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GreatSchools Rating

Ivy Bound Academy of Math, Science, and Technology Charter Middle

Charter | 5-8 | 233 students

Our daily curriculum includes the core subjects as well as PE, Art, & Computers

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 6 ratings
2012:
Based on 5 ratings
2011:
Based on 5 ratings

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35 reviews of this school


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Posted April 6, 2014

I enrolled my son in 5th grade in the middle of the school semester, and we were greeted warmly and received huge support and understanding from staff. Office people are amazing trying to keep kids safe.Everybody knows each other.My child is getting a private school education for free.We are blessed that we are in IBA. I only wish they extended to 12th grade.The school is very safe and has a very hands on principal.I can not say enough good things about the school.THANKS for your hard work!!!
—Submitted by a parent


Posted March 18, 2014

This school is just WONDERFUL! This is our first year here, and we feel so blessed. Thank you IBA for such a good job.
—Submitted by a parent


Posted January 17, 2014

The school quality is getting poorer and poorer. The best teachers are gone. New teachers are coming in/out almost bimonthly. Principal's concern is funding, money contributions, etc. Principal is money-driven. No sports activity at all, a lot of restrictions and liability concern. This school is good to be a tutorial service but not as a middle school. Bullying is also rampant. They do not have enough people to manage two campuses. Thus, the quality of education overall is poor. However, Mr. Gaunt is the best.
—Submitted by a parent


Posted October 1, 2013

We loved this school and are sad to be leaving. After 4 years here with my oldest and a year with our second I wish we could pack it up and take it with us in our move. The school is still experiencing some growing pains but is overall a great school. My oldest just finished last year and started high school. She is so far ahead of her peers and has been placed in almost all AP classes this year. My only wish is that they would expand into high school. After leaving for high school all the area high schools just seem mediocre. I wish them the best and hope the other schools in the area follow their example.
—Submitted by a parent


Posted September 11, 2013

We love this school. The size, the teachers, and especially the principle and staff. My daughter went from average to a's and b's. The first year was tough since she missed so much in her previous school but now she has caught up. When her grades started to slip we got a call (yes they called us) to let us know and offer morning assistance. This was by far the best choice us and really turned around my daughters academic path.
—Submitted by a parent


Posted August 22, 2013

This is truly the "gem" in the San Fernando Valley. We were a little nervous at first because we pulled our son out of a great school after 4th grade. We didn't feel the curriculum was challenging enough and the class size kept expanding. Ivy is a small and very personal school - you get the feeling that all of the amazing staff knows each kid (and we have only been there 8 days). The class size is wonderful - 18 to 20 vs the 40 that we came from. Our last school was so focused on "teaching to the test" that if you have a child that is very bright, they seem to get stuck in a rut and not learn anything past his/her current grade level. Ivy isn't like this - they can excel way beyond their grade level and really feel like they have accomplished a great deal when doing so. This is not the typical school - there isn't a big yard and the classrooms don't have any windows. This school is designed for children to get an amazing education and to prepare them for future education. The children are all very respectful and look eager to learn and Ivy provides all of the necessary tools for each student to become a success.
—Submitted by a parent


Posted July 12, 2013

We just culminated from 5th grade at IBA and are moving in to 6th. We are so lucky and grateful to have found this school. The emphasis is on developing good work habits and on the kids striving for excellence. The way this program works leads the children to work smart, hard and to want to do well in school. My daughter check her grades weekly and has confronted the teachers when she felt as though the teachers had entered in a wrong grade. The teachers and faulty encourage that and it has taught my daughter to stand up for her own rights and not be afraid to go after what she feels is right. I can not say enough good things about the school.
—Submitted by a parent


Posted May 1, 2013

its a horrible school theres bullies and the teachers are biased, insensitive, and dont care about thier students. All they want is their pay check. Sence the school is so small the kids pick on you for fun and entertainment. The school does not have an indoor place to eat so they sit out side and theres not enough tables so the kids sit on the ground next to the freeway! The kids swear even the 5th graders. One kidS said to a teacher "F*** you you B****" and the school did NOTHING about it. One of the straight A studentS is transfering out to go to Van Nuys Middle School. Anything is better than this horible school.


Posted April 8, 2013

The teachers at IBA are both knowledgeable and enthusiastic. They set high expectations and the children strive to meet those goals. Excellence, not mediocracy, is the focus here. The English teacher builds true readers and writers and the social studies teacher makes history come alive. The teachers and administration know every child by name and needs and are always willing to meet for a conference. The online grade system also keeps students and parents up to date. This gem of a school, despite small facilities, outperforms the huge middle schools on every front.
—Submitted by a parent


Posted November 8, 2012

Every school is struggling to preserve and maintain the quality of their program. IBA is no different in that aspect. One of the clear differences that sets IBA apart from others is the decision making process. IBA understands that classroom instruction should benefit from each decision. As a teacher in a different district, I am grateful for the smart work and dedication by the IBA staff, leadership and volunteers.


Posted September 13, 2012

This is our second year at IVYBound Academy and I feel so blessed to have found this small diamond of a school for my girls. The teachers are excited to be there and they teach with such pride and motivation. Because of the size, the kids do not get forgotten and all the teachers know all of the students. I am thankful that my child will be given an opportunity like this to love school and be educated by teachers who love what they are doing, especially these hard years in middle school.
—Submitted by a parent


Posted July 5, 2012

My daughter just finished up her first year at Ivy Bound and she loves this school. The principal, teachers, and the entire staff really take great pride in this school and it shows. The curriculum is vigorous and parents and kids are held to a high standard to ensure their success. This is not your typical public school and goes against every stereotype of what public schools have become. There is zero tolerance for bullying and I was very happy how they handlesd a situation when it came up. The principal is amazing and inspiring and makes every child feel like they matter. Even with all of the rigorous school work, my daughter did not want to be off for summer vacation...now that's a testament to a great school!
—Submitted by a parent


Posted April 17, 2012

Our daughter started 5th grade this year and this is her first year out of private school. I must say that there is nothing but great things I have to say about this school. Yes it's not for every child they really do focus education and children can not misbehave. It really feels like a private school. The teachers are young and very easy to relate to. Highly academic so if you want your child to be really challenged than this is the school. They do have tons of homework and project so it can be hard at times. My child is getting a private school education for free..
—Submitted by a parent


Posted February 23, 2012

While the teachers at the school are good (they had a large turnover of great teachers from this past year), (Mr. Gaunt is an excellent teacher) this is not a "warm and fuzzy" school. There are no parent/teacher conferences. And the lack of parking in the immediate vacinity makes it hard for parents to stop by and discuss issues one-on-one with the teachers. Also, the Principal has not been so available this year, as he's been in Sacramento dealing with charter school issues. If your child has problems with math, this is not the school for him, as the ALEKS math class, given in addition to the regular math class, is extremely unforgiving and frustrating for the kids. I don't think it teaches anything to the kids who can't self-direct on the computer. The school also does not "pull out" for special ed. The school also will say it doesn't allow bullying but the administration is ineffectual in dealing with discipline problems, and some students from my child's class last year left partially due to the lack of response from the administration to their concerns. I also found the PTA president snooty when I tried to propose a couple of activities.
—Submitted by a parent


Posted June 6, 2011

I enrolled my son in IBA in the middle of the school semester, and we were greeted cordially and received huge support and understanding from staff. Thank you very much for your attentiion and kindness!
—Submitted by a parent


Posted May 31, 2011

This school keeps getting better! Even though it is one of the most rigorous schools around, it has a friendly, welcoming atmosphere. The kids are well-behaved and the staff doesn't hassle them about little things. My son says that the English teacher, Mr. Gaunt, is the best teacher in the universe, and the other teachers are mostly very good. He learns more in a semester here than he used to learn in a year.
—Submitted by a parent


Posted May 31, 2011

My child started out in private school and then transferred to public school and then to this school. We are very happy with the school and its style of teaching. Every school has its problems but the quality of this school outways these minor problems. I just hope this school will extend into highschool at a better campus.
—Submitted by a parent


Posted April 15, 2011

The school is located at the intersection of 101 and 405 freeways. The test scores may be fantastic, but I don t think it is healthy for young children to be sitting 50 feet away from one of the busiest freeway intersection in the country. Breathing exhaust gases all day will surely cause health problems later in life.
—Submitted by a parent


Posted February 15, 2011

These are educators who are young, modern thinkers. They have a love of family and our children. They understand that our society is better served by an educated citizenry who will ultimately live full and happy lives as they pass down their knowlege to the next generation. It is a warm, peacful, fun environment for the kids, and the communication between parents and the faculty is solid and totaly open. I only wish they extended to 12th grade.
—Submitted by a parent


Posted May 5, 2010

All teachers are superb. The school is very safe and has a very hands on Principal. It's better than most private schools that I know of.
—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 2013.

This school's
API score

902

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

9 / 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

902

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

-9

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 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
(2012)

9 / 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)

9 / 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 60% in 2013.

58 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
83%

2011

 
 
76%

2010

 
 
78%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%

2011

 
 
66%

2010

 
 
81%
Science

The state average for Science was 57% in 2013.

58 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
91%

2011

 
 
80%

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 60% in 2013.

60 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
67%

2011

 
 
81%

2010

 
 
74%
Math

The state average for Math was 55% in 2013.

60 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
62%

2011

 
 
81%

2010

 
 
61%
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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

55 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
87%

2011

 
 
90%

2010

 
 
86%
Math

The state average for Math was 52% in 2013.

55 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
73%

2011

 
 
79%

2010

 
 
79%
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

Algebra I

The state average for Algebra I was 50% in 2013.

57 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
59%

2011

 
 
53%

2010

 
 
54%
English Language Arts

The state average for English Language Arts was 57% in 2013.

57 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
87%

2011

 
 
90%

2010

 
 
92%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

57 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
77%

2011

 
 
78%

2010

 
 
75%
Science

The state average for Science was 67% in 2013.

57 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
95%

2011

 
 
96%

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

All Students71%
Females88%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged64%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only76%
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 graduate71%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Math

All Students92%
Females96%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged88%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only92%
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 graduate90%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Science

All Students86%
Females88%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged84%
Non-economically disadvantaged88%
Students with disabilityn/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate90%
Parent education - graduate school/post graduate88%
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 Students77%
Females78%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged85%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only79%
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 graduate79%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students75%
Females64%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged74%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate84%
Parent education - graduate school/post graduate89%
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
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)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

English Language Arts

All Students67%
Females70%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged59%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only69%
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)65%
Parent education - college graduate50%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students54%
Females57%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged47%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only56%
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)53%
Parent education - college graduate44%
Parent education - graduate school/post graduate91%
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

Algebra I

All Students65%
Females60%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged66%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only65%
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)23%
Parent education - college graduate73%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

English Language Arts

All Students86%
Females100%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged89%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only86%
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)69%
Parent education - college graduate100%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
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)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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
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)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

History - Social Science Grade 8 Cumulative

All Students76%
Females67%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged71%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability79%
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)54%
Parent education - college graduate91%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Science

All Students99%
Females100%
Males98%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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)92%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
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 State average
Two or more races 45% 3%
White 28% 27%
Hispanic 24% 51%
Black 2% 7%
American Indian/Alaska Native 0% 1%
Asian 0% 11%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 55%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
Computer specialist(s)
ELL/ESL Coordinator
PE instructor(s)
Special education coordinator
Read more about programs at this school
Source: Provided by a school official.

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • Special education coordinator

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Mathematics
  • Science
  • Technology
Staff resources available to students
  • Computer specialist(s)
School facilities
  • Computer lab
  • Science lab

Arts & music

Staff resources available to students
  • Art teacher(s)
School facilities
  • Art room
Visual arts
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Sculpture
  • Textile design
Performing and written arts
  • Creative writing
Clubs
  • Yearbook

Language learning

Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator

Health & athletics

Staff resources available to students
  • PE instructor(s)
School leaders can update this information here.
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 308 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
70%
agree
 
District average
72%
agree
 

Parents

This school

 
70%
 

District average

 
70%
 

Students

This school

 
70%
 

District average

 
74%
 
Healthy, respectful relationshipsWhat's this?

This score measures the percent of students and employees that agree to strongly agree that this school has a positive learning environment and cultivates an atmosphere of respect. This score is based on the average of the following LAUSD survey Content Areas: School Support (Students), Commitment and Collaboration (Employees), Satisfaction (Students), School Support (Students).

Close
 
This school
75%
agree
 
District average
77%
agree
 

Students

This school

 
75%
 

District average

 
74%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

Close
 
This school
82%
agree
 
District average
70%
agree
 

Parents

This school

 
84%
 

District average

 
78%
 

Students

This school

 
77%
 

District average

 
58%
 

Employees

This school

 
85%
 

District average

 
74%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
62%
agree
 
District average
68%
agree
 

Parents

This school

 
62%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents71Not reported
Students22698%
Employees1155%

12012-13 Los Angeles Unified School District School Experience Survey

School basics

School start time
  • 8:00 am
School end time
  • 3:30 pm
Before school or after school care / program onsite
  • After school: ends at 5:30 p.m.
School Leader's name
  • Kiumars Arzani
Best ways for parents to contact the school
  • Email
Gender
  • Coed
Special schedule
  • Extended/longer school day
Is there an application process?
  • Yes
Fax number
  • (818) 808-0157

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Backwards Design
  • College prep
  • Core knowledge
  • Project-based
  • STEM
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Mathematics
  • Science
  • Technology
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Computer specialist(s)
  • ELL/ESL Coordinator
  • PE instructor(s)
  • Special education coordinator
Extra learning resources offered
  • Mentoring
  • Tutoring
Transportation options
  • None
School facilities
  • Art room
  • Audiovisual aids
  • Cafeteria
  • Computer lab
  • Internet access
  • Learning lab
  • Playground
  • Science lab
School leaders can update this information here.

Sports

Boys sports
  • None
Girls sports
  • None

Arts & music

Visual arts
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Sculpture
  • Textile design
Music
  • None
Performing arts
  • Creative writing
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Leadership
  • Yearbook
School leaders can update this information here.

School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Chaperone school trips
  • Join PTO/PTA
  • Serve on school improvement team or governance council
School leaders can update this information here.

Apply

 

Submit your application by

January 31, 2014

 
 
Apply now
 

What are your chances?


1 out of 10students were accepted for the 2013-2014 school year.


Students accepted for the 2013-2014 school year
70
Applications received for the 2013-2014 school year
600
Students typically come from these schools
traditional LAUSD schools
affiliated and independent charter schools
private schools
Notice an inaccuracy? Let us know!

15355 Morrison Street
Sherman Oaks, CA 91403
Website: Click here
Phone: (818) 808-0158

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