Public school with a magnet program · Los Angeles Unified · Los Angeles, California

Arroyo Seco Museum Science — Rating & test scores

Los Angeles · K–8 · 413 students (2024–25)

4805 Sycamore Terrace, 90042arroyoseco.lausd.org ↗(323) 254-5141

Missed LAUSD Choices? Late applications open Tuesday, December 1, and join the end of the waitlist.

Applying for 2027–28. From LAUSD’s Choices brochure ↗.

70thpercentileSolid

The dots are California’s 5,726 scored public elementary schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score

Weighted composite · 2025–26
A weighted mix of five of the six elementary school measures.

See this school’s score factors ↓

Arroyo Seco Museum Sciencehigher than 70 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Arroyo Seco Museum Sciencehigher than 70 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Arroyo Seco Museum Sciencehigher than 70 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Near California in English, well above in math: 49% and 53% scored Proficient or Advanced in grades 3–5, spring 2026, against 46% and 42%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 143
Comparison: California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).

For grades 6–8, the standing among California middle schools is in Academic achievement ↓

How to enroll

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Campus map · © OpenStreetMap

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In grades 3–5, spring 2026, 24% of students tested in math scored Advanced, against 21% across California. Advanced is the top of the state’s four levels.

Sources

The sentence above: California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grades 3–5. California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,211,701 in math tested).

Common questions

How do I get in?

On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist. Evidence ↓

Is Arroyo Seco Museum Science a good school?

Arroyo Seco Museum Science scores higher than 70 in 100 of California’s 5,726 scored public elementary schools: 70th percentile, Solid, spring 2026.

Grades 6–8: higher than 92 in 100 California middle schools we score (92nd percentile, Strong, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 19 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 0 of 414 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

Did students here score above what the state expected?

In English, yes; in math, about as expected. In 2025, students here in grades 4–8 scored +17 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored +2 points, which it calls Average.

Included in this measure: 245 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 58% of low-income students in grades 3–8 at Arroyo Seco Museum Science in Los Angeles scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

What do families and students say?

94% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD elementary schools 91%, 279 answered).

79% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD elementary schools 77%, 99 answered)
Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

What should I ask on a visit?

The questions drawn from this page are under Next steps, ready to copy. Evidence ↓

Academic achievement

How did students here do on state tests?

Near California in English; well above it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 49% scored Proficient or Advanced in English and 53% in math, against 46% and 42% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 143
Comparison: California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.

AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 143 tested

Advanced: 24%
Proficient: 25%
Below the standard: 51%

This school49%

California46%

Los Angeles Unified46%

49% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 143 tested

Advanced: 24%
Proficient: 29%
Below the standard: 47%

This school53%

California42%

Los Angeles Unified44%

53% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–8 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	36%	51%	59%
Advanced	20%	31%	20%
Proficient	16%	20%	39%
Developing level	28%	29%	17%
Minimal	36%	20%	24%
Tested	45	49	49
California	44%	46%	49%
Difference	−8	+5	+10

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	83%	81%	82%
Advanced	50%	35%	43%
Proficient	33%	46%	39%
Developing level	10%	17%	9%
Minimal	7%	2%	9%
Tested	46	48	44
California	48%	51%	49%
Difference	+35	+30	+33

California is CDE’s statewide English row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

Math

Math, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	53%	61%	45%
Advanced	18%	24%	29%
Proficient	35%	37%	16%
Developing level	34%	29%	26%
Minimal	13%	10%	29%
Tested	45	49	49
California	47%	42%	37%
Difference	+6	+19	+8

Math, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	72%	56%	61%
Advanced	54%	29%	43%
Proficient	18%	27%	18%
Developing level	13%	27%	21%
Minimal	15%	17%	18%
Tested	46	48	44
California	37%	38%	36%
Difference	+35	+18	+25

California is CDE’s statewide math row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

How do the middle grades do?

Well above California in both subjects. In grades 6–8, spring 2026, 82% scored Proficient or Advanced in English and 63% in math, against 49% and 37% across California. The middle grades are placed separately: 92nd percentile (Strong) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 138 tested

Advanced: 43%
Proficient: 39%
Below the standard: 18%

This school82%

California49%

Los Angeles Unified47%

82% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 138 tested

Advanced: 42%
Proficient: 21%
Below the standard: 37%

This school63%

California37%

Los Angeles Unified35%

63% Proficient or Advanced in grades 6–8.

Have results changed?

English results were similar to 2025; math results were higher. English went from 52% to 49% and math from 44% to 53%.

English · top two levels · grades 3–5

202552%144 tested

→

202649%143 tested

This school

California, same grades46% → 46%2025 → 2026 · 1,232,086 → 1,208,894 tested

Math · top two levels · grades 3–5

202544%144 tested

→

202653%143 tested

This school

California, same grades41% → 42%2025 → 2026 · 1,241,652 → 1,211,701 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, yes; in math, about as expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–8 scored +17 points against that expected score in English, which the state calls Accelerated. In math, they scored +2 points, which it calls Average.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–8: 245
Comparison: Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 4–8 · 2025 · 245 students with scores in both years

Points above or below what the state expected from the same students’ earlier scores.

+17 pts

English

The state calls it Accelerated, the fourth of its five growth levels.

+2 pts

Math

The state calls it Average, the third of its five growth levels.

Ask: What extra help do students who are behind get, and how do you know it’s working?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grades 3–5 · This school	24%	25%	24%	27%	143
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Los Angeles Unified	23%	23%	22%	32%	108,229
Math, grades 3–5 · This school	24%	29%	30%	17%	143
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Los Angeles Unified	22%	22%	25%	31%	108,401
English, grades 6–8 · This school	43%	39%	12%	6%	138
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · Los Angeles Unified	17%	30%	23%	30%	106,147
Math, grades 6–8 · This school	42%	21%	20%	17%	138
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · Los Angeles Unified	19%	16%	23%	42%	106,060

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.

English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202649%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202653%42%

The lines break across the COVID years, when state testing was waived or optional.

In grades 3–5, the share at the state’s top two levels in English went from 48% in 2017 to 49% in 2026. In math, it went from 44% in 2017 to 53% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
Year	This school	California
2017	48% 200 tested	45% 1,384,680 tested
2018	56% 199 tested	49% 1,346,907 tested
2019	59% 195 tested	50% 1,332,547 tested
2022	44% 140 tested	45% 1,260,830 tested
2023	51% 139 tested	44% 1,247,801 tested
2024	52% 153 tested	45% 1,235,509 tested
2025	52% 144 tested	46% 1,232,086 tested
2026	49% 143 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	44% 199 tested	40% 1,392,040 tested
2018	37% 199 tested	42% 1,352,321 tested
2019	39% 193 tested	44% 1,338,625 tested
2022	33% 140 tested	38% 1,265,943 tested
2023	37% 139 tested	40% 1,256,519 tested
2024	48% 153 tested	41% 1,249,262 tested
2025	44% 144 tested	41% 1,241,652 tested
2026	53% 143 tested	42% 1,211,701 tested

How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 17 points above that expected score, and in math 2 points above it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

Our Scope Score measures growth another way. It compares the latest grade 5 scores here with the school’s grade 3 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

What you can do

Who can act on Arroyo Seco Museum Science’s results?

Los Angeles Unified’s board decides Arroyo Seco Museum Science’s plan.

The state hasn’t placed Arroyo Seco Museum Science in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

What has the state flagged?

The state is giving Los Angeles Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Los Angeles Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source

When is the plan set, and how can you take part?

Los Angeles Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.

How to take part

Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
Send written comments on the actions and spending the plan proposes.
Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
Read the midyear report, due by February 28.
Read Los Angeles Unified’s 2026–27 plan (LCAP, PDF)

Reading screening in kindergarten through grade 2What the law requires, and what to ask

California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.

Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.

If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.

Ask how many K–2 students screening found at risk last year, and how many got extra reading help.

California Education Code § 53008. Source

Life at school

How often do students miss school or get suspended?

19 in 100 students were chronically absent in 2025–26.

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. 0 of 414 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 20 in 100 at the average Los Angeles Unified elementary school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 76 of 407 students counted for it; suspension: 0 of 414 students enrolled during the year
Comparison: Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Los Angeles Unified elementary school 0.2%.

Chronically absent, 2025–26

19 in 100This school

20 in 100At the average Los Angeles Unified elementary school

17 in 100At the average California elementary school

76 of 407 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 414

students were suspended at least once. Average California elementary school 1.6%.

Ask: When a child starts missing school, who calls the family, and how soon?

Chronic absence by grade2025–26 · per 100 students, with counts

Grades K–3: not in the records we hold
Grades 4–6: 17 in 100, 25 of 150
Grades 7–8: 21 in 100, 21 of 99

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

This schoolLAUSD schools at the same level, same questionsEach bar 0–100%

Students

Elementary grades

99 of 99 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question79%LAUSD elementary 77% · 99 answered

Belonging · average of 5 questions72%LAUSD elementary 68% · 98–99 answered each

Caring adults · average of 8 questions76%LAUSD elementary 75% · 95–99 answered each

Engagement · average of 6 questions71%LAUSD elementary 68% · 96–99 answered each

High expectations · average of 2 questions81%LAUSD elementary 84% · 99 answered

Bullied 2 or more times in the past 30 days · average of 4 questions17%LAUSD elementary 24% · 96–99 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.

All 43 student questionseach with its answer count, beside LAUSD elementary schools

Question	Here	LAUSD elementary schools	Answers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed	79%	77%	99
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed	81%	78%	98
I am happy to be at this schoolShare who agreed or strongly agreed	75%	74%	99
I feel like I am part of this schoolShare who agreed or strongly agreed	79%	72%	99
I feel accepted for who I am at this schoolShare who agreed or strongly agreed	79%	72%	98
Most kids at this school are kind to each otherShare who agreed or strongly agreed	48%	42%	99
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed	84%	78%	99
The teachers at this school treat students fairlyShare who agreed or strongly agreed	74%	69%	98
Teachers care if I'm absent from schoolShare who agreed or strongly agreed	65%	70%	97
Adults at this school treat all students with respectShare who agreed or strongly agreed	71%	73%	99
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed	74%	71%	98
There is at least one adult at my school who supports meShare who agreed or strongly agreed	89%	80%	98
Teachers at my school know meShare who agreed or strongly agreed	75%	78%	95
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed	81%	79%	98
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed	82%	81%	98
My teachers make learning funShare who agreed or strongly agreed	67%	67%	97
Students have a voice in decision making at this schoolShare who agreed or strongly agreed	64%	55%	99
Teachers encourage students to make decisionsShare who agreed or strongly agreed	74%	72%	96
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of classShare who agreed or strongly agreed	80%	74%	99
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activitiesShare who agreed or strongly agreed	58%	59%	99
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed	85%	88%	99
Adults at this school encourage me to work hard so I can be successful in college or at the job I chooseShare who agreed or strongly agreed	78%	81%	99
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	30%	31%	99
Been made fun of because of your looks or the way you talk?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	20%	30%	97
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	12%	25%	97
Been bullied online?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	5%	12%	96
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed	84%	82%	99
Students know how they are expected to actShare who agreed or strongly agreed	52%	54%	99
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed	84%	80%	99
What is the highest level of education that you plan to complete?Share who answered “Four-year college degree” or “Graduate degree”	—	—	0
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”	84%	78%	99
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”	79%	75%	99
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”	85%	74%	99
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed	65%	64%	99
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”	63%	61%	93
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”	62%	49%	93
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”	71%	65%	93
I came to class preparedShare who answered “Often” or “Almost all the time”	81%	72%	99
I remembered and followed directionsShare who answered “Often” or “Almost all the time”	80%	75%	99
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”	65%	56%	99
How well did you get along with students who are different from you?Share who answered “Got along pretty well” or “Got along extremely well”	74%	72%	99
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”	76%	70%	98
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”	79%	78%	99

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.

Middle grades

145 of 145 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question90%LAUSD middle 64% · 145 answered

Belonging · average of 6 questions79%LAUSD middle 55% · 98–145 answered each

Caring adults · average of 8 questions83%LAUSD middle 61% · 144–145 answered each

Engagement · average of 6 questions73%LAUSD middle 58% · 144–145 answered each

High expectations · average of 2 questions92%LAUSD middle 73% · 145 answered

Bullied 2 or more times in the past 30 days · average of 5 questions12%LAUSD middle 19% · 98–145 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.

All 45 student questionseach with its answer count, beside LAUSD middle schools

Question	Here	LAUSD middle schools	Answers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed	90%	64%	145
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed	88%	63%	145
I am happy to be at this schoolShare who agreed or strongly agreed	90%	64%	145
I feel like I am part of this schoolShare who agreed or strongly agreed	83%	58%	145
I feel accepted for who I am at this schoolShare who agreed or strongly agreed	84%	62%	144
Most kids at this school are kind to each otherShare who agreed or strongly agreed	61%	31%	145
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed	65%	53%	98
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed	90%	61%	145
The teachers at this school treat students fairlyShare who agreed or strongly agreed	82%	52%	144
Teachers care if I'm absent from schoolShare who agreed or strongly agreed	74%	55%	145
Adults at this school treat all students with respectShare who agreed or strongly agreed	87%	59%	145
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed	70%	57%	145
There is at least one adult at my school who supports meShare who agreed or strongly agreed	88%	69%	145
Teachers at my school know meShare who agreed or strongly agreed	81%	64%	145
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed	90%	68%	144
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed	92%	75%	144
My teachers make learning funShare who agreed or strongly agreed	74%	44%	144
Students have a voice in decision making at this schoolShare who agreed or strongly agreed	73%	48%	144
Teachers encourage students to make decisionsShare who agreed or strongly agreed	87%	61%	145
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of classShare who agreed or strongly agreed	69%	75%	144
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activitiesShare who agreed or strongly agreed	46%	44%	145
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed	94%	75%	145
Adults at this school encourage me to work hard so I can be successful in college or at the job I chooseShare who agreed or strongly agreed	90%	70%	145
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	19%	25%	145
Been made fun of because of your looks or the way you talk?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	21%	30%	145
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	10%	17%	145
Been bullied online?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	3%	10%	145
Had sexual jokes, comments, or gestures made to you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it	6%	16%	98
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed	93%	61%	144
Students know how they are expected to actShare who agreed or strongly agreed	70%	45%	145
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed	87%	76%	145
What is the highest level of education that you plan to complete?The survey file we hold gives no share for this question, so none is shown	—	—	91
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”	90%	72%	145
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”	87%	71%	144
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”	79%	68%	145
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed	74%	62%	144
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”	69%	50%	142
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”	59%	42%	142
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”	75%	54%	140
I came to class preparedShare who answered “Often” or “Almost all the time”	94%	76%	145
I remembered and followed directionsShare who answered “Often” or “Almost all the time”	93%	79%	144
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”	76%	59%	144
How well did you get along with students who are different from you?Share who answered “Got along pretty well” or “Got along extremely well”	85%	67%	145
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”	86%	67%	145
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”	94%	75%	145

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Families

Elementary grades

292 of 292 family surveys came back (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question94%LAUSD elementary 91% · 279 answered

Belonging · average of 4 questions94%LAUSD elementary 94% · 280–292 answered each

Caring adults · average of 2 questions94%LAUSD elementary 94% · 285–287 answered each

Engagement · average of 3 questions90%LAUSD elementary 91% · 287–292 answered each

Bullying reports taken seriously · 1 question88%LAUSD elementary 80% · 282 answered

All 34 family questionseach with its answer count, beside LAUSD elementary schools

Question	Here	LAUSD elementary schools	Answers
Safety
My child is safe on school groundsShare who agreed or strongly agreed	94%	91%	279
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed	95%	92%	287
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed	95%	96%	287
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed	95%	94%	280
I feel welcome to participate at this schoolShare who agreed or strongly agreed	91%	94%	292
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed	93%	94%	287
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed	94%	95%	285
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed	93%	94%	292
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed	88%	89%	291
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed	90%	91%	287
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed	88%	80%	282
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed	93%	89%	287
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed	93%	90%	287
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed	96%	94%	287
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed	88%	85%	281
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed	92%	91%	282
This school encourages my child to explore different career choicesShare who agreed or strongly agreed	84%	79%	292
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed	88%	89%	291
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed	84%	87%	292
This school provides high quality instruction to my childShare who agreed or strongly agreed	94%	92%	292
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed	94%	91%	291
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed	97%	95%	282
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed	92%	87%	286
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed	91%	88%	282
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed	94%	95%	291
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed	93%	87%	231
This school provides information on grade level requirements for my childShare who agreed or strongly agreed	92%	91%	277
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed	92%	91%	276
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed	89%	91%	287
This school offers extra academic support for my childShare who agreed or strongly agreed	82%	86%	292
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed	88%	83%	249
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed	89%	88%	225
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed	93%	92%	282
Discipline is fair at this schoolShare who agreed or strongly agreed	84%	82%	282

Each share counts the answer its row names.

Middle grades

98 of 140 family surveys came back (70%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question93%LAUSD middle 82% · 96 answered

Belonging · average of 4 questions96%LAUSD middle 89% · 96–98 answered each

Caring adults · average of 2 questions96%LAUSD middle 87% · 98 answered

Engagement · average of 3 questions93%LAUSD middle 84% · 98 answered

High expectations · average of 2 questions92%LAUSD middle 84% · 90–93 answered each

Bullying reports taken seriously · 1 question87%LAUSD middle 74% · 97 answered

All 38 family questionseach with its answer count, beside LAUSD middle schools

Question	Here	LAUSD middle schools	Answers
Safety
My child is safe on school groundsShare who agreed or strongly agreed	93%	82%	96
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed	97%	89%	98
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed	97%	90%	98
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed	97%	88%	96
I feel welcome to participate at this schoolShare who agreed or strongly agreed	93%	88%	98
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed	96%	86%	98
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed	97%	88%	98
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed	97%	89%	98
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed	87%	82%	98
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed	95%	81%	98
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed	89%	82%	93
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed	94%	86%	90
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed	87%	74%	97
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed	93%	84%	98
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed	95%	84%	98
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed	95%	85%	98
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed	89%	83%	97
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed	92%	85%	97
This school encourages my child to explore different career choicesShare who agreed or strongly agreed	84%	77%	98
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed	84%	69%	85
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed	83%	75%	83
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed	88%	82%	98
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed	86%	84%	98
This school provides high quality instruction to my childShare who agreed or strongly agreed	96%	87%	98
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed	96%	86%	97
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed	98%	86%	97
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed	95%	89%	98
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed	91%	87%	97
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed	96%	90%	98
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed	93%	82%	76
This school provides information on grade level requirements for my childShare who agreed or strongly agreed	94%	86%	94
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed	92%	84%	93
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed	92%	83%	98
This school offers extra academic support for my childShare who agreed or strongly agreed	91%	84%	98
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed	86%	77%	85
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed	93%	82%	73
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed	95%	91%	97
Discipline is fair at this schoolShare who agreed or strongly agreed	84%	72%	97

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Staff

Elementary grades

56 of 56 staff answered (100%), 24 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question100%LAUSD elementary 97% · 55 answeredShare giving one of the two most positive answers.

Caring adults · average of 2 questions94%LAUSD elementary 89% · 55–56 answered each

High expectations · average of 2 questions100%LAUSD elementary 95% · 54–55 answered each

Bullying called a mild or insignificant problem · 1 question93%LAUSD elementary 86% · 55 answeredShare who called it a mild or insignificant problem.

All 43 staff questionseach with its answer count, beside LAUSD elementary schools

Question	Here	LAUSD elementary schools	Answers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers	100%	97%	55
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed	89%	84%	56
Adults at this school treat all students with respectShare who agreed or strongly agreed	98%	94%	55
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed	100%	95%	54
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed	100%	95%	55
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem	93%	86%	55
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed	88%	84%	56
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed	86%	84%	56
I get the help I need to communicate with parentsShare who agreed or strongly agreed	82%	81%	56
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed	95%	95%	56
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers	89%	88%	55
At this school, parents treat me with respect.Share who agreed or strongly agreed	71%	85%	56
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed	95%	82%	56
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed	88%	75%	56
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”	95%	86%	56
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”	89%	80%	55
Students treat adults at this school with respectShare who agreed or strongly agreed	98%	81%	55
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed	85%	80%	54
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed	86%	75%	52
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem	98%	93%	55
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed	—	75%	19
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)Share who answered “Two times this year” or “Three or more times this year”	—	—	11
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed	—	75%	11
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed	—	84%	11
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed	—	86%	11
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed	—	88%	8
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”	26%	16%	23
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”	65%	50%	23
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”	70%	59%	23
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”	56%	51%	23
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)Share who answered “Once a week” or “Twice a week or more”	87%	66%	23
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed	91%	79%	23
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed	91%	79%	23
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed	100%	94%	23
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed	100%	91%	23
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed	74%	74%	23
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed	70%	74%	23
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed	65%	71%	23
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed	73%	75%	22
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed	78%	77%	23
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)Share who agreed or strongly agreed	78%	81%	23
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed	74%	76%	23
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed	100%	88%	23

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.

Middle grades

56 of 56 staff answered (100%), 24 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question100%LAUSD middle 94% · 55 answeredShare giving one of the two most positive answers.

Caring adults · average of 2 questions94%LAUSD middle 84% · 55–56 answered each

High expectations · average of 2 questions100%LAUSD middle 92% · 54–55 answered each

Bullying called a mild or insignificant problem · 1 question93%LAUSD middle 71% · 55 answeredShare who called it a mild or insignificant problem.

All 46 staff questionseach with its answer count, beside LAUSD middle schools

Question	Here	LAUSD middle schools	Answers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers	100%	94%	55
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed	89%	78%	56
Adults at this school treat all students with respectShare who agreed or strongly agreed	98%	90%	55
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed	100%	91%	54
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed	100%	92%	55
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem	93%	71%	55
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed	88%	77%	56
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed	86%	81%	56
I get the help I need to communicate with parentsShare who agreed or strongly agreed	82%	77%	56
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed	95%	93%	56
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers	89%	86%	55
At this school, parents treat me with respect.Share who agreed or strongly agreed	71%	81%	56
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed	95%	78%	56
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed	88%	72%	56
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”	95%	86%	56
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”	89%	75%	55
Students treat adults at this school with respectShare who agreed or strongly agreed	98%	70%	55
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed	85%	74%	54
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed	86%	67%	52
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem	98%	81%	55
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed	—	79%	10
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed	—	80%	10
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)Share who agreed or strongly agreed	—	86%	10
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed	—	68%	19
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)Share who answered “Two times this year” or “Three or more times this year”	—	—	11
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed	—	54%	11
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed	—	64%	11
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed	—	70%	11
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed	—	78%	8
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”	26%	17%	23
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”	65%	35%	23
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”	70%	42%	23
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”	56%	33%	23
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)Share who answered “Once a week” or “Twice a week or more”	87%	45%	23
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed	91%	77%	23
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed	91%	76%	23
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed	100%	92%	23
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed	100%	90%	23
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed	74%	65%	23
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed	70%	63%	23
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed	65%	60%	23
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed	73%	64%	22
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed	78%	69%	23
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)Share who agreed or strongly agreed	78%	73%	23
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed	74%	66%	23
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed	100%	85%	23

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Know this school? Add your answers

Have a child here? Answer 7 questions about how Arroyo Seco Museum Science works for your family.

Answer the family questions Responder en español

Work here? Answer 8 questions about Arroyo Seco Museum Science as a workplace, with your Los Angeles Unified work email.

Answer the staff questions

Ask: Does the school share its survey results with families, and what has it changed because of them?

About the survey and these figuresWho answers, what we show, and how a theme figure is made

Los Angeles Unified School District, School Experience Survey 2025–26 (researcher file). Students in grades 4–12 take it; some questions go only to older grades.

LAUSD publishes no minimum number of answers. We show a question only when at least 20 people answered it, and a group only when at least 10% of it responded, so the answers speak for more than the few who chose to reply.

Each row shows the percentage its label describes. For a theme, such as one marked “average of 5 questions”, we average the percentages for its questions, the way LAUSD averages its own topics. Each lane lists every question with its own percentage.

Every learner

How do kids like mine do here?

Hispanic or Latino and low-income students here scored well above the same groups across California.

Student groups, grades 3–8, spring 2026

Both groups score below California’s rate for all students statewide. 63% of Hispanic or Latino students scored Proficient or Advanced in English and 55% in math (grades 3–8, spring 2026), against 38% and 28% for the same group across California. Low-income students: 58% in English and 53% in math, against 37% and 28% for the same group across California.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3–8; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison: California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).

Arroyo Seco Museum ScienceSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students

Low-incomeEnglish · 218 testedAhead of the same group across California, where that group scores below California’s rate for all students: 58%Same group, California 37%
Low-incomeMath · 218 testedAhead of the same group across California, where that group scores below California’s rate for all students: 53%Same group, California 28%
Hispanic or LatinoEnglish · 241 testedAhead of the same group across California, where that group scores below California’s rate for all students: 63%Same group, California 38%
Hispanic or LatinoMath · 241 testedAhead of the same group across California, where that group scores below California’s rate for all students: 55%Same group, California 28%

Proficient or Advanced, grades 3–8, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino85%
White9%
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share6%

A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

Who are the families and teachers?

74%of students qualified for free or reduced-price meals in 2024–25, 306 of 413. California: 63%.

20teachers, 2024–25

17 yearsaverage experience, 2024–25

10%in their first year, 2024–25

77%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep Hispanic or Latino and low-income students on track as they move up through the grades?

All group results, district comparisons and sources

Proficient or Advancedgrades 3–8 · spring 2026

Group and subject	Here	vs Los Angeles Unified	vs California
Low-income · 218 tested
English	58%	+1741%	+2137%
Math	53%	+1736%	+2528%
Hispanic or Latino · 241 tested
English	63%	+2241%	+2538%
Math	55%	+2035%	+2728%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

Students with disabilities, 59 tested: no rate for grades 4–8 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	85%
White	9%
Asian	—
Black or African American	—
Filipino	—
Two or more races	—
American Indian or Alaska Native	—
Pacific Islander	—
Not reported	—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 77% of teaching positions, 17 properly credentialed teaching-position FTE out of 22 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Arroyo Seco Museum Science, and how do I get in?

Arroyo Seco Museum Science has no attendance area in Los Angeles Unified’s published boundaries. It is a whole-school magnet that families apply to. A student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Look up an address with Los Angeles Unified ↗

Grades K–8 · this school
Arroyo Seco Museum Science
High
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Families apply to Arroyo Seco Museum Science through Los Angeles Unified.

Applying to Arroyo Seco Museum Science for 2027–28

On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist.
apply.lausd.net ↗
Magnets select by priority points. A child who isn’t selected is waitlisted only at their first-choice magnet, so list first the one you want most.
Choices letters go out February 8–12, 2027. Accept or decline by March 5, 2027: no answer counts as a decline.

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How Choices, lotteries and waitlists work

School website: arroyoseco.lausd.org ↗Office: (323) 254-5141Administrator: Ismael Berver

Location and visiting

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4805 Sycamore Terrace, Los Angeles 90042

Directory location · Explore nearby schools on the map. Confirm enrollment with Los Angeles Unified.

Questions for your visit

What extra help do students who are behind get, and how do you know it’s working? 51% in English scored at the Developing or Minimal level, grades 3–5, spring 2026 (143 students tested); California: 54%
When a child starts missing school, who calls the family, and how soon?
Does the school share its survey results with families, and what has it changed because of them?
When a bullying report comes in, who handles it, and how is the family told? 17% (the average share reporting being bullied 2 or more times in the past 30 days, across 4 survey questions), 2025–26; LAUSD elementary schools: 24%
What are the school-day hours and after-school care options?

Office (323) 254-51414805 Sycamore Terrace, directions (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

The closest elementary schools, by straight-line distance from this campus. Distance isn’t an attendance boundary.

Nearby elementary schoolsPercentile among California elementary schools, 2026

Aldama Elementary0.6 mi
61stSolidScope Score 41
Monte Vista Street Elementary0.6 mi
56thSolidScope Score 38
Latona Avenue Elementary0.7 mi
64thSolidScope Score 43
Mt. Washington Elementary0.7 mi
95thStrongScope Score 74
Richard Riordan Primary Center0.7 mi
75thStrongScope Score 49

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

Source records

Every figure on this page, with its source, grades, year and count.

Score factorssource values, index and weights · 2025–26 · ranked #1,716 of 5,726 California elementary schools we score · #175 of 581 in Los Angeles Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	24%	52	42%
Proficient or Advancedaverage of English and math	51%	56	23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)	+81 scale-score pts	60	20%
Chronically absent	19 in 100	47	5%
Suspension rate	0 of 414	62	5%

Index is where the school's value sits among the California elementary schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students. The weights above add to 95%: English learners reaching the top level of the state’s English test has no value for this school, so its 5% weight is shared out among the measures above.

Scope Score by year2018–19 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2025–26	46	70	#1716	California elementary schools · 5,726 schools · current formula

2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School year	Chronic absence	Suspension	Grade gap (points)
2018–19	14 in 100	0.5% (3 of 562)	−7
2021–22	not on file	not on file	+4
2022–23	not on file	not on file	−20
2023–24	19 in 100	0.2% (1 of 435)	0
2024–25	14 in 100	0.2% (1 of 414)	+4
2025–26	19 in 100	0 of 414	+8

Chronic absence and suspension are CDE’s all-students school rates for each year.

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).

No 2019–20 or 2020–21 records in this SchoolScope series

Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	281	33%	65%
2026 · Math	281	33%	58%
2025 · English	290	32%	63%
2025 · Math	290	23%	50%
2024 · English	308	26%	64%
2024 · Math	308	19%	45%
2023 · English	306	26%	60%
2023 · Math	306	16%	35%
2022 · English	310	22%	55%
2022 · Math	309	11%	28%
2019 · English	395	22%	57%
2019 · Math	394	18%	40%
2018 · English	398	20%	50%
2018 · Math	398	18%	39%
2017 · English	394	17%	51%
2017 · Math	392	16%	43%

Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 3 · English	44	48%
2025 · Grade 4 · English	51	47%
2025 · Grade 5 · English	49	61%
2025 · Grade 6 · English	47	62%
2025 · Grade 7 · English	44	75%
2025 · Grade 8 · English	55	82%
2025 · Grade 3 · Math	44	45%
2025 · Grade 4 · Math	51	47%
2025 · Grade 5 · Math	49	41%
2025 · Grade 6 · Math	47	60%
2025 · Grade 7 · Math	44	48%
2025 · Grade 8 · Math	55	58%
2024 · Grade 3 · English	49	39%
2024 · Grade 4 · English	53	60%
2024 · Grade 5 · English	51	57%
2024 · Grade 6 · English	41	63%
2024 · Grade 7 · English	59	83%
2024 · Grade 8 · English	55	76%
2024 · Grade 3 · Math	49	53%
2024 · Grade 4 · Math	53	57%
2024 · Grade 5 · Math	51	35%
2024 · Grade 6 · Math	41	49%
2024 · Grade 7 · Math	59	54%
2024 · Grade 8 · Math	55	25%
2023 · Grade 3 · English	47	57%
2023 · Grade 4 · English	49	51%
2023 · Grade 5 · English	43	44%
2023 · Grade 6 · English	58	67%
2023 · Grade 7 · English	57	61%
2023 · Grade 8 · English	52	73%
2023 · Grade 3 · Math	47	53%
2023 · Grade 4 · Math	49	31%
2023 · Grade 5 · Math	43	26%
2023 · Grade 6 · Math	58	43%
2023 · Grade 7 · Math	57	25%
2023 · Grade 8 · Math	52	35%
2022 · Grade 3 · English	45	38%
2022 · Grade 4 · English	42	43%
2022 · Grade 5 · English	53	51%
2022 · Grade 6 · English	60	58%
2022 · Grade 7 · English	56	75%
2022 · Grade 8 · English	54	61%
2022 · Grade 3 · Math	45	40%
2022 · Grade 4 · Math	42	21%
2022 · Grade 5 · Math	53	36%
2022 · Grade 6 · Math	60	22%
2022 · Grade 7 · Math	55	31%
2022 · Grade 8 · Math	54	17%
2019 · Grade 3 · English	62	65%
2019 · Grade 4 · English	68	56%
2019 · Grade 5 · English	65	57%
2019 · Grade 6 · English	66	58%
2019 · Grade 7 · English	66	56%
2019 · Grade 8 · English	68	54%
2019 · Grade 3 · Math	62	44%
2019 · Grade 4 · Math	67	36%
2019 · Grade 5 · Math	64	38%
2019 · Grade 6 · Math	67	31%
2019 · Grade 7 · Math	66	42%
2019 · Grade 8 · Math	68	50%
2018 · Grade 3 · English	64	64%
2018 · Grade 4 · English	68	49%
2018 · Grade 5 · English	67	55%
2018 · Grade 6 · English	67	48%
2018 · Grade 7 · English	68	35%
2018 · Grade 8 · English	64	47%
2018 · Grade 3 · Math	64	52%
2018 · Grade 4 · Math	68	28%
2018 · Grade 5 · Math	67	33%
2018 · Grade 6 · Math	67	34%
2018 · Grade 7 · Math	68	41%
2018 · Grade 8 · Math	64	48%
2017 · Grade 3 · English	68	54%
2017 · Grade 4 · English	64	36%
2017 · Grade 5 · English	68	54%
2017 · Grade 6 · English	68	54%
2017 · Grade 7 · English	68	56%
2017 · Grade 8 · English	58	50%
2017 · Grade 3 · Math	68	57%
2017 · Grade 4 · Math	63	29%
2017 · Grade 5 · Math	68	44%
2017 · Grade 6 · Math	68	25%
2017 · Grade 7 · Math	68	47%
2017 · Grade 8 · Math	57	60%

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026

Science (CAST)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	93	19%	33%	43%	4%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California

Group · English	Tested	Proficient or Advanced	vs district	vs California
Low-income	218	58%	+17	+21
Hispanic or Latino	241	63%	+22	+25

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score

Group	English	n	CDE category	Math	n	CDE category
All students	+17	245	Accelerated	+2	245	Average
Hispanic or Latino	+16	216	Accelerated	+2	216	Average
Low-income	+13	189	Accelerated	+2	189	Average
English-only students	+21	180	not categorized	+2	180	not categorized
Students with disabilities	+18	40	Accelerated	−12	40	Moderate
English learners	+7	30	Accelerated	+8	30	Accelerated
Recently reclassified as fluent in English	+8	28	not categorized	+8	28	not categorized
White	+33	18	Exceptional	+15	18	Accelerated

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 5 against the same school’s grade 3 two years earlier, partly different children · two different measures

Grade 5 in 2026 against grade 3 in 2024 · English

English · 2024 · Grade 3

12%

exceeded standard · 39% met or exceeded

CDE CAASPP 2024 · 49 English test records with scores

English · 2026 · Grade 5

20%

Advanced · 59% Proficient or Advanced

CDE CAASPP 2026 · 49 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 49 (school-grade cohort proxy).

These paired percentages describe English results for grade groups at this school in two years. The groups are not matched students. SchoolScope's scored growth measure uses a different school-level scale-score proxy across English and math; California's matched-student model is a separate measure.

California growth model · points vs expected

State model · English+17 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 4–8

245 students

CDE growth category: Accelerated

State model · math+2 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 4–8

245 students

CDE growth category: Average

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 14 in 100 → 2025–26 · 19 in 100 · +5 in 100
Suspension rate2024–25 · 0.2% (1 of 414) → 2025–26 · 0 of 414 · −0.2 percentage points

Group	2018–19	2025–26	Change
Female	13 in 100	19 in 100	+6 in 100
Male	16 in 100	18 in 100	+2 in 100
Asian	9 in 100	—	—
Hispanic or Latino	15 in 100	21 in 100	+6 in 100
White	4 in 100	9 in 100	+5 in 100
Students with disabilities	15 in 100	23 in 100	+8 in 100
English learners	7 in 100	25 in 100	+18 in 100
Low-income	14 in 100	22 in 100	+8 in 100
All students	14 in 100	19 in 100	+5 in 100

Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure

Per-pupil spending

District · current expense$18,180 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 pupils

California · selected district mean$14,491 per pupil

NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records

School-level federal expenditures$1,567 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 413

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 413

District current expense · FY 2024–25$29,292 per ADA

CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator

These figures are not directly comparable: school ESSA attributed spending and NCES district current expense use different measures and populations. Their fiscal years are labeled above.

How the California mean was selected

SchoolScope starts with its selected California finance records, not every NCES California district. For FY 2020–21, it calculates an unweighted mean of NCES F-33 current expense per pupil. District records contribute once, regardless of enrollment. The calculation keeps records with positive per-pupil current expense, enrollment over 100, CCD agency type 1, and a recorded district name; it excludes names ending in County Office of Education, Department of Education, or Superintendent of Schools. This is a SchoolScope calculation, not a state-published spending average.

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation

Instruction 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$5,655,379,384	51.81%	52%
Instruction support	$1,791,152,348	16.41%	17%
Student services	$1,344,873,232	12.32%	12%
Administration	$763,652,780	7.00%	7%
Buildings & maintenance	$1,099,649,062	10.07%	10%
Other	$260,356,595	2.39%	2%
Total	$10,915,063,400	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021

2021$18,180 per pupil

2020$16,355 per pupil

2019$15,793 per pupil

2018$13,247 per pupil

2017$13,549 per pupil

Source: NCES F-33 · Full district breakdown →

Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year

Additional workforce records

Properly assigned intern credential holders0.0%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 90042 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 90042 area
Measure	Estimate
Median household income	$95,282
Bachelor's degree or higher (adults 25+)	43%
ZIP-area population	56,835
Median age	38.6 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 90042 →

Downloads, embed and methodologyCSV · embed code · sources · corrections

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Its Scope Score is an elementary school score; results for its other grades are in these records.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

How we analyze · Request a correction

Arroyo Seco Museum Science — Rating & test scores

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Spring 2026 state test results

Common questions

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Is Arroyo Seco Museum Science a good school?

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How did students here do on state tests?

English

Math

How do the middle grades do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Arroyo Seco Museum Science’s results?

What has the state flagged?

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How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

What do students, families and staff say?

Students

Elementary grades

Middle grades

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Elementary grades

Middle grades

Staff

Elementary grades

Middle grades

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Applying to Arroyo Seco Museum Science for 2027–28

Location and visiting

Questions for your visit

Source records

Scope Score

Grade 5 in 2026 against grade 3 in 2024 · English

Per-pupil spending

Additional workforce records

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