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GreatSchools Rating

West Hollywood Elementary School

Public | K-7 | 433 students

 

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Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 14 ratings
2013:
Based on 14 ratings
2012:
Based on 11 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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557 reviews of this school


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Posted September 4, 2014

Great school. Wonderful teachers. Amazing parent dedication. We've attended since my child was in K. Now she's in 4th. Feel very lucky to be here.
—Submitted by a parent


Posted September 3, 2014

This is my 5th year as a parent at West Hollywood Elementary. I am writing this in response to the one posted on 9/2. Inaccurate and full of assumptions. But the worse was judging the teachers. I have had great experiences with all of my teachers and since I have more than I child, I have pretty much almost experienced all of them in one way or another. They are dedicated and they really care for our children. There are social dynamics at every school. But you should definitely go to another school if you think things are different elsewhere.
—Submitted by a parent


Posted September 3, 2014

Dedicated teachers and amazing parent support/involvement. My children are thriving at this school. It is an extraordinary community.
—Submitted by a parent


Posted September 2, 2014

Real mythology being perpetuated by the 5 star reviews. Firs truth--not much of a music program. The parent org does fund a singing program that also gives recorders to 2nd grade. There are 2 singing performances annually. TArts: this year only 2 -- same as any other LAUSA program. Our class gets dance and art . NOT every class even gets the basic 8 weeks of LAUSD art program. Its luck of the draw, and nothing extraordinary. Three good teachers left. Some of the teachers great; others, just average. There are many poorly planned split classes and parents I know personally who have had/have kids in them are not happy. There is a lot of instability in the school at the moment. Students left for Wonderland (and not all because of the gifted program there but just because it was a way out when Wonderland opened another 4th grade class this year). There are cliques for sure, and this school has social problems with parents, not so much with kids. We hope to get into a magnet or another school this year or next. Don't believe the hype. They ask is really big and I am not happy with the supposed perks my child gets (or doesn't get). No library and PE only once a week. BOO!
—Submitted by a parent


Posted August 22, 2014

Great teachers who care for the children, very good education, excellent parent involvement bringing a lots of funds to the school.
—Submitted by a parent


Posted August 13, 2014

Not sure what the reviews mean when they say no music? Or enrichments? Or an art teacher? Perhaps they don't know that we have a program called Education Through Music throughout the whole year for every class, and there were 2 performances last year showcasing what they'd learned. The older kids also learn the recorder and percussive instruments. As far as extra-curricular activities, there are after school programs and then a lot of extras. I saw buses outside of the school all the time taking kids on field trips. My child went to the theater and saw 2 different live shows throughout the year. There was also an art teacher (LAUSD provided) who went into every classroom last year, for the full year, perhaps some parents didn't meet him? If you are interested in sending your child to West Hollywood, the best thing to do is to come check it out for yourself. It was definitely the right choice for my family and I look forward to getting more involved. Reviews are easy to hide behind. I just wanted to put the correct facts out there.
—Submitted by a parent


Posted August 13, 2014

There is no real music program. I was singing. How this school got is distinguished in arts is beyond me. We have moved on as well. Perhaps the parent org needs to do some soul searching and be more honest about the direction they drive their fractured community.
—Submitted by a parent


Posted August 13, 2014

My Son is so blessed to be in this Public school. The parents care enough to collaborate with the school and raise enough money so that our kids get so many extras that LAUSD can't provide. I am a single mom who can't put in all the time or money they ask, but I am so happy to contribute what I can. The teachers here are also all so dedicated and a big part of the success of the school.
—Submitted by a parent


Posted August 13, 2014

My child has been attending West Hollywood Elementary since kindergarten and we absolutely love it! My son has received an exemplary education and I have been incredibly impressed with the teachers and the school in general. I must say I disagree with some of the negative reviews. The parent/FOWHE board, in my opinion, has done a wonderful job of ensuring our school provides the kind of quality enrichments that have been cut at many other LAUSD schools. I am personally not an overly involved parent at the school (as I work full-time), so I am grateful there is a parent body who is so very dedicated to providing our kids with all the 'extras'. I don't think it's fair to point a finger at those parents and to call them cliquey just because they devote a lot of time and energy at the school. It's easy to criticize. I think both the faculty AND the fowhe board TOGETHER do a wonderful job of making WeHo a great school. As for the former principal (last year), I was not impressed. I'm happy we are on the hunt for a visionary principal who can fill the shoes of our prior principal Mrs Charles
—Submitted by a parent


Posted August 11, 2014

We've decided to move our daughter to another school. The Parents Association is a closed organization who have created an unpleasant cliquish atmosphere. They pushed the new Principal out without explanation over the summer vacation and now the school is again looking for a new Principal at the start of the year. Another major reason we are leaving is that last year the school raised $550,000 thru badgering emails sent weekly asking for more money and threatening cuts in services . What services? There is no art teacher, no real music program,no librarian, no extracurricular activities. Where does this outrageous amount of money go? An audit is in order.
—Submitted by a parent


Posted July 31, 2014

This school is really just average. Its smaller with approx 400 students, which gives it a homey feel, but the cliques mentioned previously do exist, and their presence was frankly dominating and bullyish this past year. The booster organization puts lots of pressure on the parentbody (and faculty and staff) but is not inclusive. The school did lose its library, one of the quaint features. It has no librarian, no fine arts, PE once a week...really, isn't any different than many other schools with comparable student demographic. The school is in transition, seeking a new principal and new teachers at this very time, just week before it opens its doors for the next school year. Things could go either way.
—Submitted by a parent


Posted May 18, 2014

If you just want a place to send your child for daycare (which they don't seem to keep an eye on the kids) and donate money every other day. You have found a perfect place.
—Submitted by a parent


Posted April 12, 2014

My child enjoys the school has had great teachers and many friends. The new principal seems to be more concerned with her resume rather than any of her principal duties or enhancing the children's learning experience. It's very hard to watch this once great school get destroyed by a selfish leader. We will be leaving the school first chance we get.
—Submitted by a parent


Posted February 25, 2014

I think the teachers the previous reviewer mentioned who seemed 'burned out and have lost their cool' are probably reacting to all the intense demands from the 'cliques of parents' who have created the 'negative social environment'. The old parents who rolled up their sleeves and got things done and turned this school around have all graduated out. When the school turned around it attracted that new 'entitled' parent you now see on the front lawn. They demand more and more from an already over worked staff and expect things will continue as they did before without putting in the work and even after they dismantle systems and procedures that were tried and true because they weren't willing to work as hard as the previous parents. Great Schools have Great Teachers that are SUPPORTED by Great Parent Groups and that means more than being a fundraising machine, it means being a Community. When you loose that, you end up with a bunch of disgruntled groups of parents and teachers, complaining about everyone else instead of getting busy and working on making this the best possible place for children to learn, grow and develop.
—Submitted by a parent


Posted November 17, 2013

This school isn't what it once was but I am a bit more hopeful since we got a new principal. This new principal at least seems open to talking to parents instead of avoiding us. Maybe we will actually be able to meet with this new one without having to email to request an appointment 3 weeks out. This new principal seems more down to earth and seems like she actually might put children before good statistics.
—Submitted by a parent


Posted September 15, 2013

It's unbelievable the gains this school has made in the past several years, including in student scores, parent involvement, staff and principal collaboration, technology use, innovation reading and writing programs, and the list goes on. The school helps support kids at all ability levels, and parent fundraising goes both toward academic intervention and for additional enrichment. The earlier review (Aug. 23) about not offering a GATE program was inaccurate. The school offers differentiated classes (not just clusters) for 2nd through 5th grade gifted students.
—Submitted by a parent


Posted September 15, 2013

This school is just okay, not bad and not great either, some teachers are good, but some are below avarage. It is a small school that just get rid of their library so they can use it as a new classroom for expanding school. The school asks for 100% participation on countless fundraising.
—Submitted by a parent


Posted September 14, 2013

This is a GREAT school. We are in our 4th year here, and have two children and WeHo. The teachers have all been outstanding. Our children are learning so much, and our daughter's CST scores, her knowledge base and aptitude reflect that. That said, school is what you make of it - you have to work hard and follow rules. So many parents who wrote negative reviews below complain but don't take accountability - their child's success isn't only the school's responsibility - it's largely the child's and parents'. The principal has been incredible and really turned this school around (API scores >900 for two years in a row)! The fundraising helps make the school what it is for our kids (dance, music, art, PE, TAs etc...). Parents take these things for granted. I am disappointed that not all families contribute, even a little. All parents should participate with fundraising, for any amount they can afford, 100%. We are all fortunate to attend this great school. Finally, I STILL don't understand why greatschools.net continues to give We Ho a 9/10, and Wonderland gets a 10/10. Get with the program greatschools!
—Submitted by a parent


Posted September 3, 2013

I'm always left shaking my head when people think that if you donate money your child will get into a particular class or have a certain teacher. Our principal has nothing to do with the funds that come in from parents. Privacy when it comes to donating is taken very seriously. So, to think that the principal shows any favoritism is patently false. And, I'm always leery when people say things like, "suck up to administration" - what does that even mean? Having been at the school for a couple years, I have nothing but great things to say about the principal, the staff and office. Do I honestly believe our principal would call parents and tell them their child could have the "good" teacher? Please. All of our teachers are excellent (are some better than others? of course), so this idea that there is "one good" teacher is offensive to every teacher at our school. People will always complain. And, they will complain about things that aren't even reality. School is a personal thing. If you're considering West Hollywood, take a tour, meet the teachers, meet other parents, see how it feels to you. This school is great because of what the staff, teachers and parents have done.
—Submitted by a parent


Posted August 23, 2013

This is a good neighborhood school, but I feel like the school is doing fundraising all the time and they are getting greedy and asking for more donation every year (this year $325,000). The school is no longer offers SAS class, so if you are looking for gifted/GATE class, this is not a right school for you. My child just got into the GATE program, so we decided to leave the 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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

926

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

926

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-6

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

81 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
89%

2011

 
 
79%

2010

 
 
58%
Math

The state average for Math was 65% in 2013.

81 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
91%

2011

 
 
81%

2010

 
 
58%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

59 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
91%

2011

 
 
69%

2010

 
 
57%
Math

The state average for Math was 66% in 2013.

59 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
93%

2011

 
 
86%

2010

 
 
66%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

38 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
91%

2011

 
 
92%

2010

 
 
73%
Math

The state average for Math was 72% in 2013.

38 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
89%

2011

 
 
88%

2010

 
 
93%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

34 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
76%

2011

 
 
75%

2010

 
 
75%
Math

The state average for Math was 65% in 2013.

35 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
74%

2011

 
 
89%

2010

 
 
90%
Science

The state average for Science was 57% in 2013.

36 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
73%

2011

 
 
81%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

16 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
94%

2011

 
 
75%

2010

 
 
60%
Math

The state average for Math was 55% in 2013.

19 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
89%

2011

 
 
80%

2010

 
 
74%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students88%
Females92%
Males81%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability87%
English learner58%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate84%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students90%
Females88%
Males94%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability90%
English learner75%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students82%
Females81%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged73%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate79%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students90%
Females88%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged82%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students94%
Females100%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students95%
Females100%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students70%
Females76%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females65%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantagedn/a
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students58%
Females65%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged18%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students69%
Femalesn/a
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Femalesn/a
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 67%
Hispanic 12%
Asian 10%
Black 8%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 17%N/AN/A
English language learners 9%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Garden/Greenhouse

Health & athletics

School facilities
  • Garden/Greenhouse
Note: Data provided by school administrators and community.
School leaders, update and verify information here.
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 303 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
68%
agree
 
District average
72%
agree
 

Parents

This school

 
67%
 

District average

 
70%
 

Students

This school

 
68%
 

District average

 
74%
 
Healthy, respectful relationshipsWhat's this?

This score measures the percent of students and employees that agree to strongly agree that this school has a positive learning environment and cultivates an atmosphere of respect. This score is based on the average of the following LAUSD survey Content Areas: School Support (Students), Commitment and Collaboration (Employees), Satisfaction (Students), School Support (Students).

Close
 
This school
77%
agree
 
District average
77%
agree
 

Students

This school

 
77%
 

District average

 
74%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

Close
 
This school
77%
agree
 
District average
70%
agree
 

Parents

This school

 
87%
 

District average

 
78%
 

Students

This school

 
58%
 

District average

 
58%
 

Employees

This school

 
86%
 

District average

 
74%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
68%
agree
 
District average
68%
agree
 

Parents

This school

 
68%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents14541%
Students14793%
Employees1132%

12012-13 Los Angeles Unified School District School Experience Survey

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Angela Marcano
Fax number
  • (310) 858-8139

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School facilities
  • Auditorium
  • Garden/Greenhouse
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
  • Volunteer time after school
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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970 North Hammond Street
West Hollywood, CA 90069
Phone: (310) 274-5313

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