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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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!
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
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
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
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
My son is in Kindergarten and Loves it. MS. Oh is an excellent teacher.
—Submitted by R P, a parent
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
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
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
This school is O.K. considering the location and mixture of ethinc groups.
—Submitted by a parent
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.
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.
174 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
174 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.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
150 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.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
133 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
122 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 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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 | 60% |
| Females | 67% |
| Males | 55% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 58% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 67% |
| All Students | 59% |
| Females | 54% |
| Males | 63% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 59% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 59% |
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 | 43% |
| Females | 43% |
| Males | 43% |
| African American | n/a |
| Asian | 66% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 24% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 79% |
| Females | 78% |
| Males | 80% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 74% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
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 | 68% |
| Females | 70% |
| Males | 66% |
| African American | 64% |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 44% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 62% |
| All Students | 71% |
| Females | 71% |
| Males | 71% |
| African American | 55% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 51% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 69% |
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 | 53% |
| Females | 49% |
| Males | 56% |
| African American | n/a |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 11% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 58% |
| Females | 54% |
| Males | 61% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 26% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 63% |
| Females | 56% |
| Males | 69% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 26% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 63% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 62% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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745 South Wilton Place
Los Angeles,
CA 90005
Website: Click here
Phone: (213) 389-1181
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