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GreatSchools Rating

Franklin Elementary School

Public | K-5

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 7 ratings
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
Based on 6 ratings

Teacher quality

Principal leadership

Parent involvement

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53 reviews of this school


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Posted April 23, 2006

Great public school. Diverse, good teachers and a great location.
—Submitted by a parent


Posted April 7, 2006

My child attends franklin. I am shocked at the low quality of education and teaching. The school is overrated. There's one fund raiser after another never disclosing how much was raised and what it's for. The school is split by have and have nots (owners vs. Renters) with moms substituting past careers and busy husbands for volunteering. There's no diversity and many students are badly behaved. This school is not for your bright litle star.
—Submitted by a parent


Posted March 25, 2006

Excellent public school with great parent involvement. Number of classes in each grade might be a problem, but overall an excellent school.
—Submitted by a parent


Posted March 17, 2006

Franklin is a great school, especially the kindergarten program. The teachers are passionate about what they do and their curriculum is innovative and interesting.
—Submitted by a parent


Posted October 8, 2005

We recently moved here from across the country and couldn't be happier with Franklin. There is an enormous amount of parent involvement and enthusiasm for the school. We were worried because we came from a private school environment but find Franklin to be even better than our previous school.
—Submitted by a parent


Posted September 22, 2005

Franklin Elementary focus is on the students and their academic needs. There is a huge percentage of parental participation/involvement. There is an afterschool program as well as enrichment courses available for the students.
—Submitted by a parent


Posted September 18, 2005

We were extremely disappointed with Franklin school and took our children out after 1 year. We felt that the principal was ineffective and nonresponsive to complaints. There is so much emphasis on learning to the standardized tests, that creativity in teaching has been removed from the classroom.
—Submitted by a parent


Posted September 12, 2005

Strong parental involvement both in the classrooms and in fund-raising activities. The school district takes it's music classes very seriously. Afterschool sports and extracurricular classes are numerous and interesting. I would love to see art/history of art and languages become part of the curriculum.
—Submitted by a parent


Posted March 18, 2005

We have been at Franklin for five years, and are so pleased! What a rarity: excellence academics, lots of extras like music, art, drama, and gardening, caring teachers, and an active and real community of parents.
—Submitted by a parent


Posted June 19, 2004

My son spent six years at Franklin and just graduated from fifth grade. We moved to the district specifically for this school. We were very happy with our choice and I highly recommend this school. The teachers were all good, some superlative. There is a lot of parent involvement and parents feel very welcomed in the classroom and in lots of volunteer opportunities. Test scores are good, there's a feeling of caring and comraderie -- we are sad to be leaving, but I feel my son is well prepared for middle school.
—Submitted by a parent


Posted May 6, 2004

We have been at Franklin for seven years. Two children, a boy and a girl. Some of the amazing qualities that make Franklin so special are its diversity, its committment to excellence, its vibrant and caring parent community, the traditional, lovingly maintained campus, and most of all the caring, enthusiastic, outstanding administration and teaching staff. Franklin rountinely wins safety awards, teaches to the 'whole child', stresses values and personal responsibility, encourages community involvement and academically is incredibly strong. But if I had to point to the reason many of us love it so it would be the sense of community and belonging that is found there. My son is an individualist, an intense, challenging little guy who needed a lot of direction and care. He received that, and much more, at Franklin, and we believe it is the reason he is thriving in middle school today. I am forever grateful.
—Submitted by a parent


Posted January 8, 2004

I've been a parent at Franklin School for 3 years and I'm still consistently impressed with the quality of leadership, education, community and caring at this school. My other two children went to private schools before we moved to the Santa Monica school district. I feel, without a doubt, that the quality of education at Franklin is at least equal to the finest private school--if not better. And, being a neighborhood public school there is not the ego-driven 'have vs. have not' attitude I often have seen at private schools.
—Submitted by a parent


Posted August 25, 2003

This school is fine if your child is of the outgoing, high achiever sort. But my son, who attended from 1st to 4th grade, was shy and had minor learning problems, though extremely high test scores. There was a real lack of a plan for dealing with children who didn't fit the ideal. By 4th grade, because of increased class size (30+), we were looking for a way to get him a quieter environment. He was placed in a 'special day class' with some 'mainstreaming.' We were blatantly misled: the SDC, it turned out, had an ED (Emotional) designation (not LD/Learning)-- mainly troubled, disruptive children--highly inappropriate for our overly-sensitive, intelligent son! And the mainstream teacher treated him like a visitor and an inconvenience--did not remember his name, and when they came up short one book, my son was urged to read over someone's shoulder (he was the ONE child without a book), just for instance. In 3d grade, parents met regularly to complain of the 2 hours daily homework given, and the flippant attitude of the teacher (lots of 'too bad's). That was remedied by moving her to 1st grade--the next year. 1st grade and 2nd grade, however, were good, though still not particularly suited to anyone who wasn't nearly-precocious. In the end, we considered our 4th grade experience to be a wash--he learned almost nothing--and moved him to a smaller school to repeat the information and the grade. We are thrilled with their ability to address all different personalities. He never falls through the cracks here, is totally mainstreamed, and is thriving with minimal extra care.
—Submitted by a former student


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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

949

Change from
2012 to 2013

-15

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

949

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-15

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

132 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
90%

2011

 
 
78%

2010

 
 
86%
Math

The state average for Math was 65% in 2013.

132 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
92%

2011

 
 
86%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

136 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
74%

2011

 
 
86%

2010

 
 
79%
Math

The state average for Math was 66% in 2013.

137 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
89%

2011

 
 
94%

2010

 
 
94%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

125 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
95%

2011

 
 
96%

2010

 
 
97%
Math

The state average for Math was 72% in 2013.

125 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
94%

2011

 
 
98%

2010

 
 
97%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

120 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
92%

2010

 
 
91%
Math

The state average for Math was 65% in 2013.

121 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
94%

2011

 
 
92%

2010

 
 
86%
Science

The state average for Science was 57% in 2013.

121 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
91%

2010

 
 
91%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students86%
Females85%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disability73%
Students with no reported disability87%
English learner54%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate82%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students90%
Females86%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disability73%
Students with no reported disability92%
English learner62%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduate91%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students86%
Females87%
Males86%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disability69%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate84%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students91%
Females92%
Males91%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disability76%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate89%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students92%
Females97%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disability94%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate89%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students92%
Females89%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disability94%
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate89%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students98%
Females97%
Males98%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)99%
Economically disadvantagedn/a
Not economically disadvantaged97%
Students with disability93%
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate97%
Parent education - graduate school/post graduate99%
Parent education - declined to staten/a

Math

All Students95%
Females92%
Males98%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disability80%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduate99%
Parent education - declined to staten/a

Science

All Students94%
Females90%
Males97%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disability87%
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 74%
Asian 8%
Hispanic 8%
Two or more races 7%
Black 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 4%N/AN/A
English language learners 7%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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2400 Montana Avenue
Santa Monica, CA 90403
Phone: (310) 828-2814

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