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Teacher quality
Principal leadership
Parent involvement
My child is attending Kindergarten at Mountain View and we have had a great experience thus far. It is a small school so we have gotten to know the principal and the teachers well and everyone is very nice. Due to budget cuts there are a lot of things cut, but the current PTA is working hard to raise funds to support the school any way they can. I am glad I chose this school.
—Submitted by a parent
Kids are sweet. Many experienced and caring teachers like Stager in first grade Very low accountability in upper grades No behavior control - 5th grade is awful! Some teachers are ready to retire, and won't give homework, won't connect with students and parents, and are teaching the gifted classes - what a shame! Principal has no leadership and no tight focus or organization Since the new principal has been at the school, scores have been dropping every year - they must start to pull things together!!! Really, with LAUSD, I guess anything goes, including continuous drop in scores and nothing that gets done!
—Submitted by a parent
I have been at mountain view for five years and from experience, it is a very good school. The campus is very clean and safe. The teachers are great and there is free after school intervention! I recommend that you take your child to this school and they will succeed in all areas.
—Submitted by a parent
Mt View is a gem! They have under 500 kids from K-5th. Parents are welcomed and encouraged to volunteer. The teachers and staff are experienced and truely love to educated our children.
—Submitted by a parent
This school has incredible teachers and staff and a fantastic principal who is completely hands on. The parents are very involved which help the school thrive.
—Submitted by a parent
My daughter is entering 5th grade and we've loved all the great teachers and wonderful staff. I have another daughter starting Kindergarten in the fall who is trilled to be attending this fantastic school.
—Submitted by a parent
I am a parent of 3 boys who went to this school, you have to be involve in pta to be able to have good experience in this school, the education is good is you are lucky to get a good teacher and you need to request a head of time and visit the school before you enroll your little one. to much politics. you child have to be an outstanding student to be able to get the attencion that you are looking for. some teacher pick their student too to be able to teach, but no all of the kids gets lucky to be in their classroom. good luck. now they have a new principal that I am not familiar with, but the previous ones were horrible. so my advise to you is to be involve in pta and visit the school often as you can .
—Submitted by a parent
I was nervous about my child attending a school in the LA unified district, but Mountain View is a wonderful school! The teachers are great, the principal and the PTA are all first class. I'm so glad my kids will both be there this year.
—Submitted by a parent
I was pleasantly surprised at the quality and motivation of the faculty, and the strong academic program this small school offers. Within the confines of limited resources of LAUSD the school is giving at least a comparable education that I used to pay good money for. With a school like this I wonder what justifies paying the high real estate price for the neighboring towns where all parents flock for 'better schools'
—Submitted by a parent
one of the best elementary school our kids can go to now days, they are caring and understanding what the kids are going through those days.
—Submitted by a parent
This school is the best school in terms of API in the local vicinity. I checked out some other schools in the area, but felt almost immediately that this is the school that I wanted my daughter attend. The school grounds are located in a better neighborhood than the others offering open enrollment and also there is more diversity in regards to the students attending this school. I love the enthusiasm and effort of my daughter's Kinder teacher, Miss S.. She is an outsanding teacher who produces outstanding students. We are extremely thankful to her.
—Submitted by a parent
I chose to send my child to this school thru Open Enrollment. I've been very pleased with her K teacher, Ms. Simpson, who is new to the school and have been blessed with a class size of 12 kids ... The Asst Principal, Mrs. Loverme, is wonderful. I have not had much interaction with Principal Harker, but I don't think that she goes out of her way to talk to parents. I love that this a smaller school with under 500 kids K-5 and that there is a great afterschool program, Woodcraft Rangers, where my child gets to do Arts&Crafts as well as Painting (they also have sports as a choice).
—Submitted by a parent
My child started Mountain View in Kindergarten and had a great experience the first two years. She had an awesome Kindy Teacher who also became her 1st Grade Teacher. That particular Teacher is creative, shows a sense of humor and really relates to her kids. Being in a SAS class, her homework was plentiful but totally appropriate for the new demands of education. It is hard to come by any information on arts programs such as GATE or homework clubs, etc. The fine arts are at the bare minimum but karate classes are offered. The school is becoming very popular and kids in different grades are being combined, which is not a positive change. On the flip-side the Principal is very interactive and shows good leadership.
—Submitted by a parent
This school is excellent, considering some of the silly restraints under which it must operate due to district acquiescence to state politicking. The teachers are, for the most part, eminently qualified and are excited by teaching. Both my children have/are attending, and my only suggestion would be for the local district to begin gifted & talented identification prior to second grade. There is not much in the way of extracurricular activities, this being an elementary school, but for the past 5-6 years the staff have written grants for arts programs that have been brought in to complement the curriculum. The after-school program is a joke. When homework club is being run by parents, it's good, but it's hard to get volunteers for that, and the district program isn't that great except for kids who like to play sports.
—Submitted by a parent
The kindergarten teachers at Mountain View are exceptional! My daughter left kindergarten this year knowing how to read and write sentences. I enrolled my daughter in Kindergarten with the fear that she could be left behind academically, because she was the youngest in the class and a very strong-willed child. She didn't like to be told how to do things. Her teacher worked very hard with her and never gave up, and I thank her and Mountain View for everything they have done to help my daughter succeed. The teachers work hard to prepare the students for the next grade.
—Submitted by a parent
This school is awesome. The staff and education is great and there are friendly parents.
—Submitted by a parent
Our daughter was very shy starting kindergarten, her teacher made point of giving her interactive jobs in the classroom, and leadership roles, and now she is very outgoing. She was already very gifted and we were concerned that she would not be challenged at a public school. But Mountain View takes pride in their state testing scores and have done very well. Our daughter's teacher gave her extra assignments and allowed her to come up with her own projects. The principal is also very involved with parents and the school does a great job of keeping everyone informed.
—Submitted by a parent
Mountain View appears to be a decent school, however there are many problems within the paced math programs and language programs which aren't being addressed by the principal and staff. I do not believe the school district has a handle on the educational programs they have chosen for the student body. I have been very disappointed with my daughter's education there.
—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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
78 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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
69 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.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
59 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.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
60 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 | 77% |
| Females | 79% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 53% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 75% |
| Females | 77% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 40% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 75% |
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 | 72% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 40% |
| All Students | 83% |
| Females | 78% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 73% |
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 | 85% |
| Females | 94% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 77% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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 | 54% |
| Females | 53% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 18% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 12% |
| All Students | 38% |
| Females | 43% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 0% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
| All Students | 47% |
| Females | 50% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 27% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 63% |
| 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
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
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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 67% | 28% | ||
| Hispanic or Latino | 21% | 49% | ||
| Asian | 5% | 8% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 27% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 51% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Armenian | 68% | 1% | ||
| Spanish | 21% | 85% | ||
| Korean | 4% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Farsi (Persian) | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Italian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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