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GreatSchools Rating

Lincoln Middle School

Public | 5-8 | 1140 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
No new ratings
2010:
Based on 2 ratings

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22 reviews of this school


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Posted November 19, 2012

I haven't seen anything impressive in the way of educating children at LMS. There is a distinction within grades that uses a "Gem stone" for core division The principal states there is no difference yet it has been three months and the Diamond core has been to a science field trip and is dissecting in the classroom while the Ruby core has depended only on the text for the same unit. This looks similar to the illegal tracking of the 70's. It has been a long first semester for our GATE student that has lost luster for the school. After McKinley Elementary this school is a rude awaking. We have made some classroom changes and look forward to a great ending of our first year.
—Submitted by a parent


Posted November 19, 2012

YES the school bldg is very depressing-dirty white bldgs. GOT PAINT?The sidewalks and stairs have large dangerous cracks. I lived in Colorado and comparatively the buildings in Santa Monica are extremely outdated. This effects students, teachers, and staff. The greed in this town has reduced most people to living in homes that are substandard just like the schools. Amazing how that works....amazing how much money supports inadequacy.
—Submitted by a parent


Posted October 8, 2009

My child has always been very intellegent, athletic & gets good grades in school. But she was also shy & slow to warm up to new people. Since her arrival at Lincon MS she has really blossomed! She now plays several instuments, has made some new friends that could turn into life-long-friends & has joined several clubs & team sports.
—Submitted by a parent


Posted September 2, 2009

If you have a child with special needs, this is not the right school.
—Submitted by a parent


Posted September 1, 2009

There has been a high turnover of principals in recent years. In my opinion the school is way too strict. As far as the teachers, most were good and responded to my concerns right away, others I had to leave more than one message, and yet still there were times when my call or email was not returned at all. I was happy with this school a couple of years ago, but this last year was not a good one. In my opinion LMS is education for the masses.
—Submitted by a parent


Posted September 8, 2008

Lincoln Middle School Is a wonderful learning environment for children. Not only are the teachers amazing, the whole staff is as well.


Posted May 27, 2008

This is an excellent school, with a great focus on the whole child. Academics are stressed, but no one forgets that these students are going through the biggest growth period of their life. Our family has had two very different students receive an excellent education and very ver well prepared for high school. The teachers are some of the best in the country!
—Submitted by a parent


Posted March 7, 2008

I had a horrible experience at LMS. about a fourth of all the teachers i had were great, the rest were either blah or were really bad. The people there were incredibly segregated and judgemental of one another. the rules were ridiculously strict. the campus looked depressing. every single day i spent there felt the same and i feel like i wasted 3 years of my life going to that terrible school.
—Submitted by a student


Posted April 28, 2007

We are very pleased with LMS! I am not sure if there would have been a better choice of school for our doughtier than Lincoln. There is a lot of work, yes, but that is precisely the point. She was accepted part time in a CS university, and I strongly belive we owe it all to Lincoln's learning environment and academic program. I would recommend this school to anyone.
—Submitted by a parent


Posted January 5, 2007

Lincoln has been a great help to my daughter, when she needed help in her math class, the teachers/counselors were there to help even befor I could call. I know that wouldn't have happend in another school district.Thank you lincoln
—Submitted by a parent


Posted May 30, 2006

The quality of Academic Programs is high, the teachers are knowledgable of individual students and senssitive to their concerns or challenges. There is a counselor for each grade who is accessible and proactive. However, there is little in the way of arts programs available. Expect to have to supplement your child's experiences at nearby places like The Brentwood Art Center or various music and dance schools in the area. Parents are definately involved and contributive to the school. The administration is very approachable with teh overall feeling that there is great care for each and every student's needs.
—Submitted by a parent


Posted May 6, 2006

It is a good school. Though not as warm and community oriented as other schools in the district.
—Submitted by a parent


Posted April 25, 2006

Wonderful school, great teachers. Students are challenged in all ways! Kathy Scott, the current principal is amazing!
—Submitted by a teacher


Posted April 25, 2006

Fabulous school. Highly recommended.
—Submitted by a teacher


Posted April 9, 2006

Extremely active Parent Association. Engaging teachers. Rigorous Curriculum. High Quality Music Program.
—Submitted by a parent


Posted March 7, 2006

Lincoln Middle School is an execellent place in terms of allowing students to take responsibility for their own actions, offering a broad range of subjects (including a great multidisciplinary elective program and early morning music programs), and character to exell toward high school.
—Submitted by a parent


Posted February 11, 2006

An excellent middle school, with a very committed principal and similarly committed teaching staff. A large campus w/ 3 gyms, a rock climbing wall, and daily PE periods. Very involved PTSA.
—Submitted by a parent


Posted September 20, 2005

The academic programs were wonderful. My child did band and exploratory block and he loved them both. Finally any parent who wants to be involved could.
—Submitted by a parent


Posted March 18, 2005

Excellent teachers! For middle school in the Westside area, Lincoln Middle School is one of the best there is.
—Submitted by a parent


Posted March 10, 2004

An excellent middle school - careful both to impress individual responsibility and accountability while providing the support and resources to enable students to transition between elementary and high school. We have been very happy with our child's experience at this 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.

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 2012.

This school's
API score

901

Change from
2011 to 2012

-1

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

6 / 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 did not meet all student subgroup API targets for 2012

This school's
API score

901

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
2011 to 2012

-1

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

6 / 10

API Similar Schools Rank (2011)
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 63% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 65% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

317 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
82%

2010

 
 
82%

2009

 
 
79%
Math

The state average for Math was 55% in 2012.

320 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
74%

2010

 
 
72%

2009

 
 
67%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

33 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%

2009

 
 
100%
English Language Arts

The state average for English Language Arts was 62% in 2012.

342 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
82%

2010

 
 
83%

2009

 
 
81%
Math

The state average for Math was 52% in 2012.

307 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
64%

2010

 
 
71%

2009

 
 
66%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

212 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
80%

2010

 
 
64%

2009

 
 
69%
English Language Arts

The state average for English Language Arts was 59% in 2012.

337 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
86%

2010

 
 
82%

2009

 
 
76%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

107 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
50%

2010

 
 
12%

2009

 
 
38%
Geometry

The state average for Geometry was 87% in 2012.

30 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%

2009

 
 
100%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

349 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
79%

2010

 
 
72%

2009

 
 
72%
Science

The state average for Science was 66% in 2012.

338 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
84%

2010

 
 
80%

2009

 
 
80%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students88%
Females92%
Males84%
African American83%
Asian94%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged73%
Non-economically disadvantaged91%
Students with disability59%
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)81%
Parent education - college graduate89%
Parent education - graduate school/post graduate95%
Parent education - declined to state82%

Math

All Students71%
Females71%
Males70%
African American42%
Asian91%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged40%
Non-economically disadvantaged77%
Students with disability28%
Students with no reported disability74%
English learner17%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)61%
Parent education - college graduate72%
Parent education - graduate school/post graduate84%
Parent education - declined to state56%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students100%
Females100%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

English Language Arts

All Students84%
Females84%
Males83%
African American85%
Asian91%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged60%
Non-economically disadvantaged88%
Students with disability62%
Students with no reported disability84%
English learner41%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)85%
Parent education - college graduate88%
Parent education - graduate school/post graduate95%
Parent education - declined to state70%

Math

All Students71%
Females66%
Males77%
African American46%
Asian88%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged48%
Non-economically disadvantaged76%
Students with disability64%
Students with no reported disability72%
English learner40%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate37%
Parent education - some college (includes AA degree)70%
Parent education - college graduate76%
Parent education - graduate school/post graduate88%
Parent education - declined to state56%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students74%
Females74%
Males75%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged58%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
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)67%
Parent education - college graduate71%
Parent education - graduate school/post graduate83%
Parent education - declined to state59%

English Language Arts

All Students81%
Females85%
Males78%
African American67%
Asian96%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged65%
Non-economically disadvantaged84%
Students with disability40%
Students with no reported disability83%
English learner67%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)72%
Parent education - college graduate88%
Parent education - graduate school/post graduate92%
Parent education - declined to state58%

General Mathematics (Grades 6 & 7 Standards)

All Students28%
Females29%
Males27%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged21%
Non-economically disadvantaged32%
Students with disability19%
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)29%
Parent education - college graduate35%
Parent education - graduate school/post graduate35%
Parent education - declined to state19%

Geometry

All Students100%
Females100%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with no reported disability100%
Fluent-English proficient and English only100%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students78%
Females75%
Males80%
African American37%
Asian100%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged46%
Non-economically disadvantaged84%
Students with disability26%
Students with no reported disability82%
English learner53%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)66%
Parent education - college graduate85%
Parent education - graduate school/post graduate89%
Parent education - declined to state49%

Science

All Students83%
Females83%
Males83%
African American60%
Asian100%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged52%
Non-economically disadvantaged89%
Students with disability44%
Students with no reported disability85%
English learner67%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)78%
Parent education - college graduate87%
Parent education - graduate school/post graduate94%
Parent education - declined to state63%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 61% 28%
Hispanic or Latino 18% 49%
Asian 10% 8%
African American 6% 7%
Pacific Islander 3% 1%
Multiple or No Response 2% 3%
American Indian or Alaska Native 0% 1%
Filipino 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 17%N/A24%
Students eligible for free or reduced-price lunch program 218%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 57% 85%
All other non-English languages 16% 1%
Farsi (Persian) 11% 0%
Korean 4% 1%
Hebrew 2% 0%
Italian 2% 0%
Cantonese 1% 2%
French 1% 0%
Japanese 1% 0%
Mandarin (Putonghua) 1% 1%
Russian 1% 0%
Urdu 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 28N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009
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1501 California Avenue
Santa Monica, CA 90403
Phone: (310) 393-9227

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