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GreatSchools Rating

Goethe International Charter School

Charter | K-5 | 160 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 11 ratings
2013:
Based on 9 ratings
2012:
Based on 11 ratings
2011:
Based on 9 ratings

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47 reviews of this school


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Posted Wednesday, April 16, 2014

There is a HUGE amount of parent participation at Goethe and that's what makes it so amazing. It's a hands-on school. This builds community and kindness between parents and staff members. Children are kind to each other, as kindness is a number one rule! Goethe definitely deserves recognition for all of it's wonderful qualities.
—Submitted by a parent


Posted April 5, 2014

Goethe is awesome! We never get bored in this school. There is always something good happening
—Submitted by a parent


Posted April 3, 2014

Goethe is a unique gem of a school. Between the IB curriculum, German immersion, caring community, Friday breakfast caf s, and amazing teachers and international interns, this school has it all in a way I can't imagine any other school does. My two boys are thriving here. The Executuve Director is caring and approachable and the teachers are passionate and seem to love what they do. I highly recommend this school!
—Submitted by a parent


Posted April 3, 2014

The word kindergarten comes from the German word literally meaning "children's garden." The term was popularized in 1840 by Friedrich Froebel who envisioned a setting where children could thrive, develop and be nurtured. Much like an actual garden, Froebel wanted an environment in which children could tend to their budding, natural curiosity about the world and, in turn, be cultivated into playful, social, healthy individuals. I have volunteered at several schools and am certified to teach and direct. I am currently a stepmother of a child attending Goethe. I must say that the curriculum as well as the staff are outstanding! Goethe is a dual language immersion school that promotes independence in a small environment. Your child will not fall through the cracks here! Why learn German? Because, Germany is the 5th largest economy in the world and you want to give your child the best opportunity you can. Goethe is a Charter School that is tuition free! My stepdaughter started in Kindergarten and within a little over 2 years speaks, writes and reads German fluently. She is officially trilingual.


Posted April 3, 2014

Goethe International Charter is an amazing school! My child goes happily to school every day and on some days actually hurries me out of the house to be able to partake in the pre-instruction running club they have going on daily. The IB based curriculum really makes children want to learn and ask critical questions as opposed to mere memorization. The project based learning approach makes children curious and demands that they look at subjects from all different angles. Though we are a bilingual family and can support the German immersion at home, I am amazed at the level of competency that many of my son's friends display when talking German to me, many of whom have no German support at home. GICS works! The one and only improvement that the school needs to make is that they need to move to a different building since the space is shared with a middle school. There are huge efforts underway to do so. The school's parent community is very involved and is a huge fundraising and volunteer force. They exemplify parent involved education. Go Goethe!
—Submitted by a parent


Posted April 3, 2014

We absolutely love this school. Our oldest started when it opened in 2009 and we now have three children attending. We are grateful that our mixed children are part of an international community that hails from Portugal, Spain, Russia, Sweden, Hungary, Romania, Turkey, Greece, Morocco, Iran, Japan, Korea, Mexico, Nicaragua, El Salvador, Brazil, Peru, among many more, and a teaching staff that has taught in Germany, Japan, Chile, Columbia, etc. It's a pleasure listening to all the different languages spoken on campus. We support the IB learner profile, the Units of Inquiry, the Caring School community, even the Think Cards :) Oh, and don't forget the pen pals in Berlin! Yes, there are fundraising and volunteer expectations, but even at a $20-30K/yr private or parochial school, you are expected to contribute time and $$$$ on top of tuition payment. In my opinion, these fundraising and volunteer opportunities are a great way to meet other parents. My personal favorite are our shine-the-school and garden clean-up days. And on many such occasions, we ended up walking away with plans for a dinner and/or a playdate with our new friends.
—Submitted by a parent


Posted April 2, 2014

My school has a heart, excellent teachers, innovative curriculum, dual language emersion, motivated students, compassionate leadership and a community that cares deeply about the success of all the students. In addition to the 900+API, our success is measured in how our children are critical thinkers and life long learners.
—Submitted by a parent


Posted April 2, 2014

We love this school - as it is one of the few real diverse schools in LA. Not only do we have a lot if different nationalities, but most of the children attending are somehow mixed. Either their race, there nationalit and I would even go as far as religion. The teachers embrace these differences and somehow build them into the curriculum. My kids love to go to school each morning and I feel lucky that we found this place to give them a great start into their future!
—Submitted by a parent


Posted March 24, 2014

I don't normally post reviews, but something from a couple other reviews prompted me to do so. The reviewers that said Goethe is not diverse were shocking to me, as that was one of the reasons I sent my child here! Many schools in the area offer little to no diversity whatsoever. My child learned about all the different holidays and events, from Martin Luther King Day, to St. Valentines Day, to Black History month, to President's Day etc. I have found the school to be quite diverse, not only in its population, but in its teachings. I gave four stars because of the constant campaigning for money, donations, etc. I guess all schools do that now, but I still find it exhausting. Additionally, there's a gala fundraiser auction coming up, and the tickets are $90 to $100 per person! That automatically eliminates lower-income families from being able to attend. Instead of making the ticket prices lower so MORE people could attend, the tickets are high so only certain people will be able to attend. That, I think is a poor decision. Overall, the organization of the school does need work. However, I am pleased with the curriculum thus far.
—Submitted by a parent


Posted March 23, 2014

Awesome news for this school. The school was just RECOMMENDED by a site visit team to be a CALIFORNIA DISTINGUISHED SCHOOL!!! This is an incredible achievement for a school only 5 years old! The review team came from Laurel Street Elementary, an extraordinary school in the Compton District. Diversity is part of the picture that they are making of the school. As to the other review about lack of diversity, I really take issue with this.There are over 45 nationalities represented! My child is interacting daily with kids from all over the world. And when I drove home on Feb 28th and commented on lack of traffic, my child surmised it was because everyone was going home to celebrate early. I asked, what do you think they are celebrating? "Black History Month! They are celebrating Martin Luther King and freedom and all the good things that he did for our world." This was indeed a central facet of my child's learning that month, as has been other native history, and I am proud that my child is learning in a diverse environment. I CHOSE this environment because of its academic excellence, the bilingual opportunities, and because it is more diverse than my neighborhood school.
—Submitted by a parent


Posted March 22, 2014

I selected GICS for their academic record, but I am discouraged by the school environment. My child's teacher is very defensive if you raise basic issues about classroom behavior, curriculum, etc. Goethe is a German/European/Caucasian focused school. The teachers, parents association, and administration are not diverse. They do not acknowledge other races/cultures in the overall school environment; there was not one mention of Black History Month even though the school claims to be 9% African American. The parents/parents association discourages "outsiders" and they are not open to new ideas. The School Administration seems to allow the parents to take over, and they show very little authority. The current principal does not meet with parents individually or respond to emails/phone calls promptly. They are working on diversity to meet the LAUSD's demands, but I'm not sure this is the best place for my child, and we are looking for alternatives for the next school year.
—Submitted by a parent


Posted December 10, 2013

We have been at Goethe since it's inception. It touts itself at a culturally diverse school and in actuality it is not. It's a German school and celebrates German holidays with no acknowledgement of any other cultures. The administration is different every year, there is a high turnover. My child is behind in math, reading and writing. We will not be moving on to the Goethe middle school if they somehow get approval.
—Submitted by a parent


Posted November 13, 2013

Our school's main office has just announced they've secured a new private location in Marina Del Rey! This is an awesome news! It will allow Goethe to become a Middle and High school eventually. Just imagine your kid going to the same - very special - school from beginning to the end. Perfect!
—Submitted by a parent


Posted September 12, 2013

We are in our second year at Goethe. Our son started in Kindergarten last year. We are very happy with Goethe. Things we love: committed/passionate parent community, international community, connected student body (rarely if ever hear of bullying or those issues), everyone on the same page for school growth/expansion, inspiring philosophy/vision. Every time I asked my son how his day was on scale of 1-10, he says "100"! Just recently he wrote us a note that he "loves school. it is fun." Our son has found a fun, loving community of friends and he is excited to go to school everyday. The Administration and GPA is wonderful!
—Submitted by a parent


Posted September 11, 2013

This is my first year at Goethe. So far, it's been great. My sons really likes his teacher and new friends and is excited to learn. I've never seen a school with so much parent involvement. I love it! It motivates me to be more involved than I've been previously. TEAM GOETHE!
—Submitted by a parent


Posted September 10, 2013

We are off to a great start this year with improved API scores, an exciting new team leading the school with a greater focus on the IB certification, a new TK class and two additional kinder classes. This school has a remarkable parent community that really works together to achieve goals; and the children are thriving in the classroom, I couldn't ask for more. My son loves his school and enjoys learning a second language (German).
—Submitted by a parent


Posted September 10, 2013

Imagine a school where: every teacher you child has had from Kindergarten through 4th grade is terrific, your 4th grader conversationally understand a foreign language, and the parent participation and donation rate is through-the-roof. Well, this school exists, and it is Goethe International Charter School. Once the school finds a permanent physical home, it will cement itself as a world-class primary years public U.S. school.
—Submitted by a parent


Posted August 1, 2013

My son just completed Kindergarten here and we love this school. The teachers are phenomenal and the staff caring and concerned. I am extremely pleased with the method of learning, my child has creative and explorative homework assignments that encourage him to think and inquire, investigate and learn, in an organic authentic manner. I do not feel that they are teaching to a test and I appreciate this aspect of the school. My child came in not speaking any German and has developed the ability to understand and communicate in basic sentences in one year. I love this school and I strongly disagree with the previous two reviews. I feel that the school needs a permanent facility to recognize its full potential, something that will hopefully happen in the near future. The board and the administration are doing the best that they can (this school is still in its early stages) and the school does their best to handle problems, concerns, and difficulties of parents and staff. I wholeheartedly give the school 5 stars, as it is truly a gem of a school!
—Submitted by a parent


Posted July 27, 2013

The Teachers and interns at this school are great. I was very happy with the principal the board hired last year, but they fired her??? I am having great concerns about the board and how they are running the school. They have hired/fired a new principal every year for the last 4 years. They do not seem to know how to run a school. They are making huge decisions without informing parents. The IB curriculum is still incomplete, but their biggest concern seems to be securing millions of dollars in loans for leasing a new facility (unnecessary since LAUSD has to provide a space for our school). The board expects parents to donate a lot of time and money, but they will never engage in an open discussion or even answer questions from the parents or staff about their decisions. I don't feel my money is making it to the classroom, it's being wasted on bogus site plans, computer models of buildings that are never leased out and paying for uncompleted contracts of the principals they fire. Principal leadership gets 1 star. The board gets 0 stars! School parents need to be more involved (more volunteers) and pay attention to the decisions the board makes (go to board meetings)!!!
—Submitted by a parent


Posted July 25, 2013

I have to disagree with some of the comments. In the 2 1/2 years that we were at this school, my son suffered terribly from bullying from kids some incidents I have witnessed. The administration did not do much to help our son to feel safe and secured. His 4th grade teacher seemed to care. But I think the staff needs to be trained on being compassionate and understanding to a student who was being bullied. The school went through 3 different principals, one principal quit and sent an email to all parents stating that she was bullied by her staff. My son liked that they had barely no homework, but the way the IB was set up at this school was very unstructured. Perhaps due to the fact that the school was very new when we started, the lack of organization & structure can be understandable.
—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

921

Change from
2012 to 2013

+30

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

921

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

+30

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)

9 / 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)

6 / 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.

51 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
75%

2011

 
 
85%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

51 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
85%

2011

 
 
87%

2010

 
 
90%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

56 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
66%

2011

 
 
67%

2010

 
 
85%
Math

The state average for Math was 66% in 2013.

57 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
88%

2011

 
 
72%

2010

 
 
68%
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.

46 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
79%

2011

 
 
83%

2010

 
 
91%
Math

The state average for Math was 72% in 2013.

47 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
74%

2011

 
 
78%

2010

 
 
81%
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.

14 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
100%

2011

 
 
95%

2010

 
 
n/a
Math

The state average for Math was 65% in 2013.

14 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
71%

2011

 
 
96%

2010

 
 
n/a
Science

The state average for Science was 57% in 2013.

14 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
81%

2011

 
 
95%

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students90%
Females87%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only98%
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 state97%

Math

All Students87%
Females87%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only95%
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 state95%
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 Students66%
Females73%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged31%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only70%
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 state71%

Math

All Students91%
Females91%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged77%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
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 state96%
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 Students80%
Females82%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only80%
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 state79%

Math

All Students78%
Females75%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only78%
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 state77%
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 Students93%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
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 state91%

Math

All Students86%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
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 state82%

Science

All Students85%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
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 state82%
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
Two or more races 81% 3%
Hispanic 11% 51%
White 6% 27%
Asian 1% 11%
Black 1% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 16%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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12500 Braddock Drive
Los Angeles, CA 90066
Website: Click here
Phone: (310) 306-3484

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