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Teacher quality
Principal leadership
Parent involvement
A couple of typo's and mistakes! sorry...still don't prefer this school! my son is in honor roll and at this school it has very little weight!
—Submitted by a parent
This is a terrible school!!The bullying is unbelievable ! They have supervisors on the playground who should be watching the kids, instead they are ignoring the children who are being bullied! All the supervisors look like if they don't want to be at work! If they are that tired of hearing children's complaints they need to get another job! The principle needs to really correct all the yard supervisors and remind them their job title!! I don't think anyone in this school realizes bullying traumatizes kids for life !! Perhaps they need to start with kindergarten yard supervisors to the upper grades! I've seen some great teachers in this school so I'm not giving them the one star they deserve more. The Kindergarten playground is just as bad on the bullying as upper grades. Don't send your kids to this school ,it's not worth their shinning personalities being destroyed by yard supervisors from K-5 letting these bully's get away with this!!
—Submitted by a parent
It's a great school. They have a lot of great activities for the kids. There are a lot of involved parents. The staff is great. My child is thriving. They receive a lot homework, which I think is great. NO complaints from me!
—Submitted by a parent
Tarzana is a school filled with a diverse student poplulation and opportunities for all to grow academically and artistically!!! My children have loved being at Tarzana. They enjoy their teachers and the suppoort staff who are always there to help them. I have enjoyed the parent meetings and opportunities to learn more about the school and support for my children. I would highly recommend Tarzana Elementary School!
—Submitted by a parent
I have worked in several schools as a teacher and I do have to admit that I am fortunate to be in an environment with such dedicated professionals who really care about their students, their profession, and the community they work in.
—Submitted by a teacher
Do not sent your kids to this school!!! First of all it's a PI school and you can choose a different one by law. Check out the Choices program. You will even be provided free transportation to and from school. I had a very bad experience at that school. The only true professionals there are the school psychologist and administrators. But your kid and you will have to deal with unqualified mean teachers. Who will be making inappropriate comments about you and your kid and will try to ruin your kids' future. Also, they won't teach your kid anything but would expect him/her to know all the answers. This just doesn't make any sense. Oh well, you have been warned...
—Submitted by a parent
i am very disapointed with this school i do not recommend this school to anyone i wouldnt wish this school upon anyone. the only reason i would put 1 star up is because thats the only way i can get this review up
—Submitted by a parent
Excellent teachers. Good community.Perfect school for our kids. I recommend this school to everyone looking for high academic achievement AND diversity in the student population.
—Submitted by a parent
What a phenomenal school! Dr. Lee is a terrific principal and treats every student and staff member with the utmost respect. All the school programs are designed to integrate with what is being taught in the classroom. This is especially true in the technology program. Both technology teachers work very hard to make certain all staff is supported and students receive the assistance they need. If every school in LAUSD was supported as well as this one is, there would be few problems with our district.
—Submitted by a parent
The teachers are great and the parents are committed.
—Submitted by a parent
The teachers at Tarzana Elementary are amazing! I could not be happier with the curriculum, academic standards, and effort put into my child's education. The teacher's challenge every student the the classroom to achieve their highest potential as a student and a citizen. The Creative Kid's afterschool program is affordable and again focuses on homework success, student responsibility, and most importantly, fun! I recommend this school to everyone looking for high academic achievement AND diversity in the student population.
—Submitted by a parent
What a wonderful school. Dr. Lee is very professional in communicating with the children. The teachers and supportive staff are there for the children. What a fantastic school to be a part of.
My child completed 5th grade here and she just blossomed at this school. She had been at her last school since Kindergarten and was scared to start at a new school. I loved the Faculty and the Diversity at Tarzana. Be prepared to have your child do lots of homework as well.
—Submitted by a parent
We think this is a great school, all the teachers the vice-principal Mr.Long, and staff are very motivated, friendly and easy to get along with, they make it a wonderful environment. The amazing Principal Dr.Lee seems to really care about the children. Our daughter is now in 1st grade, she enjoys going to school and we expect to have another wonderful school year with Ms.Pivaral like the Kindergarten year with Mrs.Kalmick. They have a big library and great after school activities.They help children with homework,computers,music, art, playground activities and more. Also they have lots of PTA involvement. We believe this school is doing an excellent job and our child has received a great education.
—Submitted by a parent
I think this school is wonderful. My son is in Kindergarten and to be honest, it was not my top choice as I was very adamant about putting him in private. Unfortunately, his birthday didn't qualify him to go to a private school so I looked at Tarzana, our local public school. When Ester gave me a tour of the school, I fell in love with it. The library and the grounds were far more superior than a lot of the fancy private schools. I love the fact that the principal, Dr. Lee, knows all of the kids' names and can match the child to the parent. Ester is amazing. She runs all the fund raisers and is very comforting to the parents. I love the fact that the staff tries to make the most of what they have (funds) and my son has not ever complained about going to school.
—Submitted by a parent
I LOVE THIS SCHOOL all four of my kids attended this school two of them are still attending this school has great and wonderful teachers. The Principal is just wonderful Dr. Lee and creative kids is a great program Mrs. Tate is the Director and she is WONDERFUL and her Staff. Very Happy Parent Virginia
—Submitted by a parent
All three of my children went to this school. As a matter of fact my youngest still goes there and she loves it. They've all started since k-5. My two boys have already had their culmination and it was a wonderful moment. Dr. Lee is a wonderful Principal, and her staff are easy to get along with. This school is very family oriented. They make parents such as I feel at ease knowing my kids are safe behind their gates. They have great after school programs. I never miss a holiday program especially Halloween and Christmas.
—Submitted by a parent
My son just recently culminated from this school and I loved every minute he was there. I still have a younger son, going into 2nd grade, and I am looking forward to the next school year. We do have a lot of parent participation and we have wonderful teachers. I also think our principal is fantastic. She definitely has her own style. That style whether liked or not has gotten us to our high api and has taught the children respect for themselves and others. It has also allowed our extremely diverse population to excell in all academic areas. How great to have a school perform so well with the student population speaking over 30 languages fluently. What else can I say but, Tarzana rocks.
—Submitted by a parent
This is my son's third year at this school. So far, we have been very dissapointed in this school. Especially after reading so many great reviews. There are a few exceptional teachers but most of them are very 'green'. PE barely happens. Students cannot play on the playground before school. They traded regular lunch periods/recess time for an earlier school day. This school is nearly 100% focused on achieving better scores in state testing, at the expense of all other pursuits. English and Math, all the time. No Art, Music. Technology is minimal. Faculty and Staff are very well intentioned, but disorganized and weak on follow through. Teachers are difficult to communicate with - not willing to use email and/or unwilling to return phone calls. Does 3 parents count for high 'Parental Participation?'
—Submitted by a parent
My son goes to Tarzana school and we love it! There is a wide diversity of people who send their kids there, there are several languages spoken and respected there, and there is a great and organized PTA! My son loves his teacher; she is very approachable and enjoys his company, even when he is a pain! the range of parental diversity is great, but all the parents respect education and watch out for all the kids. In short, it is a true community school, and I am so happy it is near us!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 51% |
| Females | 47% |
| Males | 54% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 36% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 45% |
| Females | 36% |
| Males | 52% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 30% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 53% |
| Females | 57% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 21% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 63% |
| Females | 60% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 46% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 63% |
| Females | 62% |
| Males | 65% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 19% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 56% |
| All Students | 71% |
| Females | 62% |
| Males | 80% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 38% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 50% |
| Females | 51% |
| Males | 49% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 8% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 48% |
| Females | 49% |
| Males | 47% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 15% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 46% |
| All Students | 47% |
| Females | 42% |
| Males | 51% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 8% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 44% | 49% | ||
| White | 29% | 28% | ||
| African American | 12% | 7% | ||
| Asian | 10% | 8% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 33% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 71% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 61% | 85% | ||
| Hebrew | 10% | 0% | ||
| Farsi (Persian) | 8% | 0% | ||
| Russian | 5% | 0% | ||
| All other non-English languages | 4% | 1% | ||
| Armenian | 3% | 1% | ||
| Punjabi | 3% | 1% | ||
| Arabic | 2% | 1% | ||
| Urdu | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5726 Topeka Drive
Tarzana,
CA 91356
Phone: (818) 881-1424
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