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GreatSchools Rating

Short Avenue Elementary School

Public | PK-6 | 364 students

 
 
Last modified
Community Rating

5 stars

Community Rating by Year
2013:
Based on 5 ratings
2012:
Based on 3 ratings
2011:
Based on 5 ratings
2010:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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65 reviews of this school


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Posted April 25, 2013

The Science Mania Fair this year (2013) was outstanding! Kids prepared rocket blasts, mold farms, salty water buoyance tests, checked plant growth in all imaginable conditions, checked the number of seeds in different types of apples, compared biometric parameters of hands, looked at DNA and 300 more other experiments all presented at the SHORT AVE ELEMENTARY Science Mania this year. And this is one of the reasons why our 3 kids are at this school- OUR school, our community school. They love the school, the teachers, and the principal. On the side note- the involved parents are doing fantastic job- raised money for arts program (among other things). Thank you, involved parents!!!!
—Submitted by a parent


Posted April 13, 2013

I couldn't be more proud to be part of the Short Ave. community. After touring numerous schools (many of which have APIs over 900), and observing the same rote, uninspiring programs, I took a chance on our little neighborhood school. What an unbelievable gem of a school Short Ave. Elementary is! It has an incredibly strong instructional staff with teachers that are inspired and passionate about what they do. The students are caring, and the parent group is extremely involved in the decision-making. The new principal, Cindy Paulos, is a brilliant leader and works tirelessly to ensure that the school is an exciting and safe learning environment for all the students. My daughter LOVES her school and her eagerness to come to school every day reaffirms my decision.
—Submitted by a parent


Posted April 11, 2013

Excerpted from Dr. John Deasy's endorsement letter to prospective parents 4/5/2013: " I have walked through the classrooms of this school and observed examples of first rate-rate teaching where students are engaged and actively learning ... I could feel the strong sense of community in the school among teachers, students and parents ... the academic performance of the school is strong. Our internal calculations estimate that the API for 2011 would have been 864 (not counting the invalidated scores), and for the 2012, the school would have scored 834...I am proud of the new principal, Cindy Paulos, and all that she has accomplished in the past year. She is a strong instructional lead and well-respected by the staff and parents. Ms. Paulos has also developed monitoring procedures to ensure that there will be no issues with testing this year. As you tour the school and interact with the teachers, staff and students, you will recognize the sense of dedication and devotion from all stakeholders. I am convinced that Short Ave. will be the best choice for your child." [Interesting to note, just losing a blank test booklet is considered an irregularity.]
—Submitted by a parent


Posted February 25, 2013

In researching schools from charter to private, I learned about a quiet little gem, right in my own back yard. I sent my son to the outstanding SLRDP preschool here, but had not truly considered it further until the following year when I was performing my due diligence. The thing that struck me most about Short Avenue wasn t the inspired Reading Garden or the fabulous new library but the *strength and caliber of the teachers*. Every classroom I observed, I was delighted to find an experienced teacher worthy of entrusting my son s education to, a teacher who seemed to shine a little brighter. The other thing that stood out was the parents the degree of their involvement, commitment and dedication. In 2012-2013 we were graced with a new, passionate, caring and focused leader with a vision to guide our beloved little school back on track towards our distinguished school goal. My first grader is easily doing second grade math and reading on a third grade level. His teacher radiates exceptional qualities considered by some as a once-in-a-life-time teacher. How very blessed we are here at our charming neighborhood school.
—Submitted by a parent


Posted February 4, 2013

Del Rey families, as you're considering where to send your kids next year, don't overlook Short Avenue! Before you make a decision, visit the school. Meet the principal. Talk to the parents. Hear about how incredible and hard working our teachers are. Allow yourself to be surprised, rather than dismissing your neighborhood school outright. Did you know that we have art education in all grades? A beautiful library? A school-wide science fair? Ballroom dance? Gifted and Talented programs? What we can offer is only limited by the imagination of the dedicated teachers and parents who put the time in to make things happen. We're on the other side of a couple of rocky years, and have only good things in store moving forward, led by a principal who is as dedicated to our students as any leader across LAUSD. My family and I are reminded daily that we made the best decision for our daughter in choosing Short over a charter or private school -- a wonderful school that we can walk to. Walk!! We've lived in this neighborhood for 13 years, and have never felt so much a part of it as we have at Short the last couple of years. I can't wait to see what the next few years bring.
—Submitted by a parent


Posted November 8, 2012

THE most charming, nieghborhood school that is sure to ease your mind as your children learn in a nurtured atmosohere. This hidden gem of a school is wrapped in the arms of wonderful teachers eager to teach, proven by API scores of the same and higher magnitude of past years that were swept out from underneath them, a new principal anxious to prove that an inspired leader can reproduce elevated API scores as well as school moral, and empathetic parents willing to forget the past and forge forward under new administration. Parental involvement is the essence of this alluring Pre-K through grade 6 school. Though it's a core group of supportive parents and relatives that carry the majority of the responsibility of holding fun-raisers, carnivals, and entertainment, it is brought on by ourselves and is truley gratifying. We are all just parents with the same goal; for our children to get a powerful education in a atmosphere balanced between adequate nurturing and discipline all the while having fun and being able to embrace the innocence of childhood. I think we are achieving this. My son's beaming eyes and ear to ear smiles as he reads daily is my reassurance of a well made decision.
—Submitted by a parent


Posted August 11, 2012

Short Avenue is an amazing little neighborhood school that feels like a family. WIth a new principal this year, who is committed to the needs of all students including gifted, great things are in store. My child is starting 2nd this year and I wouldn't consider any other option. Its time to stop listening to all the negative hype and form an educated opinion of your own.....Short Avenue is the best choice.
—Submitted by a parent


Posted June 7, 2012

Our daughter is finishing up kindergarten at Short Avenue. Full disclosure: we started the year with a shade of uncertainty given the negative press in the LA Times two days before the first day of class. But our daughter (a young five year old) has had an absolutely delightful year at Short, and we are choosing to return to our little neighborhood school again in the Fall despite the opportunity to enroll in a brand new Westside school with a lot of great things going for it. My family loves being a part of the Short Avenue community, and it's a shame that more of the young families in the neighborhood don't realize what a little gem of a school they have right within walking distance. The only reason I'm giving the school four stars instead of five is because of the ambivalence I have about the principal. It sounds like we have the opportunity to get new leadership in next year, which, given the strength of the teaching faculty and passion of the families who go there, can only give Short the opportunity to shine again. I'm optimistic that I'll be able to return next year at this time and give Short a five-star rating.
—Submitted by a parent


Posted June 8, 2011

Principals come and go. The last principal made it clear that she worked for the district not the school. The teachers work for the school and are loyal to the school. The heart and soul of the school is the teachers. They run the school not the principal or the booster club. The teachers love the booster club. So do the parents. There are not any girls in the fifth grade who have brothers who are three. Perhaps you should do your homework before spreading such vitriol on a public forum.
—Submitted by a parent


Posted June 8, 2011

Short Avenue has certainly seen it's share of administrators and I do believe, each one has shared their strengths in ways that have best supported the school needs during their post. Our current principal works very hard to orchestate the union of a very diverse and passionate population. As one of the original founders of the booster club, I believe the school has made profound strides in attracting the community, the private sector and new parents from the neighborhood. Friends of Short Avenue is proud of their accomplishments and their motivating force has always been the spirit of the children and the commitment to excellence demonstrated by the teachers. We are a wonderful little school and have always been extremely responsive to the positive inspiration of a new parent.
—Submitted by a parent


Posted June 6, 2011

Let me preface this by stating the school's teachers and staff are great. The principal is terrible and we wish that Principal H was still around. The current principal is very weak and now the test scores have started going down thanks to his lack of leadership. He is never around and when he is, he talks a lot and does little and just puts everything off so that someone else will do it. Sort of like a politician that didn't make it in politics and decided to go into education. Now the school is run by their booster club that used to do good things, but since Principal H left they don't listen to anything the parents have to say and act like bullies. It is really sad because the school used to be so much better than it is now. Our daughter is in 5th grade and we have a 3-year old son who will not be attending if things stay the way they are. It is sad that such a great group of teachers has to deal with this.
—Submitted by a parent


Posted March 18, 2011

My children are gifted and they have thrived at this school. I think the poster below needs to look inside her heart and take responsibility for the behavior of her child. Blaming the other parents is ridiculous. Perhaps the other parents are concerned for the safety of their children and their teacher. Its not the schools fault that the VP, Nurse, and Psychologist are only there one day a week. Its the district that did this not the school. There are plenty of kids at Short with IEPs who are thriving. When you child has violent outbursts and they become a danger to the other children of the teacher, they don't belong with typical children. Its just not fair to the children who come to school and are well behaved.
—Submitted by a parent


Posted March 12, 2011

Disorganized and not the place for kids that don't fit the mold. Although the teachers are good and the staff well-meaning, my gifted child with special needs is miserable at Short. My family is ostracized by the other parents and the administration is just trying to get my child out of their school instead of help. NOT THE PLACE FOR KIDS WITH SPECIAL NEEDS! and take a number if you want to see the vice principal, nurse, or school psychologist, each of whom are only at school 1 day per week and totally overloaded.
—Submitted by a parent


Posted October 28, 2010

The teachers and administrators go above and beyond the call of duty to provide a quality education to all the children who attend the school. People care at this school, which is one reason for it's success, and the parent's group, Friends of Short Ave Elementary has given time and money to help get the school the resources it needs. I'm inspired by the teachers, administrators, parents and students at Short Ave Elementary.
—Submitted by a parent


Posted October 26, 2010

It is a true neighborhood school. The students are a rainbow of diversity. The parents are engaged and active. The grounds are comfortable for an elementary school child.
—Submitted by a parent


Posted October 23, 2010

There is no doubt. This is the best school in the area.
—Submitted by a parent


Posted October 23, 2010

I have three daughters and two already graduated from Short the teachers are WONDERFUL! And the STAFF is the BEST!!
—Submitted by a parent


Posted October 23, 2010

Short ave has been my home for 17 years both my daughters 21 and 18 present 10 5th grade they all have had an education that I'm proud to say we are Alumni and present parents of Short for a long time. I also was honored to be apart of the Office Staff and miss it everyday. Due to cuts i also was removed from a place i called home. i cared and took pride in keeping every student safe and every parent updated needs cared for everyday for 16 years. Go Short Ave Mrs. Teresa Burdette
—Submitted by a parent


Posted October 21, 2010

Its a very caring and forward looking learning environment. Progressive Indeed !
—Submitted by a parent


Posted October 20, 2010

A very good school needs help !
—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 2010.

This school's
API score

848

Change from
2009 to 2010

-11

API Statewide Rank
(2011)

N/A

API Similar Schools Rank (2011)

N/A


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 2010

This school's
API score

848

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
2009 to 2010

-11

Change from 2009 to 2010
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

N/A

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

N/A

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 58% in 2012.

62 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
71%

2010

 
 
70%

2009

 
 
63%
Math

The state average for Math was 64% in 2012.

61 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
64%

2010

 
 
80%

2009

 
 
73%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

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

53 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
32%

2010

 
 
40%

2009

 
 
82%
Math

The state average for Math was 69% in 2012.

53 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
58%

2010

 
 
64%

2009

 
 
96%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

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

57 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
76%

2010

 
 
87%

2009

 
 
74%
Math

The state average for Math was 71% in 2012.

58 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
87%

2010

 
 
92%

2009

 
 
71%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

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

53 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
71%

2010

 
 
70%

2009

 
 
53%
Math

The state average for Math was 65% in 2012.

53 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
76%

2010

 
 
56%

2009

 
 
67%
Science

The state average for Science was 60% in 2012.

53 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
62%

2010

 
 
53%

2009

 
 
52%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 59% in 2012.

31 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
56%

2010

 
 
54%

2009

 
 
66%
Math

The state average for Math was 55% in 2012.

31 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
52%

2010

 
 
52%

2009

 
 
57%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students58%
Females61%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged41%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability59%
English learner21%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
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 state73%

Math

All Students65%
Females75%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged51%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability70%
English learner64%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
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 state68%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students33%
Females40%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students45%
Females47%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability48%
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 graduate33%
Parent education - some college (includes AA degree)67%
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students79%
Females86%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged76%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)75%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females82%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged66%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)58%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students60%
Females61%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Math

All Students55%
Females35%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
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 state29%

Science

All Students56%
Females43%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
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 state43%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students81%
Females85%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
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 Students49%
Females45%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 66% 49%
White 13% 28%
African American 10% 7%
Filipino 4% 3%
Multiple or No Response 4% 3%
Asian 2% 8%
American Indian or Alaska Native 1% 1%
Pacific Islander 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 113%N/A24%
Students eligible for free or reduced-price lunch program 262%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 96% 85%
Chaozhou (Chiuchow) 2% 0%
Filipino (Pilipino or Tagalog) 2% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

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

Teacher experience

  This school District averageState average
Average years teaching in district 16N/A11
Average years teaching 16N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Awards

Academic awards received in the past 3 years
  • Math Matters (2012)

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Choir / Chorus
Performing and written arts
  • Dance
School leaders can update this information here.

School basics

School start time
  • 8:00 am
School end time
  • 2:20 pm
Before school or after school care / program onsite
  • After school: ends at 6:00 p.m.
School Leader's name
  • Cynthia Paulos
Best ways for parents to contact the school
  • Email
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (310) 390-8940

Resources

Transportation provided for students by the school / district
  • Transportation provided for special education students only
School leaders can update this information here.

Sports

Boys sports
  • Psychomotor
Girls sports
  • Psychomotor

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Choir / Chorus
Performing arts
  • Dance
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • BGCV
  • GATE
  • Girl scouts
  • STAR Education
  • Student council/government
School leaders can update this information here.

Photos

School culture

Dress Code
  • Neither uniforms nor dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

12814 Maxella Avenue
Los Angeles, CA 90066
Website: Click here
Phone: (310) 397-4234

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