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Teacher quality
Principal leadership
Parent involvement
Hi Everyone! there is no Basketball, no Fencing, no Football, twice a week P.E. classes, no Rock climbing,no Soccer,no Tennis, no Arts & activities, no Ceramics/sculpture no Chorus no Community service yes Computer arts no Drawing/painting no Science and technology yes Student council / student government yes Yearbook no Academic contests no Dance yes Newspaper no Science and technology yes Student council / student government no Theater/drama no Video/film production no Special education no Pull-out at Red Oak There is no principal's leadership.
—Submitted by a parent
A dream come true! The principal and teachers are highly accessible and parents want to be involved. It is a pleasant atmosphere for all and highly conducive to learning. There is no place I would rather have my children and we have been to both public and private.
—Submitted by a parent
We are intradistrict and we are so happy. Started in Discovery K and now to 2nd grade. We love our teachers, staff, and mainly the friends my child has made. Yes the in zone parents are very cliquey, but what school would be with out this element? This has no issue as my child has many friends in each grade. RO does a great job with older or younger buddies each year. Any issue you have will be all hands on deck as far as I am concerned. Lunch aids, included! My child feels loved and respected all while learning with the best technologies. The programs they offer are above the standards. 2 PE classes a week, not many PS can say they do this especially with budget cuts. Come for a tour, leave with sign up sheets! The diversity is also a huge welcome as we have avenues of beautiful heritage's to learn from. Feeling very lucky with the families we have meet. Highly recommend.
—Submitted by a parent
This is the first year my kids have attended ROES - we were accepted through the inter-district lottery. And what a blessing that has beesn! My 2nd grader attended another school previously and, while the teachers were fantastic, that was where my love for the school stopped. Here at ROES, both of my kids are involved in 21st century learning. I've read previous comments that say these kids are pushed too hard... Compared to the last school my child went to, ROES has proven to me why they are among the most distinguished schools. The teachers go above and beyond to make sure that no kid is left behind in their education. I also love that the principal is hands on and present, from greeting the kids in the morning on their way to the playground, to his constant visits to the classrooms. We couldn't be happier with the decision we've made.
—Submitted by a parent
As a parent and former classroom teacher, I had extremely high expectations as I researched different area schools. I toured numerous schools, made spreadsheets using data from different area schools, interviewed parents/teachers at different schools, spoke with families at the middle and high school levels, and used the Great Schools website to round out my research. I left no stone unturned when selecting a school for our son (K). Now that we are at Red Oak, I am so thrilled with the experience our son is having! He is thriving academically under the guidance of caring and supportive teachers. Red Oak boasts excellent parent support and involvement, kind and dedicated teachers, and a strong school community. We have seen our son continue to make strides academically, especially with the flexible grouping for language arts. He enjoys the extra-curricular activities (art, music, computers, P.E., cooking etc.) and has enjoyed utilizing technology in the classroom. The students and families in our class are all very nice as well. While no school is perfect, Red Oak has been perfect for us!
—Submitted by a parent
We moved to Oak Park specifically for the schools here after months of research. Red Oak is an incredible school, the teachers are wonderful and the PFA is outstanding. There is a huge community spirit at the school and we are very happy with our decision
—Submitted by a parent
We have one student leaving for middle school next year and another whom we are moving to a different district. The music program is outstanding and the PFA has stepped up to fill in with fundraising, but parents and students are very cliquish. The teachers are a mixed bag. Most only pay lip service to a parent-teacher partnership. Students who fit well into the program do well, but there is no flexibility to adjust to the different needs of diverse learner types. If you are coming from LAUSD, you will probably be much happier here, but we are hoping to find something better in the area.
—Submitted by a parent
We are inter-district and the inter-district person at the District Office was extremely friendly and helpful getting enrolled. Almost every teacher has a Master's in education. I was happy to get in and although we were very unhappy with the first year (too many teachers with tenure who feel untouchable) we have been more than happy with the rest of the grades. The kids receive much help other than just the teacher's (language arts, math, tutoring). One big thing though, is that the kids are extremely pushed academically - almost too much - as the school struggles to exceed their 921 Star testing (out of 1000) goal from last year. Additionally, they have pushed the class size from 19 two years ago, 22 last year to 29-30 this year. This was one of the reasons I left my district, but now I find Oak Park's size larger than my home school. However, I will not leave as I do feel there is too much to lose. Due to the amount of parent participation and fundraising, Red Oak's PFA generously subsidizes ART, EDUCATION, LIBRARY AND MUSIC PROGRAMS. I still believe this leads to a well rounded child. No school is perfect, but all in all this is school will be pretty hard to beat.
—Submitted by a parent
Red Oak has an amazing location but definitely well beyond its location are the people behind the school who are the best teachers and the administrators. The after school program is one of the best I've ever seen. Fantastic personnel there too!
—Submitted by a parent
Our children were new to the district this year. We weren't sure if we were making the right move switching them from another 10 rated school in LAUSD to this one, but it was absolutely the best decision we made. The teachers are amazing, caring, and the entire program and administration is superb. We count our lucky stars everyday that our children were able to become part of such a wonderful district. Thank you!!!
—Submitted by a parent
We have two kids enrolled at this great school. Superior, caring teachers in lower grades. Adequate (somewhat controlling and negative) in upper. School office staff is very friendly and helpful. Principal is accessible and tries hard. Librarian has done a lot of extra work to turn my son into an avid reader. Music program is OUTSTANDING - far exceeds even our east coast experiences in years past. District office is a huge problem, with unfriendly, self-defensive, unhelpful staff and a narcissistic superintendent concerned more with his own personal agenda and glory than the concerns and needs of students. We have had 3 horrible experiences with this individual and do not understand why he is still employed.
—Submitted by a parent
My son goes to 5th grade and I am very disappointed with 5 grade teachers especially my son's teacher. She never updates the website, not good in communicating with the parents. The standard in 4th grade was high and I wish the 5th grade teachers are like them.
—Submitted by suma, a parent
Great School my son couldn't be happier. He loves to go to school. School Staff always help with every question we have and PTA work hard, so we can have lots of great activities througout the year (they are great at raising funds as well). Awesome teachers as well. We are so blessed to have our son here, he have improved a lot academically since he started coming to RED OAK...we love this school.
—Submitted by a parent
This is my oldest child's first year at this school (1st grade) and I am so pleased with the quality of teachers at this school. The staff is also very helpful and friendly. There are plenty of parents involved in the day to day activities of the school. My son loves his teachers and all of his friends. The children are also amazing at this school. Everyone is so well behaved and have respect for their fellow classmates as well as their teachers. The school atmosphere is very warm and inviting and you get a sense of real caring and nurturing that is being displayed at all times. I cannot wait until my youngest one goes to Kindergarten at this school. The teachers are always ready to talk to you about your child and their achievements or areas that need to be worked on. They really care at this school.
—Submitted by a parent
Very good school. My son had wonderfull teachers and the campus is very kid friendly
—Submitted by a parent
My daughter has been at this school for 4 years. we have both been extremely happy here. The teachers have been nothing but caring , interested, nuturing and helpful. I am confident that she is getting a great education in a safe, healthy enviroment, that has been challenging and condusive to learning. I am proud to be a parent of an o.p.s.u.d. student. I recommend Red oak elementary school very highly.
—Submitted by a parent
If your child has any type of issues or is special education..then this is definately not the school for you. They do not work well with special education students! Find another school in another district!
—Submitted by a parent
Your child will not know what it is like to attend school with and work in a multi-cultural, multi-income society. Someteachers at this school provide an experience that is meaningful-others go through the motions and pray for summer.Find another district.
—Submitted by a parent
This is my second year at Red Oak and I've had a very positive experience thus far. The teachers are very enthusiastic and they make learning fun. The also are always very available and thorough at responding to my inquires. I feel confident that my son is in a healthy, nuturing environment that is also challenging for him.
—Submitted by an administrator
Not a good school. My daughter's teacher is awful. The teacher has no communication skills whatsoever. They overload homework....
—Submitted by Mark, 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
94 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.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
75 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
66 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
92 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 | 90% |
| Females | 96% |
| Males | 86% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 87% |
| Males | 92% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 85% |
| 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 | 88% |
| Females | 93% |
| Males | 82% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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 | 87% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 90% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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 | 84% |
| 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 | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 94% |
| Males | 94% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 87% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 79% |
| Males | 88% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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 | 82% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 77% |
| Males | 92% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| 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) | 92% |
| Parent education - college graduate | 75% |
| 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
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
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 70% | 28% | ||
| Asian | 15% | 8% | ||
| Multiple or No Response | 7% | 3% | ||
| Hispanic or Latino | 6% | 49% | ||
| Filipino | 2% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 4% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 17 | 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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4857 Rockfield Street
Oak Park,
CA 91377
Phone: (818) 707-7972
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