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GreatSchools Rating

Meyler Street Elementary School

Public | K-5 | 854 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings
2010:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted March 14, 2013

A lot of the negative reviews here focus on the previous principal who was on the way to retirement. Since the current principal took over a few years ago, there have been many positive changes. The International Baccalaureate program and Dual Language program at Meyler make it one of the more competitive and enriching schools in the district. Children also benefit from the Gifted pull-out program, the weekly orchestra instruction, and rotating art, dance, and drama visiting teachers. I am very happy that my children attend this school. The teachers for the most part are positive influences and work very hard. The PTA is just starting to build momentum and the fundraising efforts really help. The one and two star reviews are skewed. The one claiming to be from a teacher is misspelled and another refers to her time at Meyler from 20 years ago. Not relevant now. Reviews should be kept current with staff and program changes to reflect fairly how people feel about it. This school is a good one.
—Submitted by a parent


Posted February 12, 2013

The staff at this school is inattentive. My son is Autistic, they are not prepared to handle him, and getting the administration to do anything to benefit him is IMPOSSIBLE. I cannot believe that LA schools have a vice principal and nurse that are forced to shuttle between two different schools because of budget cuts. What kind of a world is this?????
—Submitted by a parent


Posted January 20, 2012

Excellent school. Carring, friendly and helpfull staff. Clean campus. My son's teacher in particular is always trying to bring kids to the next level, inventive, inovative and a joy to work with. The school provides great workshops to teach and empower parents. The dual language program is awesome. The International Baccaloureate program is fantastic.
—Submitted by a parent


Posted November 1, 2011

My daughter is attending Kindergarten at this school. I had her enrolled at a private school until I learned of this dual language program that Meyler has to offer. Her teachers are Ms. Piceno and Mrs. Lucero, and so far I am EXTREMELY pleased with what results I've seen. She is learning to read and wrote in both english and spanish, and I intend to keep her enrolled in a dual language program until highschool. The school itself has many caring parents, whom walk their children to school, and make sure that each child is safe... not something you may see in a traditional setting in which parents simply do the "drop off". It is a nice size school in a lower income, yet safe area... don't let it fool you. This school has HEART... and I recommend that any parent sit in on a classroom, especially the dual classes instead of believing the hype of simple test scores. There are many other things to factor in. Its true, the children have to be accepted into dual, and it's not for everyone.. the homework is challenging and the lessons are intense! I'm glad I chose Meyler, and I'm telling everyone about their dual program. It's a diamond in the rough, but not for long!!! Staff is great
—Submitted by a parent


Posted September 6, 2011

I was very afraid to attend the dual language program because of this schools reviews. Since these terrible reviews were written, the school ahs gotten a new pricincipal who is amazing, and new administration. The children are reading and writing in two languages, and far exceed my nieces and nephews who are being taught in a traditonal english setting. This program is for parents who think outside the box, and want to raise their children culturally, spiritually as human beings, not just to p ass the standardized tests. There are many schools who rank highre in test scores, and produce straight A students... this school produces those, as well as educated children who will be ready for the outside workforce someday, and who have t he advantage of being blingual. My advice to other parents: DON'T JUDGE A BOOK BY IT'S COVER... this program is for those of us who have done the research and are utilzing the best LAUSD can offer. By the way.... each child has to be accepted into the program, leading to a select group of intelligent childrenlearning with each other.
—Submitted by a parent


Posted June 4, 2010

I attended this school a while back (20 years old now) for my fifth grade year. For me to only fluently know English made me feel like I didn't totally belong. Almost everyone could speak Spanish except for me and it made it a bit difficult to make friends. Sort of like I was intruding onto their 'family.' Not very much much went on in the school as far as extracurricular activities go and it sounds like it continues to this day according to other reviewers. There is a lack of organization throughout the school and is not life changing in any way whatsoever. It would probably be best to either keep your kid in private school until they get to college (or whatever) or just leave California altogether.


Posted May 25, 2010

The school has hard working teachers, students and parents. I am very happy. I particularly like the Dual Language program.


Posted May 8, 2010

I have two children than are in the dual program. They are fluent in Spanish in their second language. I am very happy with the school, great administrative support, and I am quite happy I have chosen Meyler Street as our family's school.
—Submitted by a parent


Posted March 30, 2008

I'm a teacher here for over ten years. Could somethings be better at the school, of course. What we need to do is work together. The majority of our student population are second language learners. Parents and students have to understand you have to work harder to achieve your goals. You can't expect perfection without practice. You can't go on a soccer field and be a great player if you don't practice. Parents have to get involve in their childs daily education. We have a parent learning center on campus with child care to assist parents in learning English. We can't continue this trend or our children will suffer in the future.
—Submitted by a teacher


Posted September 12, 2007

The principal and staff are the worst they do not care about the children or parents the only good thing about this school are the teachers who try very hard in very poor management by the principal and the children who are in despret need of a good principalk managment by the pr
—Submitted by a parent


Posted June 27, 2006

Administration is poor. Administration needs to communicate better with the parents, and yes I too feel they are doing as little as they can and getting away with it.
—Submitted by a parent


Posted April 29, 2006

A horrible school, with unorgainized leadership.
—Submitted by a teacher


Posted November 26, 2005

Many good teachers, but lack of administrative support. Administration is not accesible and do not make decisions that benefit the school community. Administrators lack personal relation skills and do not communicate to the community. Administration lack leadership skills and the school performance reflects leadership. As a parent, I would like to the administrator visible. It is pretty sad when your child does not know who the principal is. There are very few activities. Activities planned are not communicated and do not accommodate parents.
—Submitted by a parent


Posted September 6, 2005

This is an average school. I'm sure the teachers do the best they can with the resources they have. Large hispanic population, probably handicapped by language.
—Submitted by a parent


Posted November 10, 2004

This school I feel is just doing the least they can do and get away with it. I do believe the dual language program is a great option since like the other mother said the school is mostly spanish speaking. I feel they do nothing to help working parents! How about a few parent meeting in the evening? Even the spaninsh classes offered to the parents is at 330pm? I would love to see some after school programs.
—Submitted by a parent


Posted July 27, 2004

As loving parents we want the best for our children. Meyler Elementary is not providing the best education for our kids. The API is 3 out of 10. It is an outrage that we work hard for our kid to get an education and realize that the LAUSD educators are not working hard for the future of our children. To ad insult to injury... they are asking the parents to supply basic supplies. So what are they doing with the money the LAUSD supplies them with? There is no toilet paper in the girls bathroom.
—Submitted by a parent


Posted March 10, 2004

Great, hardworking teachers. However, the administrative leadership, primarily, the principal has much to be desired. School has improved because of influx of new teachers within the last 3-4 years.
—Submitted by a parent


Posted November 18, 2003

The school have many great teachers that do great jobs in teaching the students and helping our kids achieve well academically.
—Submitted by a parent


Posted September 9, 2003

Came from a Torrance district school to this school.Was the worst two years of my sons - education wise.
—Submitted by a parent


Posted August 22, 2003

A school can only be great if it has a great leader. In this case, the principal is not a great leader. When we have parent meetings instead of being polite and listening to what parents have to say, she's very hostile and argumentative. Without the help of parents, teachers, volunteers, and whoever else is involved in their childs education, a school would not be able to function.
—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

743

Change from
2011 to 2012

-17

API Statewide Rank
(2011)

3 / 10

API Similar Schools Rank (2011)

3 / 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 did not meet its schoolwide API target for 2012.
  • This school has not yet 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

743

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

-17

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)

3 / 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)

3 / 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 58% in 2012.

109 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
60%

2010

 
 
51%

2009

 
 
57%
Math

The state average for Math was 64% in 2012.

109 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
65%

2010

 
 
55%

2009

 
 
60%
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 48% in 2012.

123 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
30%

2010

 
 
27%

2009

 
 
32%
Math

The state average for Math was 69% in 2012.

123 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
55%

2010

 
 
58%

2009

 
 
59%
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 67% in 2012.

133 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
43%

2010

 
 
36%

2009

 
 
43%
Math

The state average for Math was 71% in 2012.

133 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
54%

2010

 
 
50%

2009

 
 
49%
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 63% in 2012.

132 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
37%

2010

 
 
36%

2009

 
 
38%
Math

The state average for Math was 65% in 2012.

133 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
52%

2010

 
 
40%

2009

 
 
54%
Science

The state average for Science was 60% in 2012.

135 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
38%

2010

 
 
28%

2009

 
 
30%
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 Students65%
Females65%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability67%
English learner59%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate72%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)86%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Math

All Students61%
Females59%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability64%
English learner59%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)86%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%
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 Students25%
Females28%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability26%
English learner7%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)37%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Math

All Students41%
Females42%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability43%
English learner22%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)53%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%
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 Students48%
Females54%
Males39%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantaged64%
Students with disability17%
Students with no reported disability50%
English learner25%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)63%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

Math

All Students55%
Females59%
Males49%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged73%
Students with disability25%
Students with no reported disability58%
English learner45%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)56%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%
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 Students37%
Females36%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability37%
English learner5%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Math

All Students47%
Females49%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability48%
English learner18%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%

Science

All Students35%
Females34%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged34%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability37%
English learner12%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%
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
Hispanic or Latino 81% 49%
African American 7% 7%
Filipino 4% 3%
Asian 3% 8%
White 3% 28%
American Indian or Alaska Native 1% 1%
Pacific Islander 1% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 153%N/A24%
Students eligible for free or reduced-price lunch program 273%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 96% 85%
Filipino (Pilipino or Tagalog) 1% 1%
Korean 1% 1%
Urdu 1% 0%
All other non-English languages 0% 1%
Arabic 0% 1%
Chaozhou (Chiuchow) 0% 0%
Indonesian 0% 0%
Japanese 0% 0%
Taiwanese 0% 0%
Thai 0% 0%
Vietnamese 0% 2%
Source: CA Dept. of Education, 2007-2008

Teacher experience

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

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Louie Carrillo
Special schedule
  • Year-round
Fax number
  • (310) 787-9116
School leaders can update this information here.
Notice an inaccuracy? Let us know!

1123 West 223rd Street
Torrance, CA 90502
Website: Click here
Phone: (310) 328-3910

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