70% 51%
White 11% 27%
Asian 9% 11%
Black 9% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 66%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »
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 196 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

 
64%
 

District average

 
70%
 

Students

This school

 
81%
 

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
89%
agree
 
District average
77%
agree
 

Students

This school

 
86%
 

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
89%
agree
 
District average
70%
agree
 

Parents

This school

 
97%
 

District average

 
78%
 

Students

This school

 
76%
 

District average

 
58%
 

Employees

This school

 
93%
 

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
80%
agree
 
District average
68%
agree
 

Parents

This school

 
68%
 

District average

 
66%
 

Employees

This school

 
92%
 

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
75%
agree
 
District average
66%
agree
 

Employees

This school

 
75%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents7639%
Students9689%
Employees2463%

12012-13 Los Angeles Unified School District School Experience Survey

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School basics

School Leader's name
  • Karina Salazar
Fax number
  • (310) 268-7948

Resources

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

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11562 Richland Avenue
Los Angeles, CA 90064
Website: Click here
Phone: (310) 473-0467

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