Independent charter school · Los Angeles Unified · Los Angeles, California

Arts In Action Community Charter — Rating & test scores

Los Angeles · TK–5 · 404 students (2024–25)

5115 Via Corona Street, 90022artsinactioncharter.org ↗(323) 266-4371

37thpercentileDeveloping

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 six measures.

See this school’s score factors ↓

Arts In Action Community Charterhigher than 37 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

Arts In Action Community Charterhigher than 37 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

Arts In Action Community Charterhigher than 37 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

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 34% and 29% scored Proficient or Advanced, 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: 198
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”).

How to enroll

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap. Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

A picture of the campus, not an attendance boundary or a rating.

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

On spring 2025 tests, students in grades 4 and 5 scored below what the state expected in English (−24 pts) and math (−21 pts). The state bases that expectation on each student’s earlier scores.

Sources

The sentence above: CDE growth model, 2025. Students with scores in both years in grades 4 and 5: 142. 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.

Common questions

How do I get in?

Arts In Action Community Charter is an independent charter, so you apply on its own application, not through LAUSD Choices. It sets its own deadline and lottery date. Find both on the school’s site or ask the office. Evidence ↓

Is Arts In Action Community Charter a good elementary school?

Arts In Action Community Charter scores higher than 37 in 100 of California’s 5,726 scored public elementary schools: 37th percentile, Developing, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 16 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 0 of 416 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?

Below what the state expected, in both subjects. In 2025, students here in grades 4 and 5 scored −24 points against the state’s expected score in English, which the state calls Minimal. In math, they scored −21 points, which it calls Minimal.

Included in this measure: 142 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 33% of low-income students in grades 3–5 at Arts In Action Community Charter in Los Angeles scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $8.7 million is planned for 9 funded actions in 2 goals. That’s 85% of its $10.1 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓

Where does it lead after 5th grade?

Arts In Action Community Charter is an independent charter, so no next school is assigned from it by an attendance boundary. Families choose the next school and apply or register there. 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?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 34% scored Proficient or Advanced in English and 29% 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: 198
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 · 198 tested

Advanced: 14%
Proficient: 20%
Below the standard: 66%

This school34%

California46%

Los Angeles Unified46%

34% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 198 tested

Advanced: 9%
Proficient: 20%
Below the standard: 71%

This school29%

California42%

Los Angeles Unified44%

29% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–5 · 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	30%	40%	33%
Advanced	11%	20%	9%
Proficient	19%	20%	24%
Developing level	37%	20%	28%
Minimal	33%	40%	39%
Tested	61	70	67
California	44%	46%	49%
Difference	−14	−6	−16

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	38%	31%	19%
Advanced	11%	10%	6%
Proficient	27%	21%	13%
Developing level	36%	40%	27%
Minimal	26%	29%	54%
Tested	61	70	67
California	47%	42%	37%
Difference	−9	−11	−18

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 →

Have results changed?

Results in both subjects were higher than in 2025. English went from 27% to 34% and math from 23% to 29%.

English · top two levels · grades 3–5

202527%215 tested

→

202634%198 tested

This school

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

Math · top two levels · grades 3–5

202523%215 tested

→

202629%198 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?

Below what the state expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4 and 5 scored −24 points against that expected score in English, which the state calls Minimal. In math, they scored −21 points, which it calls Minimal.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4 and 5: 142
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 and 5 · 2025 · 142 students with scores in both years

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

−24 pts

English

The state calls it Minimal, the lowest of its five growth levels.

−21 pts

Math

The state calls it Minimal, the lowest 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	14%	20%	29%	37%	198
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	9%	20%	35%	36%	198
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

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 · English and math have stayed well below California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202634%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202629%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 31% in 2017 to 34% in 2026. In math, it went from 28% in 2017 to 29% 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	31% 150 tested	45% 1,384,680 tested
2018	28% 152 tested	49% 1,346,907 tested
2019	34% 150 tested	50% 1,332,547 tested
2022	24% 187 tested	45% 1,260,830 tested
2023	22% 188 tested	44% 1,247,801 tested
2024	21% 193 tested	45% 1,235,509 tested
2025	27% 215 tested	46% 1,232,086 tested
2026	34% 198 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	28% 152 tested	40% 1,392,040 tested
2018	24% 152 tested	42% 1,352,321 tested
2019	29% 150 tested	44% 1,338,625 tested
2022	13% 187 tested	38% 1,265,943 tested
2023	20% 188 tested	40% 1,256,519 tested
2024	27% 193 tested	41% 1,249,262 tested
2025	23% 215 tested	41% 1,241,652 tested
2026	29% 198 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 24 points below that expected score, and in math 21 points below 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 Arts In Action Community Charter’s results?

Arts In Action Community Charter’s own board decides its plan.

The state hasn’t placed Arts In Action Community Charter in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

What its plan pays for ↓

Los Angeles Unified authorized this charter; its current term ends June 30, 2027.

Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source

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?

16 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. At the average Los Angeles Unified elementary school, 20 in 100 were. 0 of 416 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 65 of 408 students counted for it; suspension: 0 of 416 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

16 in 100This school

20 in 100At the average Los Angeles Unified elementary school

17 in 100At the average California elementary school

65 of 408 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 416

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?

Ask families and staff yourselfWhat to ask the people at Arts In Action Community Charter

Ask current families how the school keeps them informed, and what happened when their child needed help. Ask staff how long teachers tend to stay.

Questions for your visit ↓

Have a child here? Answer 7 questions Responder en español

Every learner

How do kids like mine do here?

English learners scored well below the same group across California in English.

Student groups, grades 3–5, spring 2026

0% of English learners scored Proficient or Advanced in English (grades 3–5, spring 2026), against 13% for the same group across California. Every group’s math results are in the table below.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3–5; 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).

Arts In Action Community CharterSame group, California

Hispanic or Latino197 tested34%Same group, California 36%
Low-income180 tested33%Same group, California 36%
Students with disabilities43 tested12%Same group, California 19%
English learners40 tested0%Same group, California 13%

Proficient or Advanced, grades 3–5 English, spring 2026. In math the same groups run from 10% to 29%; every value is in the table below.

Who are the students?

2025–26 · students counted

Hispanic or Latino99%
White—
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share1%

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.

Are English learners moving up on the state’s English test?

51% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years

This school · 37 of 73 English learners51%

Los Angeles Unified · 24,781 of 47,33052%

California · 355,274 of 748,91647%

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Who are the families and teachers?

91%of students qualified for free or reduced-price meals in 2024–25, 369 of 404. California: 63%.

27teachers, 2024–25

5 yearsaverage experience, 2024–25

15%in their first year, 2024–25

83%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in English for English learners, and how does the school check that it works?

All group results, district comparisons and sources

Proficient or Advancedgrades 3–5 · spring 2026

Group and subject	Here	vs Los Angeles Unified	vs California
Low-income · 180 tested
English	33%	−740%	−336%
Math	29%	−1039%	−231%
Hispanic or Latino · 197 tested
English	34%	−741%	−236%
Math	29%	−1039%	−231%
English learners · 40 tested
English	0%	−1212%	−1313%
Math	10%	−717%	−616%
Students with disabilities · 43 tested
English	12%	−719%	−719%
Math	12%	−719%	−618%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. No group that is behind across California does 10 or more points better here.

Homeless students: fewer than 30 tested here. No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander and military-family students, students of two or more races 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	99%
White	—
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: 83% of teaching positions, 18.2 properly credentialed teaching-position FTE out of 22 total position FTE. This measures positions, not individual teachers.

In its own words

What does Arts In Action Community Charter’s own plan commit to?

Its 2026–27 plan

The plan lists what the school commits to spend and measure.

$8.7 million

planned for 9 funded actions in 2 goals. That’s 85% of its $10.1 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 77 pages), as posted to the California School Dashboard.

Where the money goes

Highly Qualified Educators; Rigorous Education; and School Facilities in Good Repair and Highly Trained Operations and Maintenance Team take 69% of the money. The plan itself puts 71% of it toward staff.

Reading, math and catch-up help

No action title in this plan names reading, math, catch-up help or English learners.

For high-need students

It plans $2.5 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $3.0 million and estimates it spent $3.1 million, $0.1 million (2%) more than planned (our arithmetic).

What changed

The total is $687,554 (9%) higher than in the 2025–26 plan. The biggest change in dollars is Highly Qualified Educators, which went from $2.1 million to $3.0 million.

Largest cuts

Rigorous Education−⁠$284,636
Additional Social-Emotional Staffing and Services−⁠$94,347
Highly Developed Educators−⁠$68,987

Largest increases

Highly Qualified Educators+⁠$844,053
Curriculum and Instructional Supplies+⁠$182,225
School Facilities in Good Repair and Highly Trained Operations and Maintenance Team+⁠$35,517

What its goals measure

Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3–5 only: 34% in English and 29% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	27%	34%	up 7 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	23%	29%	up 6 pts
Chronically absentGoal 2	18 in 100	16 in 100	2 fewer in 100
Suspended at least onceGoal 2	0.2%	0 of 416	down 0.2 pts

Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.

The plan’s own titles and amounts

Highly Qualified Educators · $2,957,122
Rigorous Education · $1,806,496
School Facilities in Good Repair and Highly Trained Operations and Maintenance Team · $1,214,473

The full plan2 goals, 14 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($8.7 million).

Where does the money go?

92% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2025–26 plan, same title

fell 25% or more
fell 10–25%
fell 2–10%
within 2%
grew 2–10%
grew 10–25%
grew 25% or more
new or renamed title
not compared: unconfirmed, or repeated across goals

Every goal, in the plan’s order

Goal 1Arts in Action will provide educational justice for all learners through rigorous, culturally responsive…$7.9 million92% of action budgets

“Arts in Action will provide educational justice for all learners through rigorous, culturally responsive, multi-tiered academic instruction with integrated arts opportunities” p. 9 ↗

6 funded actions · 2025–26 plan: $7.2 million (+⁠$748,894)

Largest funded actions

Highly Qualified Educators$3.0 millionaction 1.1 · p. 39 ↗
Rigorous Education$1.8 millionaction 1.5 · p. 39 ↗
School Facilities in Good Repair and Highly Trained Operations and Maintenance Team$1.2 millionaction 1.6 · p. 39 ↗
Curriculum and Instructional Supplies$0.4 millionaction 1.4 · p. 39 ↗
Highly Developed Educators$0.1 millionaction 1.3 · p. 39 ↗

1 more action is in the plan, counted in the goal’s total: p. 39 ↗

Changes from last year’s plan, same title

Highly Qualified Educators+⁠$0.8 million$2.1 million → $3.0 million · p. 39 ↗
Rigorous Education−⁠$0.3 million$2.1 million → $1.8 million · p. 39 ↗
Curriculum and Instructional Supplies+⁠$182,225$223,635 → $405,860 · p. 39 ↗

Every other line in this goal, against last year’s plan

Title not confirmed · $1.5 million · p. 39 ↗not compared
School Facilities in Good Repair and Highly Trained Operations and Maintenance Team · $1.2 million → $1.2 million · p. 39 ↗+⁠$35,517
Highly Developed Educators · $135,565 → $66,578 · p. 39 ↗−⁠$68,987

How the plan measures it · 8 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 9 ↗.

Goal 2To foster an inclusive and affirming school community that supports the academic, social-emotional, and…$716,0938% of action budgets

“To foster an inclusive and affirming school community that supports the academic, social-emotional, and physical needs of the whole child through meaningful collaboration with staff, students and families” p. 25 ↗

3 funded actions · 2025–26 plan: $777,433 (−⁠$61,340)

Largest funded actions

CommunityEngagement Coordinator, Support Staff and Family Workshops/Trainings$340,241action 2.2 · p. 40 ↗
Additional Social-Emotional Staffing and Services$304,984action 2.1 · p. 39 ↗
Attendance Team and Support Staff$70,868action 2.3 · p. 40 ↗

Changes from last year’s plan, same title

Additional Social-Emotional Staffing and Services−⁠$94,347$399,331 → $304,984 · p. 39 ↗
Attendance Team and Support Staff+⁠$17,766$53,102 → $70,868 · p. 40 ↗
CommunityEngagement Coordinator, Support Staff and Family Workshops/Trainings+⁠$15,241$325,000 → $340,241 · p. 40 ↗

How the plan measures it · 6 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 25 ↗.

All amounts are planned. We read them from the PDF and added up each goal’s actions ourselves. Page links open the plan at that page.

Next steps

What comes after Arts In Action Community Charter, and how do I get in?

No assigned next school.

Arts In Action Community Charter is a charter, so a student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Each school’s standing compares it with California schools at its own level.

Elementary · this school
Arts In Action Community Charter
Grades TK–5
Middle
Griffith Middle
49th · Developing · 2026Nearby same-district option · distance estimate, not a confirmed feeder · Check how it admits students.
High
Link not recorded
Ask the district about this stage.

Historical links and nearby options · confirm your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

Griffith Middle
Nearby same-district option · distance estimate, not a confirmed feeder · Check how it admits students.
49th percentile · Developing · middle · 2026
KIPP Sol Academy
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
Arts in Action Community Middle
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
51st percentile · Solid · middle · 2026

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking.

Ask Arts In Action Community Charter how it admits students.

Applying to Arts In Action Community Charter for 2027–28

Arts In Action Community Charter is an independent charter, so you apply on its own application, not through LAUSD Choices.
It sets its own deadline and lottery date. Find both on the school’s site or ask the office.

Compare with other schools

How Choices, lotteries and waitlists work

Before you apply

Confirm this school’s current process directly.

Eligibility and entry grades: Which grades are accepting applications, and who is eligible?
Application and lottery: What are the deadlines, enrollment priorities, and lottery or waitlist steps?
The daily logistics: What transportation and before- or after-school options are available?

School website: artsinactioncharter.org ↗Office: (323) 266-4371Administrator: Kalin Balcomb

Location and visiting

Get directions

5115 Via Corona Street, Los Angeles 90022

Directory location · Explore nearby schools on the map. Confirm enrollment with the school.

Questions for your visit

What extra help do students who are behind get, and how do you know it’s working? 66% in English and 71% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (198 students tested in each); California: 54% and 58%
When a child starts missing school, who calls the family, and how soon?

Office (323) 266-43715115 Via Corona Street, 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

Fourth Street Elementary0.3 mi
44thDevelopingScope Score 33
Morris K. Hamasaki Elementary0.4 mi
67thSolidScope Score 45
Robert Hill Lane Elementary0.5 mi
38thDevelopingScope Score 31
Brooklyn Avenue0.9 mi
62ndSolidScope Score 42
Brightwood ElementaryAlhambra Unified · 0.9 mi
78thStrongScope Score 52

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 #3,590 of 5,726 California elementary schools we score · #448 of 581 in Los Angeles Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	11%	40	42%
Proficient or Advancedaverage of English and math	32%	41	23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)	+75 scale-score pts	49	20%
Chronically absent	16 in 100	52	5%
Suspension rate	0 of 416	63	5%
English learners: top level	17%	51	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.

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	30	37	#3590	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	not on file	not on file	−24
2021–22	not on file	not on file	−2
2022–23	not on file	not on file	−14
2023–24	31 in 100	0.2% (1 of 412)	−6
2024–25	18 in 100	0.2% (1 of 411)	−10
2025–26	16 in 100	0 of 416	−7

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	198	14%	34%
2026 · Math	198	9%	29%
2025 · English	215	8%	27%
2025 · Math	215	6%	23%
2024 · English	193	6%	21%
2024 · Math	193	6%	27%
2023 · English	188	8%	22%
2023 · Math	188	4%	20%
2022 · English	187	5%	24%
2022 · Math	187	1%	13%
2019 · English	150	11%	34%
2019 · Math	150	7%	29%
2018 · English	152	7%	28%
2018 · Math	152	3%	24%
2017 · English	150	6%	31%
2017 · Math	152	4%	28%

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	72	35%
2025 · Grade 4 · English	72	21%
2025 · Grade 5 · English	71	27%
2025 · Grade 3 · Math	72	29%
2025 · Grade 4 · Math	72	22%
2025 · Grade 5 · Math	71	17%
2024 · Grade 3 · English	71	21%
2024 · Grade 4 · English	63	24%
2024 · Grade 5 · English	59	19%
2024 · Grade 3 · Math	71	30%
2024 · Grade 4 · Math	63	32%
2024 · Grade 5 · Math	59	20%
2023 · Grade 3 · English	56	21%
2023 · Grade 4 · English	61	31%
2023 · Grade 5 · English	71	15%
2023 · Grade 3 · Math	56	27%
2023 · Grade 4 · Math	61	31%
2023 · Grade 5 · Math	71	6%
2022 · Grade 3 · English	53	17%
2022 · Grade 4 · English	68	25%
2022 · Grade 5 · English	66	27%
2022 · Grade 3 · Math	53	19%
2022 · Grade 4 · Math	68	16%
2022 · Grade 5 · Math	66	5%
2019 · Grade 3 · English	48	46%
2019 · Grade 4 · English	52	23%
2019 · Grade 5 · English	50	34%
2019 · Grade 3 · Math	49	47%
2019 · Grade 4 · Math	52	31%
2019 · Grade 5 · Math	49	10%
2018 · Grade 3 · English	51	22%
2018 · Grade 4 · English	55	25%
2018 · Grade 5 · English	46	37%
2018 · Grade 3 · Math	51	20%
2018 · Grade 4 · Math	55	40%
2018 · Grade 5 · Math	46	9%
2017 · Grade 3 · English	49	33%
2017 · Grade 4 · English	55	33%
2017 · Grade 5 · English	46	26%
2017 · Grade 3 · Math	51	49%
2017 · Grade 4 · Math	55	24%
2017 · Grade 5 · Math	46	9%

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	65	6%	23%	66%	5%

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	180	33%	−7	−3
Hispanic or Latino	197	34%	−7	−2
Students with disabilities	43	12%	−7	−7

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	−24	142	Minimal	−21	142	Minimal
Hispanic or Latino	−24	140	Minimal	−20	140	Moderate
Low-income	−23	137	Minimal	−21	137	Minimal
English-only students	−17	70	not categorized	−14	70	not categorized
English learners	−30	57	Minimal	−26	57	Minimal
English learners only	−39	35	not categorized	−38	35	not categorized
Students with disabilities	−55	34	Minimal	−54	34	Minimal
Homeless	−19	26	Moderate	−11	26	Moderate
Recently reclassified as fluent in English	−16	22	not categorized	−2	22	not categorized

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; here that is grades 4 and 5. 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

exceeded standard · 21% met or exceeded

CDE CAASPP 2024 · 71 English test records with scores

English · 2026 · Grade 5

Advanced · 33% Proficient or Advanced

CDE CAASPP 2026 · 67 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 67 (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−24 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

142 students

CDE growth category: Minimal

State model · math−21 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

142 students

CDE growth category: Minimal

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; here that is grades 4 and 5, 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 · 18 in 100 → 2025–26 · 16 in 100 · −2 in 100
Suspension rate2024–25 · 0.2% (1 of 411) → 2025–26 · 0 of 416 · −0.2 percentage points

Group	2018–19	2025–26	Change
Female	—	17 in 100	—
Male	—	15 in 100	—
Hispanic or Latino	—	16 in 100	—
Students with disabilities	—	13 in 100	—
English learners	—	14 in 100	—
Homeless	—	31 in 100	—
Low-income	—	16 in 100	—
All students	—	16 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

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

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 90022 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 90022 area
Measure	Estimate
Median household income	$67,967
Bachelor's degree or higher (adults 25+)	10%
ZIP-area population	60,343
Median age	34.6 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 90022 →

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

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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 · Data updated October 15, 2026

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Arts In Action Community Charter — Rating & test scores

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Spring 2026 state test results

Common questions

How do I get in?

Is Arts In Action Community Charter a good elementary school?

How often do students miss school or get suspended?

Did students here score above what the state expected?

How do kids like mine do here?

What does its own plan pay for?

Where does it lead after 5th grade?

What should I ask on a visit?

How did students here do on state tests?

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 Arts In Action Community Charter’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

Are English learners moving up on the state’s English test?

Who are the families and teachers?

What does Arts In Action Community Charter’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

What comes after Arts In Action Community Charter, and how do I get in?

Middle-school links

Applying to Arts In Action Community Charter for 2027–28

Before you apply

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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