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Teacher quality
Principal leadership
Parent involvement
My daughter is going to this school. The teachers are great; they really tried their best to help the kids on their education needs. Miss Hager was my daughter s teacher last year; a very nice teacher and my daughter admire her. I am happy that she had the chance to have a good role model like Miss Hager. The office personal are very helpful, and pleasant to deal with. Over all I am very happy with Reseda elementary school performance.
—Submitted by a parent
Well I happen to be a 5th grader. This school is just amazing, it also has lots of fun stuff for a child. This school has the BEST principal, teacher, college helpers, and more... All I have to say is that this school is VERY GOOD!! Overall, my opinion 5 of 5 ! -Nebonit Vartanyan
I am a high school senior going to college this upcoming fall and I have to say I always remember the times I spent at Reseda. I will never forget how warm and welcoming this school was for me. I plan on becoming a teacher, elementary teacher to be exact. I hope to be able to teach at this amazing school. I see it won the California Distinguished Schools and am not surprised. At Reseda the motto always was good character, good choices, and you will make it possible to reach any dream you might have.
Reseda Elementary School is a great family school. It's a public community school, where the teachers teach education above and beyond the standards of LA school district. The principal is one of the nicest administrators, she definitely does everything in her power for the kids of Reseda. Not to mention, the whole staff at Reseda is always friendly and helpful, especially the school nurse. Everyone basically treats you as if you are a part of their family. - Hormoz Vartanyan
—Submitted by a parent
Reseda is a family who works together to insure the success and well being of all our students. Reseda Cares!
—Submitted by a teacher
We have a great sense of community(community agencies, parents, administration, staff) working together to meet the children's needs.
—Submitted by a teacher
I love Reseda Elementary School because the entire staff is very professional and friendly. Everyone is treated with respect and welcomed. The teachers are dedicated and very current in their teaching strategies. The students are hard-working and respectful and their test scores improved every year. Reseda is an outstanding Elementary School.
—Submitted by a parent
They have made some really outstanding improvements during recent years.
—Submitted by a parent
The school is doing an amazing job, and it brings the parents and teachers together to support the school functions.
—Submitted by a parent
My children attended Reseda El. and I was involved for many years and served as School Librarian for 11 years. Reseda has a beautiful history and a spirit that no other can match. Outstanding teachers, staff & administrators. It will always be a shining star in the San Fernando Valley.
—Submitted by a parent
great, hard-working staff and administration. couldn't be happier working here. :)
—Submitted by a teacher
This school is very much commited to achieving academic excellence. The teachers are well experienced and will go the extra mile to help the child. The teachers are excellent and communicate a great deal if the parent asks questions. The teachers are very focused.
—Submitted by a parent
Reseda is a great school. The principal is involved and knows the parents and the kids on sight. This is a nice experience coming from a private school to a public. My son has been there 3 years and all have been pleasant. His first grade teacher, Mrs. Doros is fabulous, as was his 2nd grade Mrs. Hohman. He is now in the GATE program, and in a clustered 3rd grade class. Still a little early to assess his 3rd grade teacher, but I wish the school would offer SAS program option as I think it would expose the children to so much more. For this reason alone, I am thinking about moving him for 4th & 5th grade. Overall, I would recommend the school to others.
—Submitted by a parent
Amazing educational experience for students. Teachers work collaboratively to offer experience and education in all content areas. Wonderful, wonderful place to be!
—Submitted by a teacher
Excellent school, great principal, dedicated staff, overall recommendable
—Submitted by a parent
This is a very good school. The teachers and staff try really hard to prepare the students for junior high school. The students and parents are all very nice and involved.
—Submitted by Maria Juarez, a parent
My son attends Reseda elementary's Pre-k program. He really enjoys his days (hours)there and is already very smart. He has learned a lot about things that I take for granted like the days of the week and months, years etc, and how to put it all together. I don't like the language and broken english that has been picked up but, with persistance I am taking care of that. The parents are really involved (required) and seem to be passionate about helping. If given more time in the classroom I believe that he would soar!
—Submitted by a parent
I have to children going to HVCS (Heart of the Valley Christian School) formerly Reseda Baptist. The educational and christian foundations that have been provided to my children cannot be compared to anywhere else. I would recommend this school to anyone who is looking for the 'ultimate' in environment, people and structure. We started in Preschool and now are in 2nd grade. My 7 year old has come back with scores equivalent to a 4th grader in some areas. My daughters are the flowers, they are the water and the sun. I will sacrifice anything to keep my children there!
—Submitted by Ellen Shearin, a parent
My child has been at Reseda Elementary since the 2nd grade. My husband also attended. I have found that since she's been here, she has become more outgoing, excelling in education and I would not have her go to any other elementary school. I feel a friendship with her past teachers and look forward to my other daughter going there in the future.
—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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
67 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.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
72 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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 63% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
72 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 | 65% |
| Females | 62% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 59% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 61% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 60% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 55% |
| 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 | 43% |
| Females | 55% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 18% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 44% |
| 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 | 68% |
| Females | 79% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 54% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 66% |
| 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 | 64% |
| Females | 78% |
| Males | 56% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 35% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 72% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 81% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 39% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 64% |
| 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 | 74% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 19% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 87% |
| Males | 71% |
| 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 |
| Samoan | 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 | 82% |
| English learner | 67% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 86% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 68% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 10% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| 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
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 85% | 49% | ||
| Asian | 5% | 8% | ||
| White | 4% | 28% | ||
| Filipino | 3% | 3% | ||
| African American | 2% | 7% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 53% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 88% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 89% | 85% | ||
| Vietnamese | 6% | 2% | ||
| Armenian | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Urdu | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Bengali | 0% | 0% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| Farsi (Persian) | 0% | 0% | ||
| Hungarian | 0% | 0% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 12 | 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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7265 Amigo Ave.
Reseda,
CA 91335
Website: Click here
Phone: (818) 343-1312
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