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Teacher quality
Principal leadership
Parent involvement
Horrible!!! The school only cares about the scores. My child went thru 6 substitutes in first grade and another 7 in second grade. The school didn't anything about that. The school call the parents for the kids NOT to take the CST test because they don't want the scores to go down. It is a lot of bully in the school and they don't do anything.
—Submitted by a parent
West Hollywood Elementary School is a great community of hard working involved parents who have helped build the school to a thriving educational experience for the neighborhood children - and other families who have opted to go to the school through open enrollment. Many parents spend endless hours fundraising so that the children can have a top rate public educational experience since there is limited funding (less than $32k per yr) from LAUSD. The principal, Mrs. Charles vision for the school far exceeds the average public school and focuses on the best educational experience for the students. The teachers are happy, positive and really zero in on the students as individuals and how they learn. My child looks forward to going to school each day - it doesn't get better than that!
—Submitted by a parent
I've been at West Hollywood Elementary for 3 years and and I am so proud of the progress that the school has made in such a small amount of time. We are so lucky to have such an involved parent body and the ability to raise as much money as we do to help fill the gaps.Though I haven't taken the time to fully get to know the principal on a personal level, she has always taken the time to answer my concerns and questions in a very prompt manner. We are lucky she sets the bar so high, because our kids always rise to the occasion and amaze us!
—Submitted by a parent
I have 2 children at the school, and it is an incredible place. Very small, and most of the teachers are great. As with any public school struggling with budget issues there are challenges, but the parent group is very active and has raised enough money to keep music, PE, field trips, teacher's aides and other vital resources available to the kids. My kids love it there, and the administration is fantastic - very caring, positive energy, kid-focused.
—Submitted by a parent
As a dad it has been a rewarding experience having our child at WHE. He blossomed before our eyes. Is every grade perfect? Of course not. But is WHE a cut above the other offerings? Yes. Many parents show up and help in classrooms, help in carline, help bring in guest speakers or special assemblies. They clean up the campus or paint, they do a lot and they, like my wife and myself are happy to be a part of the community. Then tthere are those filled with bitterness and can only see negativity. And their ad hominem attacks on staff speaks more about them then WHE. Great school and proud to be part of the community.
—Submitted by a parent
To the 'parent' who posted yesterday, I wonder how you know so much about the teachers work environment? Calling out individuals and badmouthing the staff is in poor taste.
I personally LOVE West Hollywood Elementary, and many of the times I have been on campus, I have seen and often spoken to Ms. Charles. My kid has only been here a short time but is already doing well and making friends. The teachers and staff do the best they can with the limited budget that LAUSD gives, and a focus on fundraising is key in making up the difference. Like any other public school, you'll get out of it what as much as you put into it.
—Submitted by a parent
This is our third year at West Hollywood. Our daughter is in the second grade and our son just started wonderful T-K this year. I really can't say enough wonderful things about our remarkable neighborhood school. The teachers are outstanding (with special mention to the amazing Ms. Salgado) and the principal is a great leader. The parents are all very involved. It is a loving and supportive environment, and academically rigorous as well: very proud of the new API score of 932! Also, the campus is beautiful. This school should get a 10 on Great Schools and I am not sure why it doesn't!
—Submitted by a parent
I have 2 children at West Hollywood Elementary and am very happy with everything about the school. No school is perfect but this school comes close and I love the involvedment opportunities in and out of the classroom which some public schools do not encourage. Mrs.Chatles, the principal is down to earth and no nonsense and runs a tight ship that manages to keep all of the amenities we have with a decreasing state budget. The parent volunteers are passionate and hard working and have always been kind and welcoming to me. This school possesses the vision of a charter school, technology that rivals private schools, after school programs that seem like summer camp and an eclectic group of families that are very involved in their children's education.
—Submitted by a parent
This is my son's fifth year at WeHo, and each year gets better and better. I'm amazed at what the parent group, teachers and principal are able to accomplish to give our kids so much -- technology, art, theater, music, sports, field trips, the list goes on and on -- despite extreme budget cuts. It's through creative fundraising that we're able to live up to the hype, so I'm happy to give what I can. I especially appreciate those parents who practically live at the school, giving so much of their time and expertise to make our school even more awesome. Due to work constraints, I'm unable to volunteer like I used to, but am always thanked for the little I can do. I'm still thrilled to be a part of this school -- for myself and my son's stellar education.
—Submitted by a parent
My son and, we, his parents LOVE this school! My son just started first grade and could not wait to get back to school and see his friends. I realize now what a golden opportunity it was for us to have found a place for our son here, because the school is so popular. The staff are really incredible. Maybe we are just lucky to get good teachers but I hear from everyone that they are all great at WHE. There are so many extras for the kids, arranged by the parents group FOWHE which is full of incredibly friendly helpful souls, many of whom devote a crazy amount of time to the school as volunteers. I have lots of friends with kids at other schools who don't get anything like the opportunities and experiences West Hollywood Elementary offers at all. There are so many people here who all work so hard to give the kids an amazing education, and that's what it's all about. Right?
—Submitted by a parent
I'm a new parent and couldn't be happier! Yesterday I attended the school's Welcome Meeting for all families but as a new one, we were made very welcome. It was all very professionally done. Our daughter loves her teacher, we're very impressed with the principal and the parents on the PTO board clearly work incredibly hard for the school. It feels like we are already part of a very special community, which is exactly what I had heard about West Hollywood Elementary.
—Submitted by a parent
A really terrific school. It is not charter or magnet but has a lot of innovative teachers who are bringing their A game. It has been a delightful experience to watch the school morph in a really cohesive manner. Ms Charles is a good leader. My friend checked out the school in June and she had her son in a private school (he is in high school now) and she said if he had been younger and it was an option for her, she would have been at WeHo in a minute. The parent group is thoughtful and engaging. It is probably hard for the old guard to welcome the changes but when they were in charge people had huge issues with them as well. It is called Life. NBD. A great school.
—Submitted by a parent
This is a great school and a great community. There are wonderful parents that go above and beyond to make sure that every child is receiving a quality education, wonderful enrichments, new technology, and in a safe and nurturing environment. In the past few years, LAUSD has gone through so much turmoil with budgets but the parent community has made sure that we have had all of the programs that LAUSD does not fund anymore. Unfortunately, there are people who will be discontent no matter what or where they are................
—Submitted by a parent
I continue to be impressed with West Hollywood Elementary! The parent meeting this morning was jam packed and so many people stuck around after to introduce themselves, talk about committees, ask questions, find answers, and talk about what we can do for our kids (the ultimate goal, in my opinion). I met new parents, seasoned parents, there was excitement in the air. Mrs. Charles is professional, approachable, smart, knows what she's doing and knows every child and parent by name. Every time I've had a question, she has been right there - amazing. The teachers (the ones we've had so far) have been awesome. Always bringing in new ideas, the technology is amazing and I can't wait until my younger child goes here. As with anything in life, you'll have to check out the school for yourself instead of just going by reviews. Not every school is a perfect fit for every family - even though I wish that were true. For us, we could not be happier with our little community school.
—Submitted by a parent
Can't wait to get my kiddo out of here. This school cares about 2 things, money and test scores to get money. What they do with that money does not make the school a better place for kids. It's a sad place that has plenty of stuff, just what LA doesn't need more of. I want to sign my name to this but I've seen how the school takes it out on kids when parents don't tow the party line around there. If you want computers, fancy fundraisers, and B.H. playdates, you can get that here. You can talk about test scores! test scores! test scores! test scores! You can get asked for money every week. If you want your child to come home happy about learning and feeling good about who they are - that is not what it is like. I know some very nice parents, and some really sweet kids there (so I give it two stars when I'd like to give it 1 and a half) but the people running this school do not seem at all interested in that stuff or talking about how to make a happier place for kids - almost no heart and soul. I want my kiddo to go where they raise kids to make the world a better place. Wish I knew where to find that in this city.
—Submitted by a parent
A sad disappointment. We were pulled in by the talk of community and working together to support the kids. The reality is VERY different. Unless you are trying to give her money don't expect Ms. Charles to give you the time of day. It's unfortunate that the fundraising and parent participation has turned the school into a political nightmare. If you are good at playing games this is the place for you. The latest is a fake "gifted program" where the kids aren't tested - just hand picked. Hmmm...that is totally legitimate I'm sure! We are out of there.
—Submitted by a parent
I don't know what that last parent was talking about. I am at school everyday at drop off and pick up, everyone is very warm and friendly. I have known the principal since she came to this school and she is "The Best!!!" I have experienced two other principals at this school and Mrs. Charles is an exceptional administrator always with the "children first" attitude. The teachers are great and kids are happy and are learning! Great place to send your children.
—Submitted by a parent
The parent group, which was the heart and sole of this school, seems to have undergone a complete transformation since we toured and started school. The warm friendly 'everyone is welcome' vibe has been replaced by a group of 'mean girls'. Everything seemed to go south mid year last year. At one of the parent meetings, a mom asked a question and received an incredibly harsh tongue lashing as an answer, 10 minutes later, the mom who tore off her head stood up and addressed the crowd in tears... it was the strangest thing. I know one mom who no longer drops off or picks up her child because the other moms in 2nd grade have driven her to tears, there was a dad 'fired' from a committee head position either because the 'power parents' didn't like him or thought he wasn't doing his 'VOLUNTEER' job well enough and another mom was called out in front of her child during morning drop off in front of the school for not contributing pledge drive money. The communication (use to be excellent) now comes in a condescending tone and centers completely around asking for money. The principal is about as warm and fuzzy as a cactus and regularly avoids parents unless she wants something from them.
—Submitted by a parent
I was so excited to receive news that the new API score is 905! Our daughter was in Ms. Libby's kindergarden class for 2010-2011 and she was a great match for our child. She was very supportive of our child academically and socially. Ms. Libby was very responsive to my husband and I when we had questions about our daughter's progress. The parent leaders in our class did an excellent job in keeping all the other parents up to date with pertinent information. The school community is very close. The parents are very involved. My daughter is very proud to go the school. We are looking forward to first grade!
—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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
64 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.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
43 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.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
34 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.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
37 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 59% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
18 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 | 89% |
| Females | 92% |
| Males | 87% |
| 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) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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 | 80% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 92% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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 | 87% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 91% |
| Females | 100% |
| Males | 80% |
| 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) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 89% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 96% |
| Males | 89% |
| 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) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 94% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| 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 | 91% |
| Females | 89% |
| Males | 93% |
| 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 |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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 | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 84% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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 | 85% |
| 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 | 76% |
| Females | 93% |
| Males | 65% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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 | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 86% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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 | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 93% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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 | 63% |
| 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 | 94% |
| Females | 92% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 92% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| 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
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
Grade 6
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 46% | 49% | ||
| White | 35% | 28% | ||
| African American | 10% | 7% | ||
| Asian | 5% | 8% | ||
| Filipino | 2% | 3% | ||
| 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 | 16% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 44% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 87% | 85% | ||
| Farsi (Persian) | 3% | 0% | ||
| Russian | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| French | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Polish | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 11 | 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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970 North Hammond Street
West Hollywood,
CA 90069
Phone: (310) 274-5313
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