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Teacher quality
Principal leadership
Parent involvement
Well, after all what I heard from other parents about Chime, I thought it will be worthwhile to put my daughter on the lottery, in order for her to benefit form this great school and amazing teacher. I don't know how is it in thier elementary school, but the middle school is disappointing!! The teacher are not encouraging, no discipline in the classroom. I thought they checking the students homework, since the teacher is taking the homework, well she is definitely not! She graded her home work 10/10, but checking it was 6/10... If you have a different option for middle school, don't hesitate to check the other option.
—Submitted by a parent
Excellent school. Highly qualified teachers. Small class size of 28 with 2 teachers that co-teach in every class. Great community feeling/spirit. Lots of family involvement. Everyone is welcome. Each class contains a variety of different types of learners, typical students, special education students as well as gift students. Everyone is treated as an equal. Little to no problems that you see at typical middle school (bullying, truancy, etc...) School raised their API 30 points this year. I wouldn't dream of sending my students elsewhere
—Submitted by a parent
A private school education in a public charter school. CHIME has a small enrollment of 200 students, which enables teachers to give students individual attention. CHIME offers block period classes including enrichment courses like Spanish, Yearbook, Mythology, Band, Drama, etc... Teachers see students for close to 2hours per class and it allows my son to immerse himself in the curriculum. He is thriving in this hands on deep learning atmosphere. CHIME also offers a sports program (football, basketball, volleyball, swim team, etc). CHIME has a credentialed Art teacher and Music teacher. We love the outdoor classroom, where students have the opportunity to live what they learn, especially in the area of science. After school tutoring and a number of enrichment classes are available throughout the year. Faculty and Administration have an open door policy with students and families. I have never received so much communication from a school. I can log in at any moment and see my child's assignments, grades, print out homework or e-mail the teachers. The opportunity to receive this type of education is usually only available for an exorbitant fee at a private school.
—Submitted by a parent
I have been happy with this school until recently when we found out that they are moving. I would think the staff would take an initiative to form some kind of ride share program, but will not post anything or be involved. I havent had a great experience either with the principal, she tends to be a little 'Biased'. The principal likes to set up meetings and not show up, to leave the teachers in confussion.
—Submitted by a parent
My child loves this school. He has a lot of fun in and out of the classroom. It has a great community feeling. I feel welcome at all times. Teachers are very approachable. Principal is also approachable and hands on.
—Submitted by a parent
Very happy with the school - until yesterday. We just learned that the school will be moving to another location starting in the fall, and merging with its sister campus, an elementary school, to create a K-8 school. While this may be great for the families in the fifth grade (or not?), and the minority of families that happen to have a younger sibling in the elementary school, for the majority of the middle school families and students, this is a severe blow. The kids are will have to locate another school for the next two or one years and it is late in the school year to find one, let alone get accepted. We were very happy here, and now all bets are off.
—Submitted by a parent
My child just graduated from CHIME after three years of being a student here. She absolutely loved it! The teachers are wonderful and really care about the students. They take the time to make sure each child is getting the most out of the curriculum. They are one of the few charter schools that has a sports program. They have limited resources, but what resources they do have, they use on the students. All of the teachers are imaginative and really infused my child with a love of learning.
—Submitted by a parent
My daughter went here for 3 years. Principle is very good and on top of things. Bullying is not tolerated at all. Text messaging not tolerated. Very safe. Very small. Only 75 students per grade. Block schedule excellent. My daughter got a C in math and had to take math again for an elective, so she got 7 1/2 hours a week of math plus a tutoring program after school for a small fee. Swim team is a joke. They practice in a small pool on campus about the size of a home pool. No lockers for 6th graders, so they have to carry backpacks everywhere and there was a problem with stealing i-pods, cell phones, ect. Squirrels get into backpacks too. No cafateria. School assignments very hands on. If your child does bad on a test, they let them retake it giving only two answers instead of 5.
—Submitted by a parent
My son started this year and he can't be happier.This is a school that I would recommend to anyone that wants private school education for free.It is a very safe school,teachers care about their students and students can comunicate with them via email anytime if they have any question,as well as parents.This is a great school where bullying is almost non existent or quickly taken care of.I love this school,and my child does too!
—Submitted by a parent
I'm a parent of a seventh grader, just back from Back to School Night. I have to write that this is an incredible school. The teachers are top notch, their devotion and passion for teaching is apparent. My child is loving math (her worst subject). The math teacher has spent years in a gifted education program and is somehow able to keep the interest and enthusiasm high for all levels of learners. The science program is rigorous, and is mostly experiential and project-based. Students learn to work collaboratively in this environment. The level of participation and creativity in the language arts program is exceptional. Last year's teachers were equally impressive. This is free public education at it's best!
—Submitted by a parent
The was no more than 20 minutes of homework per night and the academics were too weak. Assignment were too superficial.
—Submitted by a parent
While looking at the school you would think that there is not as much offered, because of its size. However, there is so much that this school offers beginning with smaller class size, better teacher/student ratio's, teachers that are involved with tracking the student's success. When you remove the 'fluff' and look at the academics Chime offers it's students enormous opportunities. My daughter has learned by doing as opposed to just reading and being lectured. The sports and PE programs are great. There is after school enrichment and the electives are set up so that each student receives each elective (including Spanish, Science Labs, Yearbook, Student run Newspaper and much more). Both the teachers and adminstrative staff make themselves readily available for communication by phone or email. My daughter is reading novels now that I never thought I would see in her hands. Private school education for Free! Fantastic.
—Submitted by a parent
My child started here this year and there are some plusses and minuses. We thought there would be swimming because of their pool, but apparently not. And there were animals last year-goats, chickens, but those are gone. On the plus side, the teachers are involved and enthusiastic, have a great attitude, are very approachable, and know all of the kids. The campus is cozy and friendly with a lot of green space, and bullying is, from what I can see, non-existent. The inclusion aspect- kids with special needs being part of all of the programs- is very healthy. They all get along, it seems, and there is no alienating people for being different. That is more valuable to me than having the chickens. (But the chickens were really nice!)
—Submitted by a parent
I find the academic programs to be lacking in accelerated options for advanced students. My student is bored with the work and needs more of a challenge academically. Regarding extracurricular activities: no tennis team. No swim team but the school does have a pool. The only music offered is guitar, I wish they had more music to offer, for instance my daughter plays classical violin and has since she was 8. The one shinning star of this school and the only reason we moved and stay at this school is the school is totally devoted to hearing parents and trying to always keep the school safe in all ways for students against bullying and all types of harassment. The principal Mrs. Renee harvey is a wonderful activist for the students at her school as well as the parents. She truly cares as does the board who over sees all the rules and programs.
—Submitted by a parent
My daughter transferred to Chime from our district assigned middle school where she was one of almost 3000 students. I appreciate the small classroom size and individualized attention my daughter receives at Chime because of the small size of the school. All of the teachers, office staff, and support staff at the school know every child's name and knows about them, which makes the school feel like a family. My daughter loves going to school and even if she doesn't love the subject of the class, she likes the approach the teachers take to teach it, and she enjoys learning anyways. The block scheduling of classes gives the students and opportunity to learn the subject matter deeply and take time to ask questions and get answers. The teachers are all so excited and happy everyday when I see them on campus, and it is obvious that they really enjoy teaching.
—Submitted by Jenn Morton, a parent
I think that the idea of inclusion is wonderful. Its what makes this school special. Wonderful sports program.
—Submitted by a student
Superlative middle school! Principal and teachers are dedicated to provide the best learning environment possible. Ongoing staff development; teachers guided by an experienced and supportive administrator. Principal and teachers trained in Schools Attuned approach developed by Dr. Mel Levine. Simply stated, an exemplary school, a model of what all schools should be.
—Submitted by Victoria Reedy, 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 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
49 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 Algebra I was 49% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
67 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 68% |
| Females | 65% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| 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) | 58% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 42% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| 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) | 67% |
| Parent education - college graduate | 31% |
| 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 | 21% |
| Females | 27% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| White (not Hispanic) | 22% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| 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 | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 52% |
| Males | 58% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| 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) | 64% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 4% |
| Females | 0% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 53% |
| Females | 48% |
| Males | 56% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| 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) | 57% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 67% |
| Males | 72% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| 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) | 79% |
| Parent education - college graduate | 78% |
| 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 7
Grade 8
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 44% | 27% | ||
| Hispanic | 35% | 51% | ||
| Black | 10% | 7% | ||
| Asian | 8% | 11% | ||
| Two or more races | 2% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 32% | N/A | 54% |
| English language learners 2 | 11% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 89% | 85% | ||
| Filipino (Pilipino or Tagalog) | 11% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 3 | N/A | 11 |
| Average years teaching | 5 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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19722 Collier Street
Woodland Hills,
CA 91364
Website: Click here
Phone: (818) 346-5100
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