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GreatSchools Rating

Third Street Elementary School

Public | K-5 | 743 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 6 ratings
2012:
Based on 1 rating
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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59 reviews of this school


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Posted May 27, 2014

I graduated from 3rd Street in 1949, and it seems as if it's still the same great school now as it was then. It was always in an affluent area. Don't remember any bullying though. Maybe we called it something else.


Posted May 22, 2014

Third Street is not a perfect school, but you will not find a better example of collaborative teaching than the production of the Fourth Grade play. All four classes have it's own cast; Mr. Pratt gets each student to shine in his role, and each teacher rallies the parents to assist with sets and costumes. The hard work of Mrs. Cha, Mrs. Choi, Mr. Bassett, and Mr. Karchmer is evident in the final productions. Every student at the school is inspired by the performances. It is truly remarkable! And, a testament to the importance of the arts in public school.
—Submitted by a parent


Posted April 11, 2014

My son attends third street elementary, this is a phenomenal school. The teacher's are amazing!
—Submitted by a parent


Posted December 9, 2013

My oldest attended Third Street from K-5th grade, my youngest from K & is currently in 4th grade. This is an Amazing School. Hands down. A focused & passionate principal, teachers, active parents & FOT a 501 C3 Non Profit, that fills in all the Basic needs that LAUSD has CUT (Proper Custodial, Full Time Librarian, PE Supervision on playground since 2012) & Beyond-State of the Art Tech Lab, Music, Art & Theater, Field Trips & Teacher Stipends. All these cost $$, Public school is not Free, it requires Both Labor & Funds to round out our children's educational experience. This school is almost 90 years old with an Amazing track record, history & in my eyes has never been better. Sure, Parents are Not Prefect in their Approach in addressing these Serious $ or Labor intensive needs & a few teachers are not a good match for your child, but given the Option Annual Giving amount (less than $100 a month) & what this school pulls off, it's a miracle. My 7th grader has not dipped Academically And goes to an Arts Magnet w/ Honors classes. I believe that Third St. has properly prepared both my children for the future & sometimes that required 2 hours of Homework till we figured it out.
—Submitted by a parent


Posted November 9, 2013

I feel compelled to comment on some of the previous postings. My older son attended Third Street and my younger one is currently there. Is the school perfect? Of course not! and Yes, a lot of parents are affluent [God bless them I say], but some of us are plain middle class working stiffs. Fundraising is emphasized because unlike other schools, this schools does not receive a lot of extra funding from the district. The lab, teachers' aides, and the library is fully funded from these funds! But more importantly, everything is VOLUNTARY. If you have an issue please attend the parents meetings and VOICE your concerns. I don't contribute every year, but I make sure I donate my time by helping in the school clean up and whatever else I can find time to on top of my 50 hours of work. The school's janitorial staff was largely reduced due to cuts and it was only recently reinstated to levels last seen before the financial crisis. My son enjoys being at the school and I think the administration and teachers do a superb job! Again, if you have a specific concern, talk to the Principal, your child's teacher and come to the meetings and express your concerns or suggestions openly. Good luck..
—Submitted by a parent


Posted September 5, 2013

This school is so disappointing. I know most of the families who live in this neighborhood are affluent, but for them to be so controlling??? I agree with the parent review dated august 8 2012. These parents always ask for monetary contributions/donations. I opened my son's homework folder to find an envelope asking for money so the cleaning lady will clean classrooms year round. Don't they have custodians/janitors employed by the school to do this? Why pay extra for another cleaning lady? I'm afraid this is only the beginning. I hope anything, like this will be discussed first with all parents before sneaking an empty envelope to a child"s homework folder. I confirmed with another teacher from another public school that teachers and janitors help each other in classroom maintenance and cleanliness.The teachers in this school probably don't want to get their hands dirty. And since a lot of parents are rich, it's easy for them to just say say to this donations. What about the other parents who are just getting by from paycheck to paycheck? It;s hard to just give money away for their ridiculous reason.
—Submitted by a parent


Posted August 24, 2013

My daughter just started the kindergarten this school. First of all, parents who are volunteering, do not let the teacher do her job. Teacher just sit and volunteer parents do her all stuffs. Even grading....its kindergarten but volunteer parents do not see that 5 years old kid is trying her best to assignment. If she erased a lot in order to write nice ....she gets 3- or less color then 2.. Why there is no encouragement? Then continuously asking donation... for teacher and school? For donation, omg so much hustle. Right now i am not really happy with this school.
—Submitted by a parent


Posted June 15, 2013

This schools high API scores lull parents into thinking it s a great school when it isn t. The neighborhood socioeconomics and a high percentage of students attending after-school educational facilities will always bolster the API. Big problems are that the school lacks administrative leadership (hard to determine who s in charge) and strong teacher community (resulting in low teacher morale). The principal was too busy to attend an important school bullying meeting or decide if the technology lab had violated federal policy by giving emails and passwords to students without parental permission. Results are that some school policy and mediation are shockingly deferred to parent volunteers. Some teachers are great but parents warn each other who to avoid, including teachers that are burned-out, use TV as a babysitter, screamers, and the disengaged (who spend more time on personal laptops and less on instruction). By fourth grade there is an exodus for charters, magnets and private schools which is sad because this school should be great. Enrollment is kept up by issuing permits that are not offered publicly.
—Submitted by a parent


Posted May 23, 2013

My child has been at 3rd Street for three years. It's been a great three years socially and academically. The teachers have been amazing, challenging, engaging, warm and professional. There is indeed an effort to make sure children prepare for the annual state testing, but in a way I find to be completely appropriate -- what is tested is what should have been learned that year, so why not test?! The curriculum is traditional -- rigorous study of language arts and mathematical concepts -- and uses those core skills to explore social studies and physical sciences. Thanks to district programs and parent-funded providers, my child benefits from visual arts, music, drama and technology "pull-out" classes during the school day, as well. Is everything perfect? No. It's chaotic and messy, as one might expect any place with 750 kids between 5 and 11 years old to be. Limited resources make sometimes routine things (fixing a lightbulb, trimming a tree) a bureaucratic challenge. But parents are invited to take ownership, to get involved and make a difference -- in whatever way they can. I, for one, have enjoyed the challenge, and think my child will leave the school well-rounded for it!
—Submitted by a parent


Posted August 8, 2012

At first the school appeared warm and inviting, but it became clear early on that the parents run the school and decide the outcome of many programs. It was obvious by the School Site Council, FOT, PTA, and KDLP program that if you were not a part of one of these groups or cliques, then you would not get much say or opportunity at this school. For working parents, this school is average at best when it comes to allowing different ideas for programs. They could benefit from hosting a meeting in the evening occasionally instead of always in the early mornings which is very difficult for a working parent. If this were the only issue, I would not comment. The school bullying plays a huge part of the school climate. Parents bully other parents to conform and donate, donate, donate money all the time. There were at least 3 counts of harassment that my child experienced and bullying with the lack of adequate supervision on the yard. Teachers get a time for their lunch, but I think the school needs the teachers to supervise more on the yard. If the principal would reign in her parents who act like they run the school, I think Third Street would be much better off.
—Submitted by a parent


Posted December 13, 2011

No school is perfect, but Third Street is about as good as it gets, public or private. I've read through the other comments and seen some concerns expressed about bullying. I've been a parent at the school for 6 years and I just haven't seen it as a pervasive problem. There are four or five kids (both boys and girls) who seem to be the trouble makers, but it's dealt with to the extent it can be at a public school. I wouldn't let concern about bullying keep you from sending your child here. As for other comments about issues with the parents who are involved in fundraising at the school, I'm thankful for them and their efforts which provide an incredible amount of additional enrichment programs and resources to all the students that aren't possible within the shrinking public school budgets, like a full-time librarian, full-time tech/computer instruction and new Apple computers, hi-speed wireless in classrooms, music program, extra field trips and more. The school is a wonderful melting pot of ethnic and economic diversity, and if you embrace that, you'll be welcomed into a true community. The academics are as good as any private school. Third St is a great learning environment.
—Submitted by a parent


Posted August 19, 2011

My child attended this school last year. Because of parent fundraising, the school is able to provide lots of extras like field trips, a computer lab, and a music program. There is a lot of pressure to give money and volunteer, but it's still a bargain compared to private school. The school could do more to address bullying. I also think kids should be grouped so they can work on more challenging material if they are ready for it and/ or catch up in areas of weakness.
—Submitted by a parent


Posted July 17, 2011

One child graduated from 3rd, and the last one will be graduating in 2012. We feel lucky we had the best public elementary school to go to in our neighborhood. The academics is superior, as evidenced by the top scores, but the nicest part of 3rd is the community of parents that we've developed over the years. An unpretentious, welcoming group of people with well-behaved children. The students are very respectful and sweet and the teachers are dedicated (some more than others). It's a school that embraces different cultures, very welcoming.
—Submitted by a parent


Posted May 9, 2011

The school needs a zero tolerance approach to bullying. By the fourth grade, there is already a hostile environment for the children. Teachers are not trained to deal with bullying, and the principal is not interested in dealing with it. The fundraising organization rules the school--including the principal. The physical campus is nice,parents are welcome and there are lots of opportunities for parents to get involved.
—Submitted by a parent


Posted February 12, 2011

I love this school. I went there from KIndergarten to 3rd grade, and the only reason I switched schools was because I got into a magnet. My teachers were very nice, but some of my other friend weren't as lucky as me teacher wise.


Posted December 11, 2010

I love this school because there is a program called KDLP, and it helps people learn the Korean culture.


Posted May 19, 2010

Overall a fantastic school - a large supportive parent group, diverse cultures, excellent language program and strong emphasis on academic performance. The teachers are great and work hard to give our students one of the best public school educations in Los Angeles.
—Submitted by a parent


Posted May 4, 2010

great teachers, supportive environment, wonderful mix of cultures, strong academic emphasis with a wide range afterschool enrichment opportunities. Parent run -fundraisers have allowed 3rd St Elementary to maintain arts/music and reading programs...
—Submitted by a parent


Posted November 18, 2009

The principal Dr. Oh was named prinicpal of the year by LAUSD. My son had emotional issues and all were addressed by a hard working staff and he graduated in '06. I am now planning to enroll my grandson there next Fall '10. Homework is required except for Fridays because of their high academic standards and EXPECTATIONS. It has a very STRONG parent group and no stone goes unturned to find solutions for the school current and pressing issues. The parents raise the money for the salaries for the Librarian, Music Teacher and special projects as needed by the students.
—Submitted by a parent


Posted September 28, 2009

Great teachers, great staff, great leaders, great students, great families and great fun!
—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

946

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

946

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-1

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 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)

5 / 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.

109 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
91%

2011

 
 
94%

2010

 
 
89%
Math

The state average for Math was 65% in 2013.

109 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%

2011

 
 
96%

2010

 
 
92%
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.

116 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
87%

2011

 
 
80%

2010

 
 
77%
Math

The state average for Math was 66% in 2013.

116 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%

2011

 
 
86%

2010

 
 
90%
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.

111 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%

2011

 
 
92%

2010

 
 
77%
Math

The state average for Math was 72% in 2013.

110 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
94%

2011

 
 
95%

2010

 
 
83%
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.

100 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
89%

2011

 
 
78%

2010

 
 
89%
Math

The state average for Math was 65% in 2013.

101 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
76%

2011

 
 
76%

2010

 
 
84%
Science

The state average for Science was 57% in 2013.

102 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
80%

2011

 
 
77%

2010

 
 
90%
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 Students90%
Females93%
Males85%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged87%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learner86%
Fluent-English proficient and English only92%
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)100%
Parent education - college graduate96%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students92%
Females93%
Males90%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged91%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
English learner95%
Fluent-English proficient and English only89%
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)100%
Parent education - college graduate92%
Parent education - graduate school/post graduate94%
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 Students83%
Females82%
Males83%
African Americann/a
Asian84%
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)90%
Economically disadvantaged63%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability84%
English learner77%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate83%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students94%
Females95%
Males93%
African Americann/a
Asian97%
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)93%
Economically disadvantaged88%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learner96%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)92%
Parent education - college graduate97%
Parent education - graduate school/post graduate97%
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 Students92%
Females93%
Males90%
African Americann/a
Asian94%
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)93%
Economically disadvantaged83%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learner80%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)87%
Parent education - college graduate94%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students97%
Females97%
Males96%
African Americann/a
Asian100%
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)93%
Economically disadvantaged92%
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability96%
English learner92%
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)93%
Parent education - college graduate100%
Parent education - graduate school/post graduate90%
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 Students87%
Females90%
Males84%
African American83%
Asian88%
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)97%
Economically disadvantaged75%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learner45%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate91%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students79%
Females74%
Males82%
African American67%
Asian83%
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)90%
Economically disadvantaged65%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability79%
English learner55%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate87%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Science

All Students76%
Females82%
Males71%
African American75%
Asian83%
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)79%
Economically disadvantaged67%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability78%
English learner42%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate80%
Parent education - graduate school/post graduate74%
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
Asian 58%
White 25%
Hispanic 8%
Black 5%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 19%N/AN/A
English language learners 32%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
ELL/ESL Coordinator
Gifted specialist(s)
Librarian/media specialist(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by school officials and community members.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Painting
  • Photography

Language learning

Staff resources available to students
  • ELL/ESL Coordinator
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)

Gifted & talented

Staff resources available to students
  • Gifted specialist(s)
Note: Data provided by school administrators and community.
School leaders, update and verify information here.
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 404 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
70%
agree
 
District average
72%
agree
 

Parents

This school

 
70%
 

District average

 
70%
 

Students

This school

 
70%
 

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
71%
agree
 
District average
77%
agree
 

Students

This school

 
71%
 

District average

 
74%
 
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
72%
agree
 
District average
70%
agree
 

Parents

This school

 
89%
 

District average

 
78%
 

Students

This school

 
54%
 

District average

 
58%
 
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
67%
agree
 
District average
68%
agree
 

Parents

This school

 
67%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents15125%
Students25376%

12012-13 Los Angeles Unified School District School Experience Survey

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Suzie Oh
Fax number
  • (323) 939-3098

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • ELL/ESL Coordinator
  • Gifted specialist(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
Foreign languages spoken by staff
  • Spanish
School facilities
  • Art room
  • Auditorium
  • Cafeteria
  • Computer lab
  • Library
  • Music room
  • Parent center
  • Performance stage
  • Playground
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

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

Sports

Boys sports
  • Basketball
  • Flag football
  • Ice hockey
  • Kickball
Girls sports
  • Kickball

Arts & music

Visual arts
  • Painting
  • Photography
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Volunteer time after school
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

To learn more about enrolling, please call the school.
 

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.

 
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201 South June Street
Los Angeles, CA 90004
Phone: (323) 939-8337

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