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Teacher quality
Principal leadership
Parent involvement
My daughter has attended this school for the past 5 years. I couldn't be happier. Being a marine science magnet school, teachers are always finding creative ways to incorporate it into their daily lesson plan. The parent involvement is incredible, no matter when u show up, u will also find a parent there. Teachers are always willing to work with you if your child is struggling or if you have any concerns. The PTO is great, they are a very active group and have a great relationship with the teachers and rest of the staff.
—Submitted by a parent
This school does have a higher test score then our home school.But if your student is not doing well they do not qualify for tutoring.Point Fermin does have a few good teachers but not all are up to pare and if your lucky your child will get the good teachers. If not they fall behind, My complaint one teacher that left for a different position three months into a new school years leaving students hanging without a permanent teacher for the rest of the year. Not good for our students just wondering what other parents think about this.Many teachers taking maternity leave leaving for half of the school year and again substitute teachers filling in with our students this can affect our childrens learning and we only get one shot at this with our kids at the losing end. not to mention why do they let the outstanding teachers leave at the end of the school year and keep the couple of teachers who are not on track with proper learning. This school has room for improvement.
—Submitted by a parent
If your looking for a great school for your kids send them elsewhere. The problem with this school starts with the pinciple and ends with the pto. There is no sense of comminity here. All the principle seems to care about are test scores and not the welfare of the children. Whenever I pass by the PTO they are complaining about the school or gossiping about faculty members. If not for my child's wonderful teacher I would have pulled my child out of this school immediately upon noticing these things. Please be aware there is a problem with bullying at this school. I often ask my child if they are having an issue with any other child at school. We've been fortunate enough to not have an issue personally, but I know of many others who have.
—Submitted by a parent
With its new marine-science magnet program, small community, historic building, and active parents, Point Fermin is a hidden gem in LAUSD. Our son is in his second year here, after good and bad experiences in other grade schools in LA and Miami. He's had two excellent teachers. They go on frequent field trips and bring in interesting arts and other community activities. As a newcomer, he was welcomed enough to be elected to student council. He particularly loves the Native American Club, which helps him get in touch with his heritage. This is a small school; the parents play a big role in making it what it is. They have worked out the parking issues. There are leadership issues, but that means the good parents and teachers get to step in and run this beautiful facility.
—Submitted by a parent
We have been so pleased with this school and have had children attending for over four years. My children learn so much marine biology and we walk to the local aquarium on a regular basis. In addition, the teachers are fantastic and caring. If we ever have a concern, it is handled quickly and professionally by the staff and teachers. My children have excelled on state testing and have learned so much.
—Submitted by a parent
This is a great little school. If you are a parent that is looking to not participate or complain because there is no parking lot I encourage you to look elsewhere. Valet programs take volunteers and parents who care. We are a group of parents who care and spend our time making a difference to the children at the school. We don't mind walking one block to get into the school. As we have become a magnet we have more working parents that still manage to be active in our children's education. The days of screeching in front of school and throwing your child out and never helping out at the school are over in most all schools. If you are that type of parent, this is not the school for you. What other school walks to the aquarium, the beach, and Marine Mammal Center on a regular basis. There are many activities at this school and we are very happy here.
—Submitted by a parent
The Principal and teachers are dedicated to providing a healthy and creative learning environment.
—Submitted by a parent
I highly recommend looking at other schools in San Pedro, . the principal should be replaced for a new one, poor PTO,, not enough activities, terrible parking, that causes arguments among some parents,, there are better shools in San Pedro for sure
—Submitted by a parent
This is my sons first year and he LOVES IT! He loves his teacher . I live in Lomita and got my son into their Magnet Program, at first he was not happy going on the bus at 7:00 and coming home at 4:00 but after his first week I asked him if he still wanted to go back to his old school which was 5 min. away from my house and he said NO WAY MOM. He enjoys learning about Marine Science he enjoys their field trips ,he got to open up a fish and he just loves it, his teacher is a adimit scuba diver which he thinks is just the coolest thing ever ., so I am so happy for him and feel privileged to have been accepted so that my son could benefit from this schools programs.
—Submitted by a parent
Great neighborhood school with fantastic local resources like the aquarium. I don't understand why parents complain about parking. We should teach our kids to walk, bike, scooter to school with supervision. It's healthy for their minds and bodies and easier on the environment. Organizing Parent-volunteers to supervise, curbside, drop-off and pick-up would also be helpful (Hey, be part of the solution). A Safe Routes to Schools program here between the City of San Pedro and Parents could really help kick this off.
—Submitted by a parent
Point Fermin El. is a really good school. It has the best teachers , principal and school libarian. The grades are k -5 . They always have a nutritious and delicious meal .They have dance classes . theater , drama and more.
—Submitted by a parent
We live in the neighborhood and love this small school. My child is thriving and learning so much. There are so many extra activities including yoga, art, drama and dance. His teacher is amazing, caring yet firm. As far as not having a parking lot, I walk and on the many days I drive I have never parked more then a block away. My only disappointment is the other parents at the school. There are a handful that do everything and some that can not because of work. Many chose to do nothing. The few that help, like me, work and have other small children. It is because of the lack of parent help that there isn't a drop off system in place. The leadership is great, but hopefully with the school becoming a magnet, some of the parents that do nothing but complain will go somewhere else.
—Submitted by a parent
I would highly recommend looking at other schools with more resources and better administration than Point Fermin. The school definitely has a small school atmosphere-one that is hopelessly adrift on the high seas of misguided LA-Unified District policy. My child is in a split-grade class. The teacher has two separate curriculum to teach, with the results being 2 hours of independent study daily for the older kids in the class. Some other notable facts about Point Fermin: there are no PE classes; no parking or drop off plans in effect - the teachers union prevents them from assisting with bringing the children in safely; you can also expect to receive a load of hastily conceived fliers and announcements for meetings, often taking place during the next business day. Hopefully when the science magnet starts next year, it will have a different director than the current principal, someone who is capable...
—Submitted by a parent
Point Fermin is a Great School! Our scores have gone up over 100 points over a three year period. We are now a Marine Science Magnet and are competitive with the top schools in San Pedro. You can't beat that and still maintain a small school atmosphere. I would recommend this school to anyone bringing their children here. We are also a military family.
—Submitted by a parent
We are also a military family coming from san diego, though I loved my son's last school point fermin has not disappointed. I now have 2 sons attending and one is in the gifted program which I love. I also hate the parking but what can you do, it'd be great if they could build a parking lot or make pick up and drop off easier, that is my only complaint, it really is pretty bad especially if you have younger children at home and/or are not able to walk. The principal is very involved and the teachers are awesome, the communication is fantastic.
—Submitted by a parent
We are also a military family and I have both of my daughters in Point Fermin. My eldest has been here since 1st grade, and my youngest started with kindergarten. They are now going into 5th and 3rd grade. This school is fantastic! The teachers are wonderful, so committed to each and every student, and Point Fermin is such a family. The emphasis on marine science is phenomenal, your child will learn so much about the ocean and the environment. Academically, I couldnt be happier either. We are deeply saddened to be leaving this school, and hope that our next will welcome us with as open arms as Point Fermin.
—Submitted by a parent
We are a military family and just moved here from New Orleans. I am thouroghly disappointed with the lack of emphasis put on school work and homework. This school is also lacking in oraganization. My daughter is in the 3rd grade and will not be attending Point Fermin in the 4th.
—Submitted by a parent
I have nothing but great things to say about Point Fermin. The extra programs that are provided for the kids are beyond compare.African drumming and dance, art, theater, music, Catalina Island Marine Institute,Cabrillo Aquarium and the Marine Mammal Science Center...everyone should be so lucky to have a child who is a part of the Point Fermin community. The API is outstanding which proves that the teaching staff and administration are some of the best in San Pedro. I am proud to be a part of the Point Fermin family.
—Submitted by a teacher
Having just moved here from out of state, (military) my daughter is a new student at Point Fermin. I am so far very disappointed with some things and happy with others. I am disappointed with the lack of parking, in fact there is not even a parking lot, I have to drive around for hours to park or risk getting a ticket!!! It is unacceptable. Next, the test scores are extremely low and although rising a little each year are still concerning. What could the problem be? The class sizes are horrid. I am very concerned for her when we move from here. However, her teacher is trying very hard, its not her fault there is sooooo little funding.
—Submitted by a parent
My daughter attends Pt. Fermin Elementary - she is now in the third grade. We love this school, it's small and everyone seems to know everyone.
—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.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
55 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.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
43 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.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
33 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.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
24 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 | 80% |
| Females | 83% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 83% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 70% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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) | 78% |
| Parent education - college graduate | 69% |
| 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 | 63% |
| Females | 69% |
| Males | 59% |
| 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 |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| 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) | 69% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
| All Students | 81% |
| Females | 69% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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) | 85% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 69% |
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 | 71% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 71% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| 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 | 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 | 46% |
| Females | n/a |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | n/a |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | n/a |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| 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 | 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
White (not Hispanic)
All students
Economically disadvantaged
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 43% | 49% | ||
| White | 36% | 28% | ||
| African American | 12% | 7% | ||
| American Indian or Alaska Native | 3% | 1% | ||
| Asian | 3% | 8% | ||
| Pacific Islander | 2% | 1% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 52% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 63% | 85% | ||
| Arabic | 13% | 1% | ||
| Farsi (Persian) | 13% | 0% | ||
| Japanese | 13% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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3333 Kerckhoff Avenue
San Pedro,
CA 90731
Phone: (310) 832-2649
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

