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GreatSchools Rating

Wilton Place Elementary School

Public | K-6 | 957 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating
2010:
Based on 2 ratings

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Parent involvement

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16 reviews of this school


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Posted June 18, 2012

My son attended Pre-K with Ms. Alcala and Mr. Nicolas and I have to say, they are great teacher's. They are very dedicated to the children and I just love the individual attention towards the students. They take the time to get to know each and every one of their student's and the parent's as well. My son came in late to the class and caught up pretty quick due to the teacher's dedication. My son loves his teachers. Too bad he won't be attending this elementary any more.
—Submitted by a parent


Posted February 26, 2012

If you have a gifted child you should check out Wilton. They became a school for advanced studies and the teachers are being trained on providing GATE education. They have a terrific theatre teacher and orchestra. So if you have been looking for a magnet this is a good alternative because you can get in on an SAS permit without living in the area. Their scores for SAS classes are higher than the magnets. But don't just drop your kids off. You need to communicate with the teachers and principal and be on top of your child's education.
—Submitted by a parent


Posted November 1, 2011

I lived in this area for 15 years and had siblings come and go from this school. This school was great years past there were caring teachers that would go above and beyond for there students, but sadly they lost many to other schools and the lack of leadership from administrative staff coming in didn't help the situation. Both of my children attended this school and both of my children were identified by the district as gifted and they did not receive any support or enriched curriculum in there years there. My daughters teacher did not prepare or address many of the Mathematics they had to learn for her upcoming year in Middle school, she focused more on other subject matter that did not relate to their advancement. I had to enroll my daughter in Sylvan in the summer to be prepared and on equal grounds with the middle school curriculum. My sons 3rd grade teacher in fact gave me a list of books and material to help my daughter.Thank you Ms. Ruiz.I found out the following year that many students from my daughters class scored below average in their State testing. My daughter usually scored advanced in these test scored average for the first time. Her teacher retired that year.
—Submitted by a parent


Posted December 23, 2010

My child has taken K, 2nd and 3rd grade. We lived in nice area in central coast for her 1st grade. Teachers do really care about students and parents. School needs some improvement to rebuild the momentum. 1. Low score by some of the students is hurting school. 2. It's not that the school does not care about parents. Parents in general don't care much about school. 3. Language is definitely a big barrier, especially for parents. It seems to segregate the school body however... Korean sand Hispanic students. They need new idea to mix it up. 4. No art, music, gym.... LAUSD however looks at the number only to give money... Principal is completely depressed about this... 5. Needs renovation! They built 2 new schools. Wilshire Park and Charles Kim, and money seems to flow in that direction. How unfair! Overall, it's a good school. I trust the faculty and teachers more than anything. They need to PUSH parents to help make it better.
—Submitted by a parent


Posted March 26, 2010

I think this school has a lot to improve on. The communication between school and parents are very bad. The school is about 35% Korean speaking parents and I have yet to see a Korean translator at any of the meetings. Please Wilton PLace...
—Submitted by a parent


Posted February 24, 2010

This school has the worst administration!, as well as coordination. This school really needs help and lots of organization for the teachers as well for the students. The education at the school is really bad! One of the worst schools, do not enroll your child if you really want your child to learn; enroll your child elsewhere!


Posted July 7, 2009

Is one of the best school around and every single way from staff ,principal,teachers, safety and when they organize meetings thanks for all the big job you guys make possible
—Submitted by a parent


Posted May 9, 2008

The school has excellent leadership and teachers and fantastic language immersion programs in Spanish/English and Korean/English. Our daughter is learning a second language and that's an invaluable asset. One just would wish that Cal State Government comes to its senses and does not cut the education budget. Here's a school without the 'Beverly Hills kind-of-funding' that does well and will have to fight so much harder to succeed if money is not coming in.
—Submitted by a parent


Posted March 26, 2008

I think this school it's one of the best my son and i can agree with they have great programs before & after school programs . As well the teachers ..... yeah for all staff at wilton Pl Elementary school
—Submitted by judy tapia, a parent


Posted November 26, 2007

Hi: My son is attending Wilton Place Elem. School, he is a kinder, his teacher, Ms. Lee is great, I say that because I can see improvement in his studies, and I am happy to see that, especially seeing that this is my first experience has a mom and a kinder at that, keep up the great work Ms. Lee and also Wilton Place...... Eleanor F
—Submitted by a parent


Posted September 29, 2006

My son is in Kindergarten and Loves it. MS. Oh is an excellent teacher.
—Submitted by R P, a parent


Posted February 8, 2006

The Korean Dual Language program here is excellent! There is much enrichment in the area of academics. The school on a whole is run very well with much parent support. Music, art, and sports are all highly valued, but because of the size of the playground sports are severely low. Parent involvement is superb with much participation in fund raising, teacher support, and help provided at home. It is clear that a majority of teachers at this school truly love children and are extremely dedicated to teaching.
—Submitted by a parent


Posted December 26, 2005

Overall, excellent teaching staff. Gifted program teachers are extremely qualified. Principal and administrators are responsive to parents. Excellent dual-language (English/Korean) teachers. Have two kids attending, am very pleased with the education they are receiving. A++++ rating!
—Submitted by S Christensen, a parent


Posted October 5, 2005

I have one child that attends this school and one that just graduated. I believe it is an excellent school. The teaching staff goes beyond their job duties. They are proficient, patient, and hard working. The students are fully engaged and challenged. Although the curriculum is taught to challenge the students, the teachers are very supportive and see to it that each child gives his/her best to meet those challenges.
—Submitted by a parent


Posted September 10, 2005

This school is O.K. considering the location and mixture of ethinc groups.
—Submitted by a parent


Posted August 17, 2004

There is always room for improvement in all areas but this is a safe and clean school. The principal is a wonderful person, open and available for parents. He really takes care of parents concerns, very dynamic person, very positive attitude. His leadership makes me have hope about my son's future. I invite other parents to expresse their concerns to him and to get more involved in your kids school activities.
—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 2012.

This school's
API score

820

Change from
2011 to 2012

+13

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school 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 2012

This school's
API score

820

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
2011 to 2012

+13

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

5 / 10

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

3 / 10

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

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

174 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
54%

2010

 
 
63%

2009

 
 
54%
Math

The state average for Math was 64% in 2012.

174 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
59%

2010

 
 
66%

2009

 
 
58%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

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

149 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
45%

2010

 
 
41%

2009

 
 
43%
Math

The state average for Math was 69% in 2012.

150 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
78%

2010

 
 
65%

2009

 
 
68%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

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

131 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
63%

2010

 
 
60%

2009

 
 
62%
Math

The state average for Math was 71% in 2012.

133 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
59%

2010

 
 
65%

2009

 
 
62%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

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

122 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
57%

2010

 
 
55%

2009

 
 
47%
Math

The state average for Math was 65% in 2012.

122 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
58%

2010

 
 
60%

2009

 
 
55%
Science

The state average for Science was 60% in 2012.

122 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
58%

2010

 
 
45%

2009

 
 
42%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 55% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students60%
Females67%
Males55%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability63%
English learner58%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate39%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)55%
Parent education - college graduate77%
Parent education - graduate school/post graduate69%
Parent education - declined to state67%

Math

All Students59%
Females54%
Males63%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability63%
English learner59%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate30%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)58%
Parent education - college graduate84%
Parent education - graduate school/post graduate77%
Parent education - declined to state59%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students43%
Females43%
Males43%
African Americann/a
Asian66%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability43%
English learner24%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate17%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)41%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Math

All Students79%
Females78%
Males80%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability79%
English learner74%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate58%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)78%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state82%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students68%
Females70%
Males66%
African American64%
Asian80%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability68%
English learner44%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate48%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)58%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%

Math

All Students71%
Females71%
Males71%
African American55%
Asian84%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability73%
English learner51%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate54%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)63%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to state69%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students53%
Females49%
Males56%
African Americann/a
Asian72%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability55%
English learner11%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate37%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state55%

Math

All Students58%
Females54%
Males61%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability58%
English learner26%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate46%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to state55%

Science

All Students63%
Females56%
Males69%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability66%
English learner26%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate46%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 49% 49%
Asian 43% 8%
African American 4% 7%
Filipino 2% 3%
White 1% 28%
American Indian or Alaska Native 0% 1%
Multiple or No Response 0% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 163%N/A24%
Students eligible for free or reduced-price lunch program 262%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 53% 85%
Korean 45% 1%
Bengali 1% 0%
Filipino (Pilipino or Tagalog) 1% 1%
All other non-English languages 0% 1%
Cantonese 0% 2%
Hindi 0% 0%
Indonesian 0% 0%
Serbo-Croatian (Bosnian, Croatian, Serbian) 0% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

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

Teacher experience

  This school District averageState average
Average years teaching in district 13N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

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

School basics

School Leader's name
  • Jung Kim
Special schedule
  • Year-round
Fax number
  • (213) 387-5192
School leaders can update this information here.
Notice an inaccuracy? Let us know!

745 South Wilton Place
Los Angeles, CA 90005
Website: Click here
Phone: (213) 389-1181

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