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Teacher quality
Principal leadership
Parent involvement
Happy parent with her daughter in 5th grade. We have been so very pleased throughout the years with this school. My daughter came in in 1st grade and we have had a great experience throughout. Mr. Rome, the school's principal is fantastic. He's a caring, involved principal. The Vice-Principal... had no idea the school had one till 4th grade. Still haven't met her. The teachers are caring and the NASA sponsored events are a blast. It's a teacher/principal involved school and I think anyone would do well to send their children here. We'll miss it dearly when my daughter graduates in June.
—Submitted by a parent
My son jus started kidergarten and we are new to the schoo but I have to say that I amver impressed with the organization and structure that is set up to make it easy for parents and safe for the children. The pricipal seems to genuinly care and in the mornings he has been seen outside helping to unload the kids from their cars to keep the traffic flowing and kids safe. I have attended the PTA meeting and am very impressed by the amoun of parent support. I am vey pleased with my choice of sending my son here.
—Submitted by a parent
We were so grateful to be apart of this school for my son's 4th and 5th grade education. I was part of the Student Site Council so I got to see the inside workings of this amazing school...caring people starting from the principal, Mr. Rome and Ms. Arias who work so well together only wanting what is best for the students. My prayer is for more LAUSD schools to use this school as a model.
—Submitted by a parent
My son just graduated from Vintage this past June. He attended Vintage from 3rd grade until 5th. I found that the school is excellent, it starts from the top. The principal, Mr. Rome, sets the tone for high standards, high demands for student character and encourages team work from all staff as well as students. We strive to live by example - and this gentleman leads by example. He spends enormous amounts of time at the school and the various family and student acitivites taht take past after hours. The teachers strive to encourage the children to extend themselves past their comfort zones and to produce work that makes the student proud of their efforts. I was a member of the PTA - (I have been a member of two other schools PTA as well) but in comparison the families and parents involved really work very hard to put on fabulous family oriented events that encourage families to meet eachother and feel as though the school is a second home. The amount of parent volunteers is wonderful - the school enocurages you to volunteer but again you watch the other parents and you can't help but to want to be a part of such a dynamic environment. Give it a try - it is a GEM!!!!
—Submitted by a parent
Vintage Magnet is a school where all staff care. My 19 & 16 yr. old kids were in Vintage & now my 11 yr. old graduated. The graduation was emotional because my older kids were there too & the big Vintage phrase is "once a Vinty always a Vinty". I am pleased to say that this is a great school. All the teachers care about each & every child. The trips, activities & memories are just amazing. The experience in Vintage was a positive & great one. The scores of this school are very high & the result is with our children. The principal is an amazing principal. He came to Vintage when my 16 yr.old daughter was in 4th grade. He cares about the parent needs & wants & listens. Until today, I am in touch with some of my kids teachers.
—Submitted by a parent
I love this school because there are a lot of people who make it a fun place to learn. The principal has a great leadership. Teachers are very helpful, caring and well educated. Parents volunteer their time to make school great place. School staffs work so hard and clean. Cafeteria staffs are nice. It is a safe place to learn. When it comes to activities, school staffs and parents cooperate well.
—Submitted by a parent
My kids have been going to this school for a total of 7 years (one child just graduated). I love everything about this school! The principal is amazing-he's at every school event. The teachers are caring and really make an effort to make sure each child has a great education. I have 2 years left in this school, but I know I will miss the "neighborhood feel" to the school. Teachers and principal are awesome. I just wish the budget cuts wouldn't keep hindering the teacher's ability to teach-it's not the school's doing though. They are real troopers and I am so grateful to everything this school has given my kids.
—Submitted by a parent
Vintage Magnet has caring, hard working, and dedicated teachers who collaborate on curriculum and lesson delivery to provide effective instruction so that all students succeed. Teachers are supported by parents, administrators, and staff members in their mission to educate Vintage students.
—Submitted by a teacher
My older son just culminated from Vintage and is sincerely sorry to leave. He greatly enjoyed participating in the Lego Robotics league, making (who are sure to be) lifelong friends and yes, enjoyed the academics immensely. Encouraged by the JPL and NASA-inspired activities and events, he talks of attending MIT in the future and pursuing a career in math, science or technology. My younger son truly loves going to school each day and enjoys "teaching" Mommy all he learned in class that day. Many thanks to the incredible instructors, as well as the ever-supportive and approachable principal.
—Submitted by a parent
I wish I knew about this school when my eldest started school. I'm glad he was able to spend the last 2 years of his elementary school there. The teachers are amazing. Mr. Rome, the principal, is one of a kind! My son learned to build robots, and program them to do certain tasks during lego robotics. He enjoyed being a play leader to the younger kids. My daughter was able to get in last year for 4th grade and had fun helping out in the cafeteria. I like the idea of teaching them to be responsible and helpful. It builds confidence and self esteem. The education is excellent in this school, so the waiting list is long. My advice is to start applying when they are in kindergarten. I highly recommend this school.
—Submitted by a parent
This school has gone over and beyond my expectations. Teachers and Staff are second to none. My children are proud to be Vintage students and I am a proud Vintage parent! NASA nights have become fond family memories.....
—Submitted by a parent
Vintage Magnet is an amazing school! The principal really listens, to not only parents, but the children as well. I have two children, one graduated this year and one will graduate next year and they have had the best teachers. My husband and I are 100% satisfied with the academic progress of our kids!
—Submitted by a parent
My daughter started Vintage Magnet for 1st Grade...coming from a Private School we were extremely impressed at the way Vintage Magnet treated her and the teachers as well. Even through the after school care, YDP. We look forward to 2nd grade and shortly sending our 5 year old when she finishes Kindergarten at Gledhill. Mr. Rome is wonderful and has a excellent Staff working for him. Very attention to detail. GO VINTAGE!!!!
—Submitted by a parent
Vintage is a great school! Both my kids attend there, (my son recently graduated) and they've both had the best experience. The teachers and staff are very helpful in every area and go the extra mile to help when it's needed. Parents are always welcome on campus and I enjoy working with everyone there on staff. I highly recommend this school to anyone who wants the best for their child. As a Magnet and California Distinguished school, they set high standarts and the work load can sometimes be hard, but in the long run it is very benificial to the students as it prepares them for the future.
—Submitted by a parent
This school is truly a hidden gem. The teachers are passionate about teaching. The staff is very helpful. And best of all, the principal, Mr. Rome, is a true leader. The children's education is his number one priority and it is apparent that this is the basis in his decision making. He is very informative, honest, and very very approachable. If you have a great leader, you will have a great staff, and this is definitely the case at Vintage. I am so fortunate that my child was able to attend here.
—Submitted by a parent
Vintage Magnet School is a great school ... My son is a third grader the words that is learning even I do not know! Math, science , geography I learning thing that I don't know from him ...Great teacher,office staff,best principal ever.....
—Submitted by a parent
I was a student here for 1-5th grade. It is an excellent school. All staff was very kind and also joked around a bit. I loved this school and was very sad to leave it. I recommend this school to everyone.
My son was in Mrs. Frehlich's 2nd grade class. She was extremely helpful in making sure my son received the extra help he needed. She was always available for parent-teacher meetings and she really cared about all the students in her class. Another note: This school has very good security and student supervision.
—Submitted by a parent
The involvement and care of its principal and teachers is beyond my expectations, and parents are required to participate in every single event! It helps me to teach my son that school is number one priority.
—Submitted by a parent
they have the best drop off and pick up system and they are very involved with the parents
—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.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
141 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.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
143 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.
164 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
163 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.
159 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
159 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
159 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 | 82% |
| Females | 85% |
| Males | 77% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 64% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 84% |
| Males | 82% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 64% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 68% |
| Females | 69% |
| Males | 66% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 90% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 91% |
| Parent education - high school graduate | 94% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 87% |
| Females | 86% |
| Males | 90% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 94% |
| Students with disability | 67% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 76% |
| Parent education - high school graduate | 87% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 94% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 96% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 97% |
| Students with disability | 91% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 90% |
| Parent education - high school graduate | 97% |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 82% |
| Females | 80% |
| Males | 85% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 95% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 96% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 100% |
| Parent education - high school graduate | 96% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 80% |
| Males | 92% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
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 - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 46% | 49% | ||
| White | 31% | 28% | ||
| Asian | 9% | 8% | ||
| Filipino | 7% | 3% | ||
| African American | 3% | 7% | ||
| Multiple or No Response | 3% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 51% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 66% | 85% | ||
| Armenian | 7% | 1% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Vietnamese | 7% | 2% | ||
| Arabic | 3% | 1% | ||
| Russian | 3% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Thai | 2% | 0% | ||
| Bengali | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Pashto | 1% | 0% | ||
| Portuguese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
15848 Stare Street
North Hills,
CA 91343
Website: Click here
Phone: (818) 892-8661
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