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Teacher quality
Principal leadership
Parent involvement
I posted a review last year giving Woodlake 4 stars, but the decline has been quick and swift since August 2012. I can only describe it as a business gone bankrupt in more than a financial way. The new principal has taken it upon herself to tear down all that made Woodlake stand out as a "community" school even before it became part of its name. Only because my last child graduates soon, will I stay for another year. But my thoughts are with the new young families who think this is how Woodlake has always been run. I tell them the great teachers are still here, but personally if I as a experienced teacher were spoken to as I have heard the principal do, I would be searching for a new job. It's easier to leave, but parents I think we owe it to the school to stand up and take back its greatness! What is happening is not OK in the least!!
—Submitted by a parent
The new principal has made the chool unbearable. 49 children leaving this year including mine. she took a good school and quickly in one year made it a bad school, where even teachers are transfering out.
—Submitted by a parent
The principal has managed to take this school and run it into the ground.she doesn't care at all about the children's well being at all its all about money with her.she rude to talk to.the teachers are allowed to be sarcastic and bully the children. The school breaks kids down and completely runs kids.
—Submitted by a parent
This school has a real sense of community and strives to be that way. You feel a sense of community when you come on campus and watch all the students interact with one another. The students all really get along and actually know each other. The teachers strive to have the kids take an interest in one another and support one another which provides a great sense of security for the kids. The arts and music programs are just amazing. My child was never really artistic before, but now just loves all aspects of art and music due to the teachers and the parent volunteers who are so giving of their time to teach our children. The faculty and staff are well liked among the children and parents with the exception of a few of the teachers, and I personally am not a fan of the new principal. She has great difficulty communicating and needs to have a better bedside manner and delivery of information. She makes unilateral decisions without any input from the school community as to what might work better. She is always present at school functions but is very aloof and harsh. Would love to see that aspect of the school change because it is destroying the community feel of the school.
—Submitted by a parent
After reading these reviews I feel compelled to write a review. We have been at Woodlake for almost five years now with our two kids. When the school became a charter our family believed there would be more arts and humanities but really it is still the PTA that is footing that bill. So the direction of the charter is a bit disappointing. The new principal is difficult to deal with, this from our experience. Most of the teachers are caring and dedicated and communicate with the parents. Hopefully the principal will realize that schools are a service industry. Hopefully the school direction will aim for a broader vision. There is so much pressure that comes down from the district, the state and national level that, I believe, schools get over managed and dictated to by the administrative levels. So there is a ton of pressure on certain standards. Look we all want kids to test well but there is more to life than that. This is a good school with some growing pains at this time.
—Submitted by a parent
I have been a parent at Woodlake for the past 5 years. I have only had good experiences with the staff and teachers over that time period. I know that not every school works for all families, but reading these reviews makes me wonder when parents take responsibility for the behavior of their own children. No child is perfect but to rip on teachers who try to cope with what they are given, is just plain wrong. If you are a parent that is not happy with the school, leave! If your child continues to get in trouble, learn to parent them. Stop blaming the system for your children's downfalls. We have to many people who play the blame game and miss the point of what the teachers are trying to accomplish. We are on strict guidelines with the new principle which honestly are fought, but we all deal with it and do our best. If you feel the need to call out a teacher and enter their names, I ask you to do the same with your name. You have the guts to make negative comments, put a name to it. Cowards should stay off the site unless willing to solve the problem instead of being the problem.
—Submitted by a parent
I am not satisfied and I fully regret sending my child to Woodlake. My child had a very bad experience with a grade teacher. The student was often send out of regular class and was left alone and was being held back purposefully for not participating on regular activities. The report cards sent home had "1 of out 5" across the board for 2 semesters and yet this student mastered 99% on national standardized scores at grade level and was able to attend another gifted school. Parents, please give careful thought before you enroll.
—Submitted by a parent
Terrible, just terrible. If you want your child to be bullied by the teachers, send them to Woodlake.
—Submitted by a parent
I couldn't be more satisfied with the Woodlake community. Staff and parents work together toward the common goal of educating all children. I do hope that the school builds a stronger discipline policy. It is unfair to the other students when teachers have to spend an abundance of time disciplining one or two consistsntly disruptive students rather than educating the other 25 or more students who are there to learn. As parents, we should make sure that when out students enter school each day, they know, understand, and realize the importance of school rules. Respect of people and materials is rule 1. Be excited about next year. So many great programs coming our way. Go PTSA!!
—Submitted by a parent
Thank you Woodlake for an amazing experience. It feels like a small community school in the middle of this big city. Even with challenging budget cuts from the state and/or district, Woodlake manages to maintain its dedication to rounding out our children's educational experience with art, music, technology - no small feat. With them being approved as an affiliated charter starting next year, I know they will have even more flexibility to respond to the school's individual needs. Everyone pitches in from parents, teachers to the principal to give the kids the best school experience. We've had some really great teachers through the years and wee all know the teachers are the ones who really make the difference. My children are ready academically and socially for the next phase of life.
—Submitted by a parent
As a parent that is very involved with my children's education, I see both sides of the coin. In my opinion 98% of the teachers at Woodlake are above average teachers. The union protects the other 2%. My experience has been that the teachers are more than willing to work with any situation weather behavioral or academic, it's all about the parental approach. Many parents feel that the problems that their child is having is the fault of the teacher instead of possibly being something from home. A good teacher does not have the power, authority or time to correct bad/inadequate parenting or lack of parental involvement at home. Our teachers are focused on education not parenting. If the ground work, behavior and respect is not established at home, what would make a parent think that a teacher could possibly be effective with education?
—Submitted by a parent
I was a volunteer at Woodlake Elementary in the PAL reading and writing program for three years. Woodlake may not look like much but it is an exceptional school. It has an exceptional resource department run by the very capable Elizabeth DeFazio, my former boss, who uses new and innovative techniques to help students with learning differences succeed. Prior to that I worked as an Instructional Aide for Mrs. Julie Feduska. Julie was so well thought of by her students and parents, they would come years after to visit, say hello and give a hug. I thought this was an isolated incident until I saw it happening all over the school. These teachers are dedicated to teaching their students and do their utmost regardless of budgetary cuts, furlough days, and the constantly changing curriculum. I have worked at private schools, religious schools and public schools. Woodlake is a great school, as good as any you'd pay a mint for out of your own pocket.
Woodlake is an excellent school! The teachers work hard and is very dedicated to their students. The parents are very supportive in all aspect of their child's education. Woodlake has many superb Special Education programs. Mr. McGee is always doing his best to lead the school. Overall, Woodlake is a wonderful choice for my child!
—Submitted by a parent
My daughter's first grade teacher was an absolute mess. There was no discipline in the classroom. Her communication skills were terrible. She had difficulty working with students who were below average and even more difficulty engaging students who were above average. She followed the textbook mindlessly so she would teach lecture style for most of the day. If it wasn't for the great computer lab, library, art, music, and PE program, my child would havee been climbing the walls. The principal is a nice person, but he has no control over his faculty.
—Submitted by a parent
After my daughter had a disasterous 2nd grade year I enrolled her in Hamlin. Hands down the best decision I made. At my 1st parent interview session at Hamlin my daughters teacher looked at me in disbelief at her last years school report. My daughter who was averaging 2/3 in her report card went to 3/4 and mainly"4's! Within the first quarter she had increased her reading speed by 40 words per minute. Having observed how things run I can say that Hamlin knows how to let kids reach their potential. My daughter loves it there.
—Submitted by a parent
We had a great experience with Woodlake and one of its kindergarten teachers Ms. Saltzman. We had to move from another school in the area since we moved and we could see a sharp contrast between the two schools and two teachers in particular. Ms. Saltzman was very patient and knowledgeable to make the transition as smooth as possible for our son. She gave us great tips of how to behave at home and came up with a brilliant method of rewarding him based on knowing his particular needs. Thanks Woodlake and good job Ms. Saltzman. Parsa Mohebi
—Submitted by a parent
I've had my child in this school for a while, and can truly say that this school could do better. The teachers simply do the bare minimum amount of work. Before and after school, they are either not around, or don't want to listen to a word of parent concern. Though the Principal does a good job, the school as a whole doesn't work as a team. Also, the parents and PTA have their unwelcoming cliques, which makes volunteering a very uncomfortable experience.
—Submitted by a parent
Great school......exceptional parents..........intelligent teachers........wonderful children, and my granddaughter goes there.
I can't think of a more deserving school. Woodlake provides a wonderful and safe environment for my child to learn, grow and thrive. The teachers and staff are dedicated and committed to the students; they are reliable, trustworthy and knowledgeable. We are lucky and proud to be part of the Woodlake family!
—Submitted by a parent
This is a great school. The teachers, parents and students make it all happen. We sooo love this school and is soooo very deserving to win.
—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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
82 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
76 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.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
116 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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
82 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 | 71% |
| Females | 78% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 61% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 67% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| 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) | 54% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 67% |
| 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 | 63% |
| Females | 65% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 74% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 90% |
| Females | 86% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 91% |
| Students with disability | 50% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 74% |
| Females | 78% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 68% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| 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 | 62% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 69% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 57% | 27% | ||
| Hispanic | 18% | 51% | ||
| Asian | 17% | 11% | ||
| Black | 7% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 20% | N/A | 54% |
| English language learners 2 | 12% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 35% | 85% | ||
| Farsi (Persian) | 18% | 0% | ||
| Hebrew | 15% | 0% | ||
| Arabic | 5% | 1% | ||
| Russian | 5% | 0% | ||
| Vietnamese | 5% | 2% | ||
| All other non-English languages | 3% | 1% | ||
| Bengali | 3% | 0% | ||
| Hindi | 3% | 0% | ||
| Korean | 3% | 1% | ||
| Armenian | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 14 | 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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23231 Hatteras Street
Woodland Hills,
CA 91367
Phone: (818) 347-7097
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
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