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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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.
The school has hard working teachers, students and parents. I am very happy. I particularly like the Dual Language program.
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
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
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
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
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
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
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
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
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
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
Came from a Torrance district school to this school.Was the worst two years of my sons - education wise.
—Submitted by a parent
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.
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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
109 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.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
123 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.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
133 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.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
135 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 | 65% |
| Females | 65% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 59% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 72% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
| All Students | 61% |
| Females | 59% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 59% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
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 | 25% |
| Females | 28% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | 7% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 41% |
| Females | 42% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 22% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
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 | 48% |
| Females | 54% |
| Males | 39% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 64% |
| Students with disability | 17% |
| Students with no reported disability | 50% |
| English learner | 25% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 55% |
| Females | 59% |
| Males | 49% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 73% |
| Students with disability | 25% |
| Students with no reported disability | 58% |
| English learner | 45% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
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 | 37% |
| Females | 36% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 5% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
| All Students | 47% |
| Females | 49% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 18% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 48% |
| All Students | 35% |
| Females | 34% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 12% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
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
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
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 | 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 53% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 73% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
|
| Fax number |
|
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1123 West 223rd Street
Torrance,
CA 90502
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