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Teacher quality
Principal leadership
Parent involvement
NEWCASTLE SCHOOL . IT'S A GREAT SCHOOL. WHERE YOU FEEL THAT IS YOUR SECOND HOME. I LOVE IT BECAUSE MY SON LOVE TOO. HE IS SO HAPPY.
—Submitted by a parent
a schools API score doesnt tell the whole story about a school. it definitely needs more ethnic diversity, homework help for students, and more extra curricular activities to reward the students for there hard work!
—Submitted by a parent
Newcastle is a fantastic school. The API score is 862, which is very high. Newcastle received an Honorable Mention as a California Distinguished School. Newcastle received a huge art and music grant for all grades. All grades had a field trip to the Getty Museum. Aquarium of the Pacific came to the school with a mobile aquarium so the children could touch starfish and baby sharks! The campus is lovely with mature shade trees and a large grassy area for play. The after school program is wonderful, helping children with their homework than organizing games. Newcastle has a nice community feel, nestled in a quiet residential neighborhood. We are so lucky to have such an academically strong school in our neighborhood. We love our school!
—Submitted by a parent
For the average child, this may very well be a good school academically, but for children who are a bit accelerated, this school is not up to snuff. One of the first grade teachers was asked by another parent about some extra work for an accelerated child and she refused to help claiming that she didn't want her smarter than the other kids. WTH? As for my child, her first grade teacher often lashed out with name-calling when she was stressed and on field trips, children were neglected and a couple were "misplaced". The cafeteria in extremely unhygienic and the principal is not concerned. In fact, the principal does not hold the mothers in as high regard as the fathers of the children and often condescends to them. Hispanic families also seem to be held in higher regard than Caucasians however is has been noted that Mr Rojas has made many empty promises to the children about iPads and x-boxes for the kids when they are making the PTA pay to re-instate the buses for the special needs children. I have since left this school for a better and safer school district as i could not keep placing my child at risk, physically, emotionally and educationally.
—Submitted by a parent
I am so happy to see that my old elementary school is finally open again. I attended this school back in the early 80's and even back then I thought the school was awesome. Still don't know why the school was closed for over 20 years but I'm really happy to know that it's open. Good job!
—Submitted by a parent
Its a great school! My kids love it and I love the teachers and the way they have taught my children!
—Submitted by a parent
Truly the best LAUSD school I have encountered since my sons entered into school 5 years ago.
—Submitted by a parent
I love Newcastle Elementary School, My youngest son has attended this school since Kindergarten and will be graduating in the summer of 2008. The Principal, Vice Principal and Teachers really work hard with the kids to bring out the best in them. It can really be hard working with all those different little personalities. I take my hat off to those ladies and gentlemen who have the gift of patience, tolerance, love and courage to pass on to the students that attend Newcastle Elementary. I just want to say Thank you very much.
—Submitted by D Alexander, a parent
Forget test scores, the quality of the teachers and the leadership of the principal at Newcastle makes Newcastle superior in every way. Since we transferred our kids back to our neighborhood school after a year at a great api test score school, we discovered that a great education has very little to do with testing and a everything to do with fairness, love, respect and caring, which is in abundance at this school.
—Submitted by Roy, a parent
I feel the availability of the extra curricular activities is absent from the school. I don't see the Principal involved in with the school. Certain teachers give up to easily with educating children at Newcastle Elem.
—Submitted by a parent
I have 3 of my sons at Newcastle Elementary and I feel that the teachers are very helpful. My kids were first going to another school in Woodland hills that was a 'good school' but never received any help when they needed it. The teachers there focused more on the kids that excelled and not on the ones who needed additional help. I took all 3 of my boys to Newcastle and they were given the attention needed to excel and now they feel much more confident about themselves. They have a wonderful after school program that allows them to play sports and they even have tournaments against other schools every so often. I am very pleased with this school, it is small enough where everyone knows each other.
—Submitted by a parent
My son has been going to this school since preschool. I think this school has worked its way up in the past 5yrs, but it has a long way to go. I am moving this year, and acutally am glad that he will be going to another school.I hardly find my son challanged, as most of the kids are on minimum levels. Hardly any homowrk or challanging activities makes this school not-so-desiarable.
—Submitted by a parent
Fairly good school. Not so challanging for gifted or advanced kids.
—Submitted by a parent
I had a positive experience with this school. The principle took my child into her program with open arms and turned him into a top performer.
—Submitted by a parent
Newcastle has improved greatly over the past year. Parent participation is extreamly important along with teacher meetings. The teachers are very active and do help the kids who are bright to be more involved with different types of projects. My son has been going there since preschool and I am very happy with the kind of attention my son recieves from different teachers. The principle has greatly improved, it was not so good last year, but this year she is more hands on.
—Submitted by a parent
My son spent two years at Newcastle Elementary School. We were extremely impressed with the staff, particularly the helpful and easily accessible Principal Schear and Vice Principal Ruiz. We were also very pleased by the warmth and professionalism of the teachers, who we miss!
—Submitted by a parent
Newcastle Elementary is an undiscovered gem. The API score jumped 77 points this year to a respectable 704. Under our new principal Newcastle received an Honorable Mention as a California Distinguished School. Newcastle received a huge art and music grant for all grades. All grades had a field trip to the Getty Museum. Aquarium of the Pacific came to the school with a mobile aquarium so the children could touch starfish and baby sharks! The campus is lovely with mature shade trees and a large grassy area for play. The Creative Kids after school program is wonderful, helping children with their homework then organizing games, art, music and drama classes. Newcastle has a nice community feel, nestled in a quiet residential neighborhood. Families in this neighborhood are pulling out of private schools and taking back Newcasltle as parents did at Lanai. We love our school!
—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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
70 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.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
45 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
58 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 | 73% |
| Females | 78% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 48% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 64% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| 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 | 83% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 48% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 64% |
| 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 | 57% |
| Females | 44% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 10% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 74% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 70% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 89% |
| 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 | 89% |
| Females | 89% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 83% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 93% |
| Parent education - high school graduate | 83% |
| 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 | 79% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 67% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 86% |
| Parent education - high school graduate | 72% |
| 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 | 62% |
| Females | 52% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| 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 | 57% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 15% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 68% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 69% |
| Males | 76% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | n/a |
| Students with disability | 82% |
| Students with no reported disability | 72% |
| English learner | 71% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 79% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 52% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | n/a |
| Students with disability | 64% |
| Students with no reported disability | 65% |
| English learner | 50% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 79% |
| 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
Grade 5
All students
Female
Male
All students
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
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 80% | 49% | ||
| White | 12% | 28% | ||
| African American | 3% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Asian | 1% | 8% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 43% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 82% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Arabic | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hebrew | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Punjabi | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 10 | 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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6520 Newcastle Avenue
Reseda,
CA 91335
Phone: (818) 343-8795
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