GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
We are so grateful to be part of the WISH community. From the quality of the teachers, to the amazingly responsive administration, to the super-engaged parent community and last but not least wonderful children, WISH has been a dream come true for us. It's our son's second year there and he is thriving academically, making great friendships, and developing a strong character. We found both his K and 1st grade teachers very responsive and involved in each student's performance. The smaller class size and IWT (intensive workshop time) provide a lot of opportunity for each student to receive individual attention. We can't wait for our daughter to join the WISH family when she is old enough!
—Submitted by a parent
WISH is a remarkable school that often cited as an example of that charter schools should be. WISH employs cutting-edge educational methods, small class sizes an economically and racially diverse student body and extensive enrichment, including music art and dance. The teachers are not only wonderful at their job, they help to create a warm atmosphere in which students thrive. The parents are among the most committed and involved group that can be imagined. We are very lucky to have found WISH and will remain in the area primarily because of the school.
—Submitted by a parent
We have three children who attend WISH and our whole family loves the school! My children are excited to go to school each day and they are engaged in the learning process. Their teachers make learning fun and you can tell how much they truly care for the students. The staff, including Principla Draxton are collaborative and give 110% to the school. I love how they teach to the level of each individual student so everyone is challenged and no one is left behind. My kids are thriving at WISH and I am so thankful for the school!
—Submitted by a parent
My daughter is entering her second year at WISH and we couldn't be more pleased with the school. WISH wasn't our first choice school but we wouldn't even considering leaving this school after being a part of this great community. The teachers are wonderful, the kids are happy, the parents are so devoted and involved and Principal Draxton is just amazing. She is always hands on and walking around the school helping and problem solving with a smile on her face. I love the approach to learning and school is something my daughter looks forward to. I am also impressed with how many supplies are already provided for the kids making back to school shopping not at all stressful. Kids attending this school are a very lucky group.
—Submitted by a parent
I absolutely LOVE this school!!!! My son went to TK this year and had Ms. KZ. She is one of the most amazing teachers I have ever encountered. I don't think I could have have pieced together a better teacher. She gives the kids a love of learning while always giving each child special attention. She truly loves her students and they adore her! The school as a whole is amazing. There is so many wonderful families that are so involved in making the school what it is. The principal and staff are wonderful. I feel like I have won the lottery to be a part of this school!!!
—Submitted by a parent
This is a truly amazing school. From the dedicated, hard-working principal and office team to the amazing teachers, this school delivers. The whole-child approach if for real. Science, arts, writing etc...all in a very confidence-building environment. I dont think I've come across 1 child from the 200+ students who isn't thriving or a parent who doesn't thank their lucky-stars every day that their child is here. Oh and the WCA parent group works very well with the staff, supporting the end goal of a focused educational experience.
—Submitted by a parent
I have 2 kids who attend and it is our 2nd year at Wish. Wish is just about everything we dreamed for our children's school. Music twice a week, art, PE, gardens, recycling, composting, healthy hot lunches, community circle, library, service learning, after school enrichment classes, community education speakers for parents, hand on learning, technology , small class size, and most important awesome and loving teachers. A school really is about the teachers, staff and principal. Wonderful people is what makes a school more then a building. We've had experience with four amazing and top notch teachers so far. My children talk about their teachers like they are a part of our family. I am so happy that social skills is part of their learning along with science, writers workshop, constructivist math and reading, dance, etc. We have the best Principal ever. She is great with the children and always there for them walking around the playground at recess. My child was having a hard time coming to school at first. Our principal took the time to greet him in the morning and help walk him to class. As a parent I couldn't ask for a better example of a dedicated and caring school leader.
—Submitted by a parent
Our daughter is having an great year at WISH. She is fortunate enough to have Ms. Sitrick, one of the best teachers I have ever seen. It is amazing all they do in a week- music, art, computer, PE, dance, science, Community Circle, library. And her reading, writing and math skills have sky-rocketed, as well. It's incredible to see how a child can blossom when they are in such a wonderful, nurturing environment!
—Submitted by a parent
I love WISH! It has grown so much from last year. There are so many programs to be involved in: Green Team, Community Circle, Steering Committee, and Events! I appreciate the hard work teachers put into making sure my child learns everyday! I can't say how many times my child has already come home saying she loves her teacher, Ms.Gaither! Parents please show your appreciation any way you can! Keep up the good work WISH and I will be behind you all the way!
—Submitted by a parent
My child is looking forward to going back to WISH this year. She had an amazing school year last year. During vacation and breaks she was eager to go back to school! Mind you my daughter is not a high achiever, academic child. She wanted to go back to school because she feels safe there, she has friends that are dear to her. She feels loved and heard and she loved her teacher and classmates. I want my daughter to be successful but her emotional well being is just as important to me as her academic achievements. I feel that WISH addresses all of those areas for my child. Of course as other people have mentioned every school is not for everyone. Parents have to find the right fit for their child. WISH is the right fit for our family. Thank you WISH community!
—Submitted by a parent
It goes without saying that parents have to find a school that fits their children. Some people are stating that WISH has financial problems. With all due respect *no duh*. Even big governments have big financial problems right now. All that aside, i will say WISH is a great school, with a very approachable principal and office staff. I came from a school where the principal was not approachable and try having a problem or find a solution in that environment! I digress...the parents and their time and efforts make a school succeed. I know of parents who work during their lunch hour to volunteer, you have to be willing to put in to the school that your child goes to in order to have it be a success. I may sound rude, but if you want to have everything handed to you without putting in the work stay away from WISH. The parents who work hard don't want to hear someone complaining about the school when they are not willing to do their share. I think WISH is an AWESOME school, and no my child is not in kindergarten!
—Submitted by a parent
My son attends WISH and my husband and I have been greatly impressed with the school and the entire WISH community. This is a great little school, it's hard to believe it's only been going for one year. We were at a regular district school before WISH and the difference is like night and day. My son went from being bored in class and being really disinterested in school to loving it. He is challenged on a daily basis and is 100% engaged in all the class projects and other activities. We feel very fortunate to be a part of the WISH community.
—Submitted by a parent
Our child had a great year last year, and we can't wait for the new school year! Every school isn't for every child, but WISH fits our child and our family. It makes me sad to see WISH slammed so hard; we love our school.
—Submitted by a parent
My daughter attended WISH as a Kindergarten student, and as a 16-year veteran of education, I DO know what to expect from a school. There is a reason my daughter attends WISH. I know what else is out there. I am continually amazed at what WISH and it's faculty have to offer. The teachers there chose to participate in UNPAID professional development this summer to strengthen their skills. The curriculum at WISH teaches includes emotional and creative development, as well as traditional academic skills. The parent community is enthusiastic and motivated, as well as inclusive and inviting. Shawna Draxton is AMAZING in her vision for WISH, and I have never seen such a hardworking and open principal. EVER. Discipline is positive and nonpunitive...you won't see a child benched at recess.
—Submitted by a parent
WISH is not a good school. We wanted to love this school and put a lot of time and energy over the past year trying to help it reach it's potential. However, sadly, it has so many negatives to overcome that we will not be returning for another year. It does not offer differentiated instruction, unless you are a special needs student with an IEP. Most of the teachers and spec ed teachers are nice, but very inexperienced working with this type of full inclusion setting (ie special needs students, some very severe, in a full-day general ed classroom with very little resources). The facility was dirty. Safety was an issue. The project-based learning is not always correlated with age-appropriate cirriculum. Parents have a lot of influence over administration, so there is a lot of emotion involved in the decision making. Money is tight and to be in compliance a lot must go towards funding IEPs. Parents whisper their concerns, but afraid to be too vocal against the cheerleading crowd. It's a 3-wheeled bus with a lot of parents pushing from behind. Whether or not the wheels come off this bus remains to be seen. We won't be around to find out.
—Submitted by a parent
Disappointment is too nice of a word for this place that calls itself a school. Do not buy what they are selling. None of it is true. Most of the parents have first time Kindergartener s and do not know what to expect of a school. When this school closes (because of lack of funds) or they are shut down for any number of violations. (Including health) these poor kids are not going to be prepared for the real world that will present itself to them. Run away .don t walk!
—Submitted by a parent
We have found a wonderful school and community at WISH Charter. Our first grade teacher Miss. Sitrick wins awards for her approach to learning and we are so lucky to have her. The schools curriculum is project-based and concentrates on the whole child. The administration is warm and welcoming and the parent community is outstanding. WISH wants ever child to enjoy learning and respect the process. My children are thriving.
—Submitted by a parent
I also have 2 children at WISH and they will be starting there again in Sept. I had a great experience as did my children. My 5 yr old can read and write and this only happened through the great teachers and teaching style. The fact that this public school offers P.E, music and art classes as well as after school classes is fabulous. Yes we will out grow the facility but with all the hard work parents have put into this campus it is far far better than what it once was and keeps getting better.
—Submitted by a parent
As a parent of 2 children attending WISH Charter, I am saddened to read previous reviews from unsatisfied parents. My hope is that they find happiness elsewhere. My daughters love their school and can not wait for September when it starts again. My kids are average students. And that's ok. They do not have special needs. And that's ok, too. What is more important to me as a parent is that they are gaining knowledge and self confidence through project-based education, learning self expression through art and music, building character through community service, learning to navigate socially, developing empathy for others, and are growing into well-rounded young people. They are " the glass is half full" kids. AND THEY ARE GETTING ALL THIS AT WISH CHARTER. It is a perfect fit for our family.
—Submitted by a parent
WISH Charter is not a great school-- is correct. The person who posted on July 16th hit the nail on the head. I couldn't have stated it better. Beware.
—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.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
20 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.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
21 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.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
21 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.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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 | 70% |
| Females | 82% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| 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 | 80% |
| Females | 82% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| 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) | 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
| All Students | 71% |
| Females | n/a |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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 | 79% |
| All Students | 81% |
| Females | n/a |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 86% |
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 | 67% |
| Females | n/a |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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 | 65% |
| All Students | 67% |
| Females | n/a |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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 | 71% |
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 |
| 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 |
| 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 |
| 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
All students
Female
Male
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - declined to state
All students
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8820 Sepulveda Eastway
Los Angeles,
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