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Teacher quality
Principal leadership
Parent involvement
Great school, teachers & staff. For our children to have the same opportunities as schools with more money, donations/fundraisers are a key factor to keep music, art, PE, computers, etc. as part of the students curriculum. Team Pomelo/PTA makes every effort in filling the needs of the school where LAUSD can not. As with any school - private or public - there will be conflict on individual levels between parents/faculty/administration/students. Overall, Pomelo has provided an amazing education and social environment for my GATE children.
—Submitted by a parent
I expected a better school, but the principal has an attitude problem. I feel that If you are not the right ethnicity, social demographics and even religion than the majority, don't expect your child to fit in. The PTA is extremely pushy with donations. We all know LAUSD is broke, but no everyone can donate. It does have a beautiful campus, a good music program and academically is an OK school, but definitely over-rated. Parents are very involved and care, but when the leadership is not there, no much you can do.
—Submitted by a parent
I am sure there are worse schools that your child could attend, but this one seems to have slid way downhill from where it was under previous leadership. Very strange dynamic in the school leadership which seems to wage war on some personnel and favor others to an extent that State requirements for classroom teaching are ignored. I think this school has a great legacy, but a very unpromising future. It seems the school is still coasting off of the past outstanding leadership it has enjoyed, not to mention the benefit of pulling from a strongly educated population. Nothing notable is happening there now. This is a C+ school at best.
—Submitted by a parent
I wanted to donate $20 to put up Happy B-day on the Marque as I did last year, and I was told by the PTSA president Elisa Bobrosky that you had to bid on it at the silent auction and it was $100.00. I was told by Elisa my $5, 10, or $20 was not enough. I also spoke with Ms. Gardner and she said it was $100. Wow how sad it's all about money and they would turn away $20.00. I'd rather give it to a charity for NYC!
—Submitted by a parent
This is a great friendly school. The principal and the staff are very helpful. This was the best change for my daughter.
—Submitted by a parent
Pomelo is a good, safe neighborhood school with caring teachers, involved parents and a dynamic principal. There are many dedicated, outstanding teachers and the atmosphere is warm and caring. The only drawback is that class sizes tend to get a bit large in the upper grades (e.g., 38 students per class) and the GATE program is basically non-existent. For gifted students, it is not an ideal choice since there is essentially no differentiation whatsoever for gifted students. This is unfortunate since it is otherwise a great school.
—Submitted by a parent
Pomelo is a great school. It is a community of teachers, parents, staff and children. The teachers, staff and parents work together and make this a wonderful place for the students. The parents appreciate the teachers and the work they do. It takes everyone to make a great school and Pomelo is defnitely great!
—Submitted by a parent
Pomelo has a ton of helicopter parents, if you like that and over indulged children with $20 bills, cell phones and poor manners. Also join the PTSA if you want to be mixed up with a bunch of overbearing control freaks with nothing better to do then hoover over their children by being way over invloved in thier school life. Teachers are fine and principal is Great!
—Submitted by a parent
Great school for neurotypical children. For children with disabilities, I have not seen such an inept professionalism anywhere in LAUSD. Pomelo wins the award for greatest detriment to the social and emotional development of children who don't fit the norm.
—Submitted by a parent
My son is in 5th grade and is a child of color half black and half white. We have had a great experience, especially with Mrs. Gilreath in first grade. We love his 5th grade teachers. I feel he has gotten a good education and is in the Gate program. I feel bad for the teachers with the high teacher to student ratio, I'm sure it can be stressful. I'm sure the principal feels stressed not having a full time assistant principal to help her. Save your money for college I recommend all the schools on this end with Haynes being my second choice if your looking for a smaller school with a sweeter principal. But I've loved this school because the staff have been good and fair to I and my child. I thank you! Especially the fifth grade teachers with their kindness and sincerity to their teaching profession. A parent
—Submitted by a parent
Excellent school. Fantastic teachers, supportive principal, incredible parent support, and reliable support staff. There are many other activities that the children can participate in including ball room dance, computers, chorus, art, and music classes.
—Submitted by a parent
Pomelo is a great school because the parents are very involved at the school. There is always the opportunity to be a part of what's going on there. The parents are encouraged to help and are very appreciated.
—Submitted by a parent
This is a fantastic school with great students & tremendous parent involvement.
—Submitted by a parent
We have two children attending Pomelo and think the faculty and staff there do a great job within the limitations LAUSD places upon them. Our son is on the autistic spectrum and went to 4 different schools before Pomelo and it wasn't until he was at Pomelo that he found a caring, supportive environment to help him grow socially and emotionally. The parents seem very active and involved at Pomelo and although we do have some issues with the school (but is any school perfect?) we highly recommend this elementary school as probably one of the best public schools in the LAUSD system.
—Submitted by a parent
There is a tremendous partnership between the school and parents/families. It has ensured the success of many children that I know who have attended there and that in itself gives me great confidence in sending my children.
—Submitted by a parent
Pomelo Drive Elementary School is an amazing place to send your child to learn. The teachers are wonderful and nurturing. They really care about each student. I as a parent hold and cherish such sweet memories of Pomelo. I personally love spending time there helping wherever I can. This school has a large amount parent volunteers, I think that combined with an amazing staff makes Pomelo the best elementary school around. I would highly recommend people to move to our neighborhood just so their children could attend Pomelo and experience what I am talking about!!!!
—Submitted by a parent
both my children (now high schoolers) graduated from Pomelo. It was an excellent foundation for them with unforgettable teachers and experiences.
—Submitted by a parent
Caring teachers who challenge the kids. There's a reason why it's a California Distinguished School.
—Submitted by a parent
We love Pomelo - its faculty,students,family and community make it the best school!
—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.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
108 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
92 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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
95 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.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
125 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 | 78% |
| Females | 81% |
| Males | 75% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 71% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 71% |
| Males | 80% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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) | 65% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 72% |
| Females | 69% |
| Males | 74% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 59% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 85% |
| Males | 91% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | 88% |
| Parent education - college graduate | 88% |
| 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 | 84% |
| Females | 85% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 88% |
| Students with disability | 50% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | 83% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 89% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 88% |
| Students with disability | 43% |
| Students with no reported disability | 94% |
| 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) | 89% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 80% |
| Females | 81% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | 55% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 83% |
| All Students | 81% |
| Females | 83% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | 55% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 91% |
| All Students | 79% |
| Females | 81% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | 70% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 83% |
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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 67% | 27% | ||
| Asian | 15% | 11% | ||
| Hispanic | 11% | 51% | ||
| Black | 5% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 10% | N/A | 54% |
| English language learners 2 | 2% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 44% | 85% | ||
| Hebrew | 19% | 0% | ||
| Farsi (Persian) | 13% | 0% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Japanese | 6% | 0% | ||
| Korean | 6% | 1% | ||
| Mandarin (Putonghua) | 6% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 16 | 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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7633 March Avenue
West Hills,
CA 91304
Website: Click here
Phone: (818) 887-9700
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