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Teacher quality
Principal leadership
Parent involvement
I have been very impressed with this charter school, it is run by a strong group of involved parents and caring, creative teachers. My son has done well in K and now 1st grade and has formed lasting friendships and blossomed in his learning. There is much here to be admired, including the innovative ways the community raises money, stays organized and takes action -- the new principal this year was just ousted for not stepping up and being a positive, present leader. The only cons for me personally -- the large number of students, the lack of real-world diversity and the ongoing issue of campus security.
—Submitted by a parent
Westwood Charter is a very warm nurturing inclusive school. Both of my children went there. There were fun after-school programs as well. It rivals many private institutions. Children blossom there. The teachers and Administration do care.
—Submitted by a parent
It's quite obvious that Westwood Charter has a great sense of community. As a possible future attending family, I'm curious to see more reviews about academic instruction: is there a lot of ditto/text work or more holistic approaches, such as Writer's Workshop, literature groups, Cognitively Guided Instruction for math, Foss kits / inquiry based science, etc? I ask because our older child attends a highly reputable school, state scores off the charts, but her classroom could NOT be more teacher and test centered - I couldn't be more disappointed. The classroom sorely lacks lifelong learning skills needed for success the 21st century. I hope it's a different story here.
—Submitted by a parent
I used Great Schools to research the best elementary school for our daughter when we moved to LA. We really lucked out that Westwood Charter Elementary was our first pick and we were able to move nearby. Unlike so many charters it is truly a neighborhood school. No competitive lottery with donations flying around from rich donors who buy their way in. If you live in the district, you're in. The acedemic level of excellence is very high, and the only complaint I hear is that some parents do like the challenging academics. I don't mind and my daughter has grown SO MUCH since we started in the middle of 1st grade. There is also an amazing art teacher, music teacher, P.E. teacher, and even a full time gardening teacher. A brand new library and so much parental involvement. When LAUSD makes cuts, the WISE board kicks in with $ and I'm amazed by their fundraising success. It's been a charter school for over 20 years so it's been around... The old principal was incredible and I'm not surprised that the new principal who replaced her seems just as special. I guess any principal would love to be at Westwood Charter! Highly recommend.
—Submitted by a parent
Well, I guess I'm a parent of one of those "slightly above average" students that the previous two reviewers had the misfortune of having in their little genius' classes. I feel awful that my child has skewed their learning opportunities. However, I have found the teachers overly caring, supportive, and constantly encouraging my child to be the best she can be. The parent involvement is great. True, the office personnel are horrible and rude. But if you can look past that, your will find an excellent, neighborhood gem that prepares children very well for the future.
—Submitted by a parent
If your child is average, then send them here. They have a lot of enrichment that you won't find in other cash strapped schools. However, if your child is highly/profoundly gifted then you need to find a better match for them. They do not know how to help extremely bright kids. They misdiagnosed my son and gave him services that were not appropriate for his needs. Thank goodness I had the foresight to pull him out before more damage was done.
—Submitted by a parent
We found the teaching methods were not consistently rigorous and yearned for a teacher who required regular spelling tests and the basics even in the lower grades. One teacher did not challenge my older child and required him to do "busy" math exercises instead of accelerating his learning. She was incapable of educating a gifted student. Despite its fierce nature to raise money from parents, the Charter school (and Charter administration) refused to pay for testing needs and we didn't feel that the the money raised should go into teachers' assistants. It's a good school, but we wished for more rigorous academic standards and received an opportunity to transfer my children to a magnet. When I asked my older child what the difference was between his current school and Westwood Charter, he felt that the lessons at Westwood flowed like molasses with too many students who didn't understand math concepts. As a working mother, I felt that it was very difficult to obtain information from the administration.
—Submitted by a parent
In general Holy Angels prepared my daughter well for college. (This also applied to the older child, a few years ahead) She had a good background in most subject areas and was able to take on both the quantity and the individual responsibility aspects of college work. She acquired a love of Italian and (in the earlier grades) of French. The partnership with FDU enabled both girls to get a head start at college as they received Middle College Program(MCP) credits for some subjects - allowing them to bypass some core credit requirements and either move ahead faster or do more interesting electives at college. The one area of concern was math which was a struggle and where I found I had to pay extra for tutorial assistance.
—Submitted by a parent
This is a school full of wonderful teachers that work with each childs strong points and help with the weak points. My daughter has excelled in academica and confidence in this very supportive environment.
—Submitted by a parent
As a parent whose child went to 3 different elementery school I could fairely call myself a good Judge. In no other school I have seen such a close neat of parents teamwork and so much caring and sensitivity to every child's needs. It is a place where all talents are tended and flourished.
—Submitted by a parent
We are new to the school this year, and have found the office staff to be HORRIBLE. They are consistently rude, unfriendly, and unhelpful. If you can get past that than you will find an incredible school filled with teachers and parents who truly care about your child s learning. It is refreshing to see the teachers and parents working so well together.
—Submitted by a parent
It's such a great neighborhood school with an amazing group of families that share the common belief that it takes a village to raise a child...
—Submitted by a teacher
The culture of the school dictates that teachers and parents must work as a team in order to bring success to each and every student. This is a constant reminder when the grades are refered to "family" (e.g., 1st grade family).
—Submitted by a parent
Westwood Charter is incredible. It's a save learning environment with a comprehensive cirriculum. Emotional and intellectual support is there for all students
—Submitted by a parent
I have been very impress the couple of times we have visited the school. My grand children have been involved in some very wonder classes. The theater department is fantastic. My grandchhildren love the school and I think that is important. They respect their teachers. When I visited the school last year and couldn't find my grand sons class, every one was very pleasant and helpful
because of the support of the parents, local community and the programs it provides
Why do you love Westwood Elementary School? There's nothing more valuable than a good education and that's what you get at Westwood!
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
143 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 86% |
| Males | 80% |
| African American | 83% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 86% |
| Students with disability | 29% |
| Students with no reported disability | 89% |
| English learner | 63% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 85% |
| Males | 87% |
| African American | 100% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 87% |
| Students with disability | 36% |
| Students with no reported disability | 91% |
| English learner | 50% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 81% |
| Females | 82% |
| Males | 79% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | 73% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 85% |
| Males | 94% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 95% |
| Females | 98% |
| Males | 94% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 93% |
| Males | 92% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 92% |
| Females | 91% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 84% |
| Males | 86% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 93% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 72% | 28% | ||
| Asian | 15% | 8% | ||
| Hispanic or Latino | 5% | 49% | ||
| African American | 3% | 7% | ||
| Multiple or No Response | 3% | 3% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 5% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Farsi (Persian) | 29% | 0% | ||
| Japanese | 22% | 0% | ||
| Spanish | 16% | 85% | ||
| Korean | 7% | 1% | ||
| Russian | 7% | 0% | ||
| Urdu | 7% | 0% | ||
| Hebrew | 4% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Polish | 2% | 0% | ||
| Portuguese | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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2050 Selby Avenue
Los Angeles,
CA 90025
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Phone: (310) 474-7788
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