GreatSchools Rating
Student diversity
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Special education
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Teacher quality
Principal leadership
Parent involvement
Very Bad School, Uniforms are expensive and rip easily has more classes than usual and those are pointless my advice don't send your children here both you and them will dislike it.
I highly recommend MSA-6 based on the experience of sending my daughter there since August of 2012. I have been impressed with the academic level of her classes and the balance between rigorous academic work and fun activities that keep kids motivated in school (spirit week, Book Fair, Science Fair, Valentine s and St. Patrick s days school-wide activities, Jog-a-thons, Spanish Fair, positive rewards, etc). The school uses an Internet program called Coolsis to keep parents and students informed of assignments, upcoming tests, behavior issues, and grades for each and every assignment in every single class! Everything is carefully documented on a daily basis. In addition, my daughter takes two elective classes (Spanish and Art) as part of the curriculum, and there are after-school options both in recreational fields as well as in tutoring. The school offers two field trips per semester. Parents are welcome at the school and have many opportunities to become involved if they wish. I am grateful for all that MSA-6 provides and especially for the teachers who are dynamic, young, and kind while having high expectations for all students.
—Submitted by a parent
If you are looking for a safe, friendly, caring, high academic school; come to Magnolia Science Academy 6 to be part of our family. My daughter learned to be responsible dealing with homework, reports and projects. My daughter is in this school in 6th grade and she is in love with this school. She feels safe and looking forward to go to school every day! The teachers care about the students, they are truly interested in the best for the kid's. The administration staff is beyond great, making sure that our kids are well taken care of, every staff member knows your kid s name. They know your kids better than you. You can ask them for help, and they are there to help you deal with your kid. The schools website is the best parent-teacher connection that you could ask for. They make feel like you are part of a family. This school has free tutor-guidance after school. Furthermore, they let parents get involve. Parents just judge, but they do not actually know what's going on. I've been helping them in different ways that I can, I still strongly suggest put a little bit of your time, and know what your kids up to, so we don't blame school or teachers. This is coming from a mother.
—Submitted by a parent
If you are looking for a small, high quality middle school on the Westside, you should check out MSA6. The principal and teachers know all the students AND the parents and greet them by name. There are enrichment clubs, sports and great field trips. Parents are encouraged to take an active role in the school. My son has thrived at this great school.
—Submitted by a parent
Magnolia Science Academy continues to be a great school in every way for my son and my family. We totally recommend MSA-6.
—Submitted by a parent
MSA 6 is like a private school, but FREE!!! It's such a good feeling to know that your child will not "fall through" the cracks. The school is small, the kids wear uniforms, and the teachers and staff know students and parents by name. Not to mention, the 2012 API score was 843!! This place is a hidden gem and I am so lucky to have found it!!
—Submitted by a parent
i am very pleased with Magnolia Science Academy 6. this school has been through many changes but, has done tremendous improvements. students have a greater opportunity to better their academics. In this school, students have the gift of receiving free tutouring on site. Staff and teachers are very nice and encourage students. One of the reason I though of this school was because it is a small enviorment and my child not only getrs more attention but, she is called by her name, unlike other schools where students are just another number in there payroll. Over all I am very pleased and would strongley reccomend Magnolia-6 to any parent who is looking for a brighter future for their child.
—Submitted by a parent
The school is one of the best schools i have been to( and i have been to alot of schools) the learning evrironment is very calm. the school provides a challenging curriculum that i have really liked. the principal is a very participating one.He likes to alwasys find a way to make sure the students are learning, yet having fun. what the principal has done had a great impression on me. the entire staff is very nice and makes sure every student learns the material. the past school that i have been to was rated high but if you actually takl to the student (not the parent) about 85% would not like the school. the previon students that went there also said the school was not very good. the school has a program that is very advanced. the program is called A-STEM (amsp) i have learned alot due to the coach, many things that i did not know before. So if you are deciding to send your kid to a middle school, send him/her to MSA-6 -student
I have been extremely impressed with this school and feel it is a terrific fit for my child, who is an independent and introverted learner. The teachers are dedicated and the staff and principal are committed to getting to know the students and families. There are a wide variety of electives, free afterschool tutoring and other activities, and the period dedicated to sustained silent reading is fantastic. It is a supportive and rigorous environment. The uniforms are a bonus! We are very pleased so far!
—Submitted by a parent
Magnolia administrators are risking our children education by refusing to fund BTSA. BTSA is a state-mandated program designed to test the professional development of newly-credentialed teachers and permit the fulfillment of single subjects credentials. Teachers who fail BTSA lose their credential. BTSA is a safeguard verifying teacher effectiveness in the classroom. The BTSA requirement protects our children by removing ineffective teachers from the classroom. But MSA6 administrators chose not to enroll their teachers into BTSA. At the last BBQ, I noticed MSA6 is completely staffed by new teachers. Why is Magnolia not funding BTSA? Are trained teachers not a priority to Magnolia administrators? Perhaps Magnolia is already planning a complete restaffing of MSA6 for the next academic year? How does a revolving door of untrained teachers impact the academic performance of our children? Why does Magnolia prefer new untrained teachers year after year over experienced and trained teachers? Do our students not matter to MSA6? Do MSA6 a favor and ask Mr. Terzi why Magnolia lacks the funds for BTSA, a basic, state-mandated method even public schools deploy to ensure teacher effectiveness.
—Submitted by a parent
An Excellent school in West LA...The office staff, administration and teachers have always been very helpful and answer questions quickly. Our experience has been great and we feel that our son is very well prepared for high school. He has learned important study skills that will help him in high school and college. Academically, he has excelled with the guidance of superior teachers. He has maintained a high GPA each year and has received several awards. His father and I are very impressed with the school and his progress. Socially, my son is very happy. He has more friends than we could have ever imagined. Like every school there is a small parent group who always complains and never gets happy. I suggest you to check out the school's test scores and data because the records never lie. You can also check out the website at http://msa6.magnoliascience.org/. Magnolia Science Academy is a great school and we recommend it every chance we have.
—Submitted by a parent
Magonolia Science Academy 6 is an amazing school we moved our son from Culver City Middle School, we were a little apprehensive at first by the school Principal and office staff made our child and us feel at home, with regards to the academics we have seen our child improve in his math and all his core classes, the after school programs are truly amazing they are helping our child get his homework done and is like receiving free tutoring, with my wife we feel we are getting private school treatment and education at no cost. We HIGHLY recommend Magnolia Science Academy 6, it has been the best move we have done for our kid.
—Submitted by a parent
My younger brother currently is attending his second year at Magnolia Science Academy 6 and as an older sister I have seen great improvement in his work and social habits. Magnolia is a small school, which in this case has many advantages. Of course, the school is not perfect, no school is, but I say it's just the kind of environment kids should be in. I went to CCMS, and honestly I wish my mom would've found the school before I graduated. Having been able to visit the school many times I have experienced the way the school runs. The kids there are brilliant, thoughtful, considerate, and of course a bit mischievous. Each adult working at the school knows and learns EVERY SINGLE kids (and parents) name. That was not the case at my school and I wish it was. The staff makes sure that your child gets the exact help and attention that they need, because they do not think of your kid as just any other student, but as an individual. The principal at Magnolia is very considerate of the parents thoughts, ideas, and suggestions. He tries, and succeeds, to create a family atmosphere at the school. I highly recommend this school. DFTBA (Dont Forget To Be Awesome)
This school is brilliant and I highly suggest going here. The place is spectacular and your child will have no problem making friends. Most of the teachers are great and as long as your child behaves, he/she will succeed. Go here, as the after school programs are fun and exciting, and so is mostly everything else, or so my child says. They even have a special program for your amazing math wiz, where he/she will compete in tournaments against many other smart students. Try MSA6 and you will definitely be satisfied.
—Submitted by a parent
I came here from a very caring elementary. Thinking, its a small school the principal at the time was so encoring. In the middle of the year several teachers disappeared and so did the principal. The newly formed parent group tried to get things moving and everyone working together, but the non-sense of the administration chased them away. The education is below average- lets just say I feel so guilty my child has to make up and entire year and came in at the top of the class. Math and science ?? seems there was none. Teachers are not helpful and very mean. They will not log in a grade on coolsis but yet sign that is was done? I wanted to be a part of a smaller school- but this education is worse than neighborhood over crowded middle schools. We are gone! They need better quality teachers and leadership. Lining the kids up for a morning meeting is not considered leadership. It is not challenging and offers little to opportunities. After school activities is like a free for all not helpful. Oh not to mention some students steal and there is little to no discipline. This is a business for the money not for the education of our kids.
—Submitted by a parent
This is a school without direction. After a first successful year the foundation that administers this and other charter schools elected to remove a successful principal and replace him with an incompetent one. After 2 years of fighting to bring the school back to the quality of the first year we have given up. It is quite clear that the Magnolia education and research foundation only has it sights on the money charter schools can add to its confers. They do not want parent involvement in the traditional sense of a charter, they do want unquestioning support for a system that is as broken and LAUSD. This is a technology school that has not technology, computers are antiquated and the school says it can not afford software relevant to education, and life in general. The science program is a joke with no facilities for actual experimentation. Teachers do not offer guided participation, but lecture and scream silence to clearly bored students. Any complaints to administrators are met with obfuscation and patronizing retorts that the teachers are constantly trained and observed competence, but by administrators that are incompetent.
—Submitted by a parent
I would caution anyone looking into this school to do a lot of research prior to enrolling your child. MSA 6 has had a 99% turn over rate with teachers and 100% with administration since the inception only 3 years ago. Although they have tried to rectify a very sub-standard principal by replacing him, there have been little-if-any sign of improvement to the teaching standards or the curriculum since the arrival of the new principal. He is also unwilling to work with the parents so much so that there is no longer a parent group in existence. The educational environment is rote with virtually no hands on education or higher learning oportunities. Even the advanced math program is using the exact handouts from last year rendering it useless to those previoulsly enrolled. The Math/Science/Technology programs are all very weak with no science equipment and no useful technology programs. For example, the typing program only teaches the home keys because "we would have to pay to go on to the other keys". The only reason I can even give one star is for the small class sizes, but given the lack of all else it should hardly be a decision making factor.
—Submitted by a parent
I just want to say that this school has done an amazing job this year. I do hear that there are parents who complain all the time, but you get that everywhere. Check out this article...http://www.cnn.com/2011/09/06/living/teachers-want-to-tell-parents/index.html. This is just a group of parents though. For the most part, the parents here are more than satisfied with this school. Every month there is a newsletter that helps bridge the communication between the school and the students/parents, a breakfast with the principal, and there are assemblies twice a week. Also, there website is updated all the time. Some of these reviews do not give this school the just rating that it does deserve. If you are able to go to this school, you should attend here.
—Submitted by a parent
This is our 2nd year and it had not gotten better. They seem to care more about are the children in uniform then if a child needs help. Admin does not communicate well with parents. A few , a very few teachers are gems, while others do not communicate well to parents and the students. Coolis seems like a great idea however many teachers do not keep current with the kids grades. My son tells me many class mates may not be returning for 8th grade due to parents not feeling childrend are getting proper education , I am thinking maybe I need to investigate that as an option.
—Submitted by a parent
The school is average. The administration is average as well. Most of the teachers are great, some not so great. The school lacks organization and professionalism. My child has attended this school for two years. The first year was average with so many changes in the administration and with teachers, very unstable. I had hopes that this year it would improve, but unfortunately its still very unstable. I'm glad this is my child's last year. She is graduating.
—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 59% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
47 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 Algebra I was 86% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
52 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 Algebra I was 49% in 2012.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
32 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 76% |
| Females | 79% |
| Males | 76% |
| African American | 83% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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) | 67% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 57% |
| Males | 52% |
| African American | 58% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| 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) | 40% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 74% |
| Females | n/a |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with no reported disability | 76% |
| Fluent-English proficient and English only | 73% |
| 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 | 79% |
| Females | 73% |
| Males | 83% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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) | 78% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | 12% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| 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) | 15% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 22% |
| Females | 29% |
| Males | 17% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 22% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| 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) | 15% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 64% |
| Males | 61% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| 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) | 77% |
| 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 |
| 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 |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 69% |
| Females | 71% |
| Males | 67% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| 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) | 69% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 86% |
| Males | 56% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| 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) | 62% |
| 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 »
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Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
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3754 Dunn Dr.
Los Angeles,
CA 90034
Website: Click here
Phone: (310) 842-8555
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