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Teacher quality
Principal leadership
Parent involvement
4th year in a row we've been lucky to have amazing teachers year after year.I embrace the amount of homework the kids get (sorry I do not like the projects).I would agree with some parents regarding cleanliness of the schoo. But did they bring up their concerns or just posted on the website? When I saw a problem I informed the principle, and it was addressed. Furthermore, I've been checking for sustainability and there is no more issue. I can't volunteer my time but I donate to the PTA and items needed for the classroom.The challenge with lack of parental involvement is diversity of incomes, backgrounds,and education unlike in other schools that do not "share" zipcodes.If you can't help,donate time or $$ and don't complain.It's a great school and the teachers care.As parents we owe to our kids to work with the educators to further and enforce learning when at home. So don't blame the school or the teacher for your daughter or son not knowing the capital.Each one of us should be reaching out to see how we can support and help giving the state of the budget and funding for our children. Critizing is easy - doing something about it is not!
—Submitted by a parent
Our experience with Kester has been stellar. Our kids have had fantastic teachers who love their positions and are so dedicated to sharing knowledge in fun and interesting ways. We have been fortunate to experience both the home school and Magnet program and see the children thrive in each. The new Principal is energetic and innovative and the school seems to be prospering from her enthusiasm. PTA and KAMPA do a great job, and could benefit from more volunteers. I think you d be hard-pressed to find a better LAUSD elementary school in our area.
—Submitted by a parent
I work at this school and I know how disorganized and how it has hygiene issues. The faculty doesn't take their work seriously, we teachers only pay close attention to the kids whose mothers we know. I know, its pretty sad how the kids are not provided enough attention and if I were you, I would stay away from this school. I'm also moving to a different school soon and stay away from all the bad influence.
—Submitted by a teacher
I think Kester Ave is a very good school. There are lots of opportunities to get involved with the community, but we still need more parents to step up.
—Submitted by a parent
The school continues to meet my child's needs as a 4th grader. She loves her teacher because the teacher is caring. She can't wait to do PE on Thursday. She and her class enjoy the read aloud three times a week from a wonderful volunteer. She always looking forward to orchestra. What more can a mom ask for in a school?
—Submitted by a parent
This school has been like a second home to me since Kindergartin. They have wonderful teachers who help you work at your fullest extent. i just graduated from this school and am very thankful that my first 6 years of education happened at Kester.
I just culminated this wonderful school from the Magnet program. This school has taught me so much I have been going to this school since preschool and I love it. These teachers go over and beyond for their students. I am so happy with the whole school I will never forget it.
I recently attended the school's fair/fundraiser and I was so impressed with the organization, the turn out and the diversity for the families. The school looked clean, the kids and families were having fun and I later heard from a neighbor that they raised over 15K that day for school improvement projects. To me, that says the PTA is doing an amazing job.
It would be great to have teacher names so we know what to steer away from...
—Submitted by a parent
I will have to say that my daughter's teacher is doing. She goes out of her way to help her students in whatever the problem might be. The principal I don't know what to think of her. I made a call to her and her answers were very short and no concern of what is going on. She just wants a paycheck if you ask me. There are other teachers that act more helpful and interested on the students that her. Very dissapointed at her. But what do we expect from a LAUSD school, right. If I could afford to send my child to a private school it would be a different story. Good luck to all of us parents whom we are trying to give our kids a great education
—Submitted by a parent
The teachers coninue to make this school a gem in spite of the budget challenges. It could always use more parent volunteers, but the quality and commitment of the teachers enable the students to be very prepared for middle school. Don't overlook this school or pay too much attention to parental reviews below. If your child is enrolled here, please get involved. Every little bit helps.
—Submitted by a parent
Kester only pays attention to students whose parenets that volenteer, even if your student excels in all subjects. They don't know why people can't volenteer. Maybbe some people don't have the time or the money. The staff only think about themselves and don't pay attention to the students. The principal barely is seen on campus. The fauculty is horrible. Only a very little amount of teachers notice your child. If you are thinking to send your child here, think again.
—Submitted by a parent
Does this school teach to the test? I will answer by telling you that I asked my fourth grader the other day what the capital of his country was and he could not tell me.
—Submitted by a parent
My child is finishing 1st Grade at Kester... she was there for Kindergarden as well and got to transfer to an overflow class which was a huge blessing because the teacher was amazing. Now finishing 1st Grade I can only say good things about the teacher. Yes the school is struggling with all the budget issues and it's hard for all of us but imagine being a teacher in today's world. I think if a teacher can come to work and do their best despite the craziness around them well then you have a great teacher. One who cares. I can only speak of my own personal experience.
—Submitted by a parent
God bless the same 8 parents who are involved with the school and also the wonderful teachers. Unfortunately, we had to take our child out due to safety issues. The campus is filthy. The principal is weak. This school is overcrowded and young children are under-supervised. Go to the PTA meetings and you'll hear all about it (i.e. 200 kids being watched by 1 adult on the yard at lunchtime.) With the district cuts and the consequential loss of 7 Kester teachers, the school is expected to have up to 38 students per classroom for the 2011-2012 school year. This is a disgrace. No more LAUSD for us.
—Submitted by a parent
Weekly testing is mandated by the school board and required. Both of my kids went through Kester Avenue School - one in the Magnet and one in regular Kester. I hear that the testing scores are high but welcome to the world of parents not getting involved. When my kids were there the same 8 women did all the fund-raising every year. Other people are happy to sit back and reap the rewards. There is no State money. If you want to improve your schools then get involved like we did and be part of the solution!
—Submitted by a parent
I echo the sentiments of the person whose post begins "We've been very disappointed in Kester since..." I have a special needs child in 3rd grade also and the teacher is completely inflexible and honestly, seems to not care. It's incredibly disheartening. My child's IEP is inadequate and you have to jump through beaurocratic hoops to get it amended, or to get anyone to even listen to you. Needless to say, I'm looking at other schools.
—Submitted by a parent
We've been very dissappointed in Kester since we find the teachers and administration very inflexible and unreceptive, especially if you have a child who needs a little extra help. I've had ten meetings this year, in my child's third grade year, about the exorbitant homework (he started the year 3 hours of homework a night), massive testing, one hour each Friday, larger tests every three weeks, then the quarterly tests. Where's the learning with so many unneccary tests? It's unfortunately a cookie cutter, sink-or-swim, rigorous academic schedule allowing for NO creativity. As a parent of a Special Needs kid, I find that most teachers do NOT care, and are only worried about their checklist of what they need to cover never mind that the class isn't getting it! But then again, the teachers themselves will tell you Open Court is awful, scripted, uncreative, and the math program adopted is WAY too advanced, a grade level about, leaving no basics to learn before more complex concepts are expected- which is an LAUSD thing, so we're looking into charter and private. Also, from 2011 school year, there will be 38 in fourth and up, 30 in K-3!
—Submitted by a parent
We had high hopes when our child started at Kester Elementary 5 years ago. But over the years, we have seen the school for what it is, an average LAUSD school with a good gifted magnet center which raises the entire school's test scores. Our child is in the gifted magnet, and is also GATE, but is not intellectually challenged and the learning is too rote and uninspired. Sadly, the school is littered with trash, and teachers and administration do not hold kids accountable and teach them not to litter. Most of the staff has bad morale, the principal is officious and not an out-of-the-box thinker, and no one seems to know how to seriously fundraise in times that demand parent involvement. Maybe it's just the LAUSD budget crisis, but everyone here seems burnt-out, PTA, administration and teachers alike. A small faction of middle class PTA parents work hard to raise money for a majority population that is economically struggling, does not speak English and does not contribute to the school. It's sad, this school has seen better years, but is definitely in a slump in its parent involvement, teacher enthusiasm and academic achievements.
—Submitted by a parent
Sounds like Kester Magnet is the one with the good reputation but that the regular school is lacking.
—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.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
169 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.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
153 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.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
171 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.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
147 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
149 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 | 84% |
| Females | 88% |
| Males | 78% |
| African American | 63% |
| Asian | 100% |
| Filipino | 91% |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 88% |
| Students with disability | 64% |
| Students with no reported disability | 85% |
| English learner | 63% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 78% |
| Males | 73% |
| African American | 63% |
| Asian | 92% |
| Filipino | 82% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 84% |
| Students with disability | 55% |
| Students with no reported disability | 77% |
| English learner | 47% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 71% |
| Females | 75% |
| Males | 67% |
| African American | 92% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 34% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 86% |
| Males | 82% |
| African American | 92% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 93% |
| Students with disability | 36% |
| Students with no reported disability | 87% |
| English learner | 65% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 78% |
| Females | 74% |
| Males | 80% |
| African American | 79% |
| Asian | n/a |
| Filipino | 82% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 14% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 81% |
| Males | 80% |
| African American | 79% |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 38% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 84% |
| 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 | 77% |
| Females | 78% |
| Males | 77% |
| African American | 86% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 50% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 80% |
| Males | 83% |
| African American | 71% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 63% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 81% |
| Males | 87% |
| African American | 80% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 92% |
| Students with disability | 45% |
| Students with no reported disability | 86% |
| English learner | 63% |
| 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 | 71% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 85% |
| 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
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
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 41% | 49% | ||
| White | 35% | 28% | ||
| African American | 8% | 7% | ||
| Asian | 8% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 19% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 49% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 69% | 85% | ||
| Russian | 7% | 0% | ||
| Armenian | 6% | 1% | ||
| Arabic | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Farsi (Persian) | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Hebrew | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Punjabi | 1% | 1% | ||
| Urdu | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | 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 | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5353 Kester Avenue
Van Nuys,
CA 91411
Website: Click here
Phone: (818) 787-6751
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

