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GreatSchools Rating

Twenty-Fourth Street Elementary School

Public | K-5

 

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Living in Los Angeles

Situated in an inner city neighborhood. The median home value is $245,000. The average monthly rent for a 2 bedroom apartment is $1,330.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted August 13, 2013

Today I notice a big change in the school. Parents and students were greeted with great energy from the school staff. The teachers looked eager to teach. Staff were all over the place helping others. I think this year will be one of the first and many more to come were you are going to see positive changes through out the whole school.
—Submitted by a parent


Posted October 28, 2012

Twenty-Fourth School is the worst in all of LAUSD! Totally out of compliance in sooooo mant ares. The principal is never called on anything because she is protected by her LAUSD buddies ( they were sor. sisters). This makes me so sick, that this goes on. But then again LAUSD puts the least effective administrators in the lowest schools and never LOOKS BACK!
—Submitted by a teacher


Posted August 30, 2011

My son attended this school and was not a happy camper. The school has struggle in their State test for many years. Teachers are no longer teaching as they should , they teaching to past the State test. I once ask to speak to the Principal and was told I needed an appointment. Once I scheduled an appointment the Principal was to busy to meet with me. It seems to be a facade to "try" and meet their API target, since the curriculum and administration does not really care about our children's education.
—Submitted by a parent


Posted August 16, 2011

All of the skilled teachers have not left this school. There are still many veteran and highly qualified teachers at this school who haven't lost faith or confidence that all students can learn. It is very important that everyone is actively involved in the education of the child. From the parent who is the first teacher to the educator who takes over where the parent began. The children are our future and we must all give more than 100 % to make sure the children are receiving everything they need in order to become a productive citizen.


Posted April 17, 2011

The principal has no business being a principal. She has never taught and does not even possess a teaching credential. She has no ability to move this school forward academically. She operates by intimidation. Most of the experienced teachers have left since her arrival. This school is a sinking ship with her at the helm.


Posted May 26, 2010

24th St. Elementary has really disappointed me from the adminstration to the teachers. The principal seem to not have a handle on the performance of the school or the teachers. My daughter is in the second grade and she has a teacher that does not follow the curriculum. I had my other daughter removed from the school due to their inability to provide properly credentialed special eductation teachers. the principal does not take an active role in greeting the students she is lacking in social skills. All of the skilled teachers have left the school since this principal has been there. My daughter will no longer be attending 24th St. next year. It's a shame that I have to take my child out of her community to get an education. I believe the State should take over this school. They have been on PI for 5 years.
—Submitted by a parent


Posted September 5, 2009

Leadership is what the school lacks! For PK culminations the principal was not there to give a speech or at least her presence should have been enough. culmination dates are set ahead of time in order for the principal to be aware. What kind of leadership do we show our kids. My son will no longer go there. My4th grade daughter has been attending there since PK is a shamed how the school has fallen in all aspects starting with principal. If anything the previous years the teachers have brought out the best of the students. Thanks for those wonderful teachers!
—Submitted by a parent


Posted August 25, 2009

lots of sdministrative support. Poor staff communications.
—Submitted by a parent


Posted June 10, 2008

Horrible Administration. No Leadership. The teachers are great and work as hard as they can, but administration continually puts up roadblocks.
—Submitted by a teacher


Posted June 27, 2007

The assistant principal is great. The last day of school the teacher speaks to me for the first time and tells me that my daughter is going to stay behind because she isn't doing well in reading. How come this was never brought to my attention before the last day of school. [The teacher] is not here for the children or to help them move on. She has done nothing to help my daughter. She is no part of 'No Child Left Behind'.
—Submitted by a parent


Posted June 1, 2007

The teachers are great and try very hard. The Assistant Principals also will bend over backwards; the Principal not so much. The school has gone downhill this year. The new Principal cancelled the extracurricular dance program and Halloween Faire. My [older child] is often bullied and his food is taken. My Kinder and 1st grader love the school but I am afraid that the older grades get very rough! I'm looking for a new school four next year. Also, the school is weak in Math.
—Submitted by a parent


Posted August 25, 2006

I have one child at this school, and I can't wait for the first chance that I get to move her out of there. The test scores for this school are terribly low. The school has no music,art, drama programs. It seems like it's only there for the basics and nothing extra.
—Submitted by a parent


Posted May 31, 2006

Staff is nice, but the test scores are low
—Submitted by a parent


Posted July 31, 2005

Their teachers care and try hard. But the school lacks leadership.
—Submitted by a teacher


Posted July 31, 2005

This school has very caring teachers especially Ms. Goodman and Mr Goldstein -thank you!
—Submitted by a parent


Posted April 16, 2004

I think this school is great I have a 1st grader and a 5th grade student. I love my children teachers. They really take time to help. You can t find that any more with teachers. The vice principal is wonderful she gets down to business. Thanks ms.calhoon, ms.bautista & mr.wakeman thank you for making my kids make a difference in the future. Angela Robinson
—Submitted by a parent


Posted March 31, 2004

The Vice-Principal, Tracy Calhoon, is the best thing going for the school. She is new and knows how to work with the kids and parents well. My sons are in the 1st and 5th grades. They both have excellent teachers. The teachers over all are good. You can't get better education.
—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

663

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

1 / 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

663

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

-2

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)

1 / 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)

1 / 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.

99 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
46%

2011

 
 
34%

2010

 
 
21%
Math

The state average for Math was 65% in 2013.

99 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
43%

2011

 
 
39%

2010

 
 
21%
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.

102 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
19%

2011

 
 
23%

2010

 
 
17%
Math

The state average for Math was 66% in 2013.

102 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
35%

2011

 
 
36%

2010

 
 
34%
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.

100 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
32%

2011

 
 
21%

2010

 
 
33%
Math

The state average for Math was 72% in 2013.

100 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
21%

2011

 
 
44%

2010

 
 
36%
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.

84 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
29%

2011

 
 
31%

2010

 
 
23%
Math

The state average for Math was 65% in 2013.

84 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
46%

2011

 
 
46%

2010

 
 
34%
Science

The state average for Science was 57% in 2013.

84 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
27%

2011

 
 
39%

2010

 
 
23%
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 Students33%
Females38%
Males30%
African American40%
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 disadvantaged34%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability39%
English learner28%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
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 state36%

Math

All Students36%
Females40%
Males33%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability42%
English learner39%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
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 state41%
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 Students19%
Females20%
Males18%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability20%
English learner8%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate21%
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 state15%

Math

All Students46%
Females44%
Males46%
African American41%
Asiann/a
Filipinon/a
Hispanic or Latino46%
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 disability46%
English learner25%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate24%
Parent education - high school graduate47%
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%
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 Students33%
Females36%
Males31%
African American53%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disability11%
Students with no reported disability38%
English learner12%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate25%
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 state38%

Math

All Students29%
Females26%
Males33%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantagedn/a
Students with disability17%
Students with no reported disability33%
English learner26%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate33%
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%
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 Students29%
Females32%
Males26%
African American32%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability34%
English learner12%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate47%
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 state24%

Math

All Students23%
Females23%
Males25%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability29%
English learner15%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate40%
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 state16%

Science

All Students21%
Females16%
Males28%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantagedn/a
Students with disability7%
Students with no reported disability24%
English learner9%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate27%
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 state18%
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 81% 52%
Black 18% 6%
American Indian/Alaska Native 0% 1%
Asian or Asian/Pacific Islander 0% 11%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
White 0% 26%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 90%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012
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 483 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
60%
agree
 

Parents

This school

 
44%
 

Students

This school

 
77%
 
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
69%
agree
 

Students

This school

 
73%
 

Employees

This school

 
64%
 
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
53%
agree
 

Parents

This school

 
48%
 

Students

This school

 
50%
 

Employees

This school

 
60%
 
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
35%
agree
 

Parents

This school

 
51%
 

Employees

This school

 
20%
 
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
48%
agree
 

Employees

This school

 
48%
 

Based on surveys from:

 RespondentsResponse rate
Parents20234%
Students25988%
Employees2233%

12012-13 Los Angeles Unified School District School Experience Survey

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School basics

School Leader's name
  • Marry Sullivan
Fax number
  • (323) 730-1865

Resources

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

Apply

 

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Notice an inaccuracy? Let us know!

2055 West 24th Street
Los Angeles, CA 90018
Website: Click here
Phone: (323) 735-0278

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