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Teacher quality
Principal leadership
Parent involvement
With the new Principal comes new worries! She is not as TOUGH as Dr. Barrett & has brought school moral to a new low. Stay away from this school! The leadership is clearly not what it used to be. The new principal is incredibly overwhelmed and unsure of how to take care of this gem of a school. She seriously needs to be replaced. A school that once used to bring pride is now at a new low! So sad.
—Submitted by a parent
Good Job Principal Gomez..!!! Hope to see you often outside to secure students safety especially in the morning and it would be more nicer that everybody could contribute and show this kind of action and concern. Hope school staff and parents too, to every corner of the school. Because what you did today, you did not only help show security of the student you contributed also the nice traffic flow. I would suggest you impose 30 mins service to the parents to help out in the morning students safety and traffic management. Me as a parents willing to do it . God bless you Ms. Gomez and thank you for being a good example to everybody . Lets make students safety be one of the top priority...
—Submitted by a parent
My son is new into this school, he is a transferee started last March the first thing I noticed is the school safety it's way far from the school where my son from at Wilshire Park Elementary LA I salute the principal and the PTA staff how dedicated they are it come to the safety of the children especially in the morning. And you hardly see the principal Mr. Franco not to be outside to make sure the safety of their student. Why I mention this because the staff off this school show exemplinary action and concern, and that i slowly notice to the new principal of Plummer Ms.Ibia Gomez I hope this is not only for now but it's a good start to build rapport to the parents and school staff. And also I hope they would open more rest room especially near to the lower levels. My son got accident because rest room is to far away from their classroom, he's now in room 31. And for the teachers my son teacher in 1st grade I forgot the name she is in room 23 she ok only is that she is always late to pick her student in the field. And now in 2nd grade his new teacher Ms. Amaya don't now her yet that much but so far with our last meeting she is impressive hoping for more !!!
—Submitted by a parent
my daughter has been attending this school since kinder, she will be in 4th grade in the fall of 1212. She has had excellent, friendly, though, patience teachers every single year...Her kinder teacher was quick to detect a minor speech problem and counsel my husband and I about it. The school provided speech therapy classes and I can proudly say that my child went from being semi-shy to participating and being assertive. I love this school, its teachers, office staff and after school programs
—Submitted by a parent
just need more safety after and before school time when the gates are open <>
—Submitted by a parent
As I mentioned before, the truth must have hurt someone. No one is denying that mr escudera is a good teacher. So is mr velazquez. I rated a five for teacher ratings. Good teachers doesn't necessarily mean a good school.
—Submitted by a parent
To the parent that wrote "no parent out of their right mind is going to" you must be taking your child to a diffrent plummer. As far as my child has been going to plummer there has been no such problems, maybe some traffic after school but that is about it. When it comes to education there doing great and more. My son couldnt have a better teacher ( Mr. Escudero) he has done an amazing job teaching my son. My son loves to go to school and do homework. Mr. Escudero makes sure to teach and help his students. I couldnt ask for a better caring teacher. The staff and everyone at plummer are great. Thank you Plummer Teachers your doing a great job. Oh and am not a staff I am a real parent. Keep up the good work.
—Submitted by a parent
i think its a fine school attend its safe and has fine educated educators
—Submitted by a parent
Plummer has been improving each year since my children have there. They have raved about all of their teachers. Both of my daughters had Mr. Mullen and absolutely loved him! He made their learning fun. They couldn't wait to go to school each day because of him. He and the other great teachers at Plummer deserve alot of praise.
—Submitted by a parent
This year I took my student out of private school, because Plummer has been getting such rave reviews. My child was placed in Mr. Lula's 4th grade class. What a pleasure it has been to see my child excited about school again. The state testing finished today and my son is so excited. His teacher, prinicipal, and coaches have inspired him to achieve and believe in himself. We know he is advanced and can't wait for his scores. The gifted program at Plummer is how the private school should run. Thank you so much, Plummer.
—Submitted by a parent
I agree with the person who mentioned Mr. Mullen and him being wonderful. He teaches extremely well and makes personal connections with each of his students. He motivates students like no other teacher my son has ever had. The school is getting better and better, and I am proud to have my child there.
—Submitted by a parent
I am extremely satisfied with the quality of education my children receive at Plummer Elementary. The office staff is friendly and it's obvious that the teachers really care about their students. The Principal is extremely knowledgeable and the Assistant Principals are incredible. My children always rave about the new Assistant Principal, Mr. Dyen. I hope he stays at Plummer for a long time!
—Submitted by a parent
My 2 children both go here and love it. I've met with the teachers at the parent conferences and they are great! My eldest is in 5th grade now, with my younger in 2nd. I must admit that while all of the the teachers my children have had, the absolute best are in the 2nd grade level. Both of mine luckily have/had the same wonderful, very smart, captivating & personable woman I have ever met. My oldest wasn't the most.....behaved in his younger years. I had to physically drag him to school about everyday because he hated it so much. Up until 2nd grade, had no interest in his education. Homework time was his and my own worst time of the day. But when he started 2nd grade, his teacher somehow, someway honestly changed his life and attitude toward everything. He now loves school and even looks forward to going now!
—Submitted by a parent
This school has shown significant growth over the past few years. The teachers are hard working and dedicated to the children they serve. My daughter attended and culminated recently. She enjoyed her time there. One teacher, Mr. Mullen, deserves a great deal of praise. He is outstanding. He teaches fifth grade and the students love his teaching methods.
—Submitted by a parent
The principal is very unapproachable. There is no security on this campus. There is no extracurricular activities or clubs available only LA'S BEST which is more like a babysitting service. Our gifted children are not addressed as they should. Teachers are great, office staff is wonderful but the adminstration is uneffective and not approachable at all.
—Submitted by a parent
This is a school where your child will learn to be independent of one's self. Also he or she will love the physical activities this school provides. As well as the care and loving support your children will recieve from the kind and loveable teachers. This school also provides an excellent technology course. This school has an amazing library that your kids will enjoy.
—Submitted by a former student
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.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
142 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.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
123 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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
109 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.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
125 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 | 71% |
| Females | 79% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 82% |
| Students with disability | 46% |
| Students with no reported disability | 74% |
| English learner | 67% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 65% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 73% |
| Students with disability | 54% |
| Students with no reported disability | 67% |
| English learner | 63% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 60% |
| 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 | 53% |
| Females | 53% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 39% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
| All Students | 73% |
| Females | 74% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 68% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 74% |
| Females | 76% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 60% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 85% |
| 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 | 73% |
| All Students | 78% |
| Females | 80% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 66% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 82% |
| 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 | 82% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 61% |
| Females | 64% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | 82% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 24% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 58% |
| All Students | 75% |
| Females | 80% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | 82% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 59% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 100% |
| All Students | 53% |
| Females | 52% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | 50% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 36% |
| Students with disability | 0% |
| Students with no reported disability | 60% |
| English learner | 23% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Filipino
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 89% | 49% | ||
| Filipino | 4% | 3% | ||
| African American | 3% | 7% | ||
| Asian | 2% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| White | 1% | 28% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 66% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 90% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| All other non-English languages | 0% | 1% | ||
| Armenian | 0% | 1% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Thai | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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9340 Noble Avenue
North Hills,
CA 91343
Website: Click here
Phone: (818) 895-2481
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