Public school · Los Angeles Unified · North Hollywood, California

Bellingham Elementary — Rating & test scores

North Hollywood · TK–5 · 390 students (2024–25)

6728 Bellingham Avenue, 91606bellinghames.org ↗(818) 759-0119
49thpercentileDeveloping

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
35

Weighted composite · 2025–26
A weighted mix of six measures.

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well below California in English, near it in math: 36% and 37% 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: 186
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”).

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, with building heights from LA County. 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.

In grades 3–5, spring 2026, 12% of students tested in English (reading and writing) scored Advanced, half California’s rate (24%). 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; 1,208,894 in English tested).

Common questions

How do I get in?

If Bellingham is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first. Evidence ↓

Is Bellingham a good elementary school?

Bellingham Elementary scores higher than 49 in 100 of California’s 5,726 scored public elementary schools: 49th percentile, Developing, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 24 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 0 of 423 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

More questions (5)

Did students here score above what the state expected?

In English, about as expected; in math, yes. In 2025, students here in grades 4 and 5 scored −2 points against the state’s expected score in English, which the state calls Average. In math, they scored +15 points, which it calls Accelerated.

  • Included in this measure: 111 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 35% of low-income students in grades 3–5 at Bellingham Elementary in North Hollywood scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

What do families and students say?

91% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD elementary schools 91%, 244 answered).

  • 85% 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 ↓

Where does it lead?

By the district’s published 2026 attendance boundaries, Bellingham Elementary is zoned to Roy Romer Middle. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • Roy Romer Middle: 55th percentile (Solid) of California’s regular public and charter middle schools, 2026 Scope Score

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 English; below it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 36% scored Proficient or Advanced in English and 37% 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: 186
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 · 186 tested

Advanced
12%
Proficient
24%
Below the standard
64%
This school36%
California46%
Los Angeles Unified46%

36% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 186 tested

Advanced
16%
Proficient
21%
Below the standard
63%
This school37%
California42%
Los Angeles Unified44%

37% 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
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced23%51%40%
Advanced3%24%15%
Proficient20%27%25%
Developing level28%22%16%
Minimal49%27%44%
Tested795552
California44%46%49%
Difference−21+5−9

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
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced22%58%38%
Advanced3%29%21%
Proficient19%29%17%
Developing level25%18%18%
Minimal53%24%44%
Tested795552
California47%42%37%
Difference−25+16+1

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?

English results were similar to 2025; math results were lower. English went from 40% to 36% and math from 44% to 37%.

English · top two levels · grades 3–5

202540%169 tested
→
202636%186 tested

This school

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

Math · top two levels · grades 3–5

202544%171 tested
→
202637%186 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, about as expected; in math, yes. 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 −2 points against that expected score in English, which the state calls Average. In math, they scored +15 points, which it calls Accelerated.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4 and 5: 111
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 · 111 students with scores in both years

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

−2 pts

English

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

+15 pts

Math

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

Ask: How does the school check what’s working in math?

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
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school12%24%23%41%186
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Los Angeles Unified23%23%22%32%108,229
Math, grades 3–5 · This school16%21%21%42%186
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Los Angeles Unified22%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

Chart and table: 2017–2026.

English top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202636%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202637%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 29% in 2017 to 36% in 2026. In math, it went from 29% in 2017 to 37% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
YearThis schoolCalifornia
201729%
296 tested		45%
1,384,680 tested
201830%
258 tested		49%
1,346,907 tested
201936%
246 tested		50%
1,332,547 tested
202228%
196 tested		45%
1,260,830 tested
202334%
195 tested		44%
1,247,801 tested
202430%
175 tested		45%
1,235,509 tested
202540%
169 tested		46%
1,232,086 tested
202636%
186 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
201729%
301 tested		40%
1,392,040 tested
201829%
258 tested		42%
1,352,321 tested
201930%
247 tested		44%
1,338,625 tested
202230%
200 tested		38%
1,265,943 tested
202334%
200 tested		40%
1,256,519 tested
202439%
179 tested		41%
1,249,262 tested
202544%
171 tested		41%
1,241,652 tested
202637%
186 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 2 points below that expected score, and in math 15 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 Bellingham’s results?

Los Angeles Unified’s board decides Bellingham’s plan.

The state hasn’t placed Bellingham 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?

24 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 423 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: 98 of 412 students counted for it; suspension: 0 of 423 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

24 in 100This school
20 in 100At the average Los Angeles Unified elementary school
17 in 100At the average California elementary school

98 of 412 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 423

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?

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

This schoolLAUSD elementary schools, same questionsEach bar 0–100%

Students

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

Safety · 1 question85%LAUSD elementary 77% · 99 answered
Belonging · average of 5 questions77%LAUSD elementary 68% · 97–99 answered each
Caring adults · average of 8 questions84%LAUSD elementary 75% · 98–99 answered each
Engagement · average of 6 questions76%LAUSD elementary 68% · 98–99 answered each
High expectations · average of 2 questions94%LAUSD elementary 84% · 99 answered
Bullied 2 or more times in the past 30 days · average of 4 questions22%LAUSD elementary 24% · 98–99 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
QuestionHereLAUSD elementary schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed85%77%99
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed86%78%99
I am happy to be at this schoolShare who agreed or strongly agreed88%74%99
I feel like I am part of this schoolShare who agreed or strongly agreed82%72%98
I feel accepted for who I am at this schoolShare who agreed or strongly agreed81%72%99
Most kids at this school are kind to each otherShare who agreed or strongly agreed48%42%97
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed87%78%98
The teachers at this school treat students fairlyShare who agreed or strongly agreed81%69%98
Teachers care if I'm absent from schoolShare who agreed or strongly agreed81%70%98
Adults at this school treat all students with respectShare who agreed or strongly agreed84%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 agreed74%71%98
There is at least one adult at my school who supports meShare who agreed or strongly agreed87%80%98
Teachers at my school know meShare who agreed or strongly agreed88%78%99
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 agreed93%79%98
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed83%81%99
My teachers make learning funShare who agreed or strongly agreed81%67%98
Students have a voice in decision making at this schoolShare who agreed or strongly agreed60%55%99
Teachers encourage students to make decisionsShare who agreed or strongly agreed81%72%98
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 agreed84%74%98
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 agreed69%59%98
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed95%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 agreed93%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 it28%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 it32%30%99
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 it20%25%99
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 it7%12%98
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed85%82%99
Students know how they are expected to actShare who agreed or strongly agreed63%54%99
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed94%80%98
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”83%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”81%74%99
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed50%64%98
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”58%61%98
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”56%49%98
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”66%65%98
I came to class preparedShare who answered “Often” or “Almost all the time”78%72%99
I remembered and followed directionsShare who answered “Often” or “Almost all the time”77%75%97
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”56%56%98
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”82%72%99
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”81%70%99
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”80%78%98

“—” 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)

Families

252 of 304 family surveys came back (83%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question91%LAUSD elementary 91% · 244 answered
Belonging · average of 4 questions94%LAUSD elementary 94% · 244–251 answered each
Caring adults · average of 2 questions95%LAUSD elementary 94% · 246–248 answered each
Engagement · average of 3 questions92%LAUSD elementary 91% · 247–251 answered each
Bullying reports taken seriously · 1 question82%LAUSD elementary 80% · 247 answered
All 34 family questionseach with its answer count, beside LAUSD elementary schools
QuestionHereLAUSD elementary schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed91%91%244
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed94%92%247
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed95%96%248
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed94%94%244
I feel welcome to participate at this schoolShare who agreed or strongly agreed92%94%251
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed94%94%246
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed95%95%248
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed94%94%251
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed95%89%249
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed88%91%247
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed82%80%247
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed92%89%248
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed93%90%247
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed94%94%248
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed89%85%247
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed93%91%247
This school encourages my child to explore different career choicesShare who agreed or strongly agreed80%79%251
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed92%89%251
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed84%87%251
This school provides high quality instruction to my childShare who agreed or strongly agreed92%92%251
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed93%91%250
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed93%95%247
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed91%87%248
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed87%88%247
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed96%95%251
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed94%87%232
This school provides information on grade level requirements for my childShare who agreed or strongly agreed93%91%243
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed92%91%241
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed90%91%248
This school offers extra academic support for my childShare who agreed or strongly agreed90%86%251
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed84%83%239
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed93%88%235
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed95%92%247
Discipline is fair at this schoolShare who agreed or strongly agreed86%82%247

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

59 of 62 staff answered (95%), 22 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question95%LAUSD elementary 97% · 58 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions90%LAUSD elementary 89% · 56–59 answered each
High expectations · average of 2 questions95%LAUSD elementary 95% · 55 answered
Bullying called a mild or insignificant problem · 1 question93%LAUSD elementary 86% · 57 answeredShare who called it a mild or insignificant problem.
All 43 staff questionseach with its answer count, beside LAUSD elementary schools
QuestionHereLAUSD elementary schoolsAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers95%97%58
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed81%84%59
Adults at this school treat all students with respectShare who agreed or strongly agreed98%94%56
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed96%95%55
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed93%95%55
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem93%86%57
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed86%84%58
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed93%84%58
I get the help I need to communicate with parentsShare who agreed or strongly agreed81%81%58
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed95%95%58
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers60%88%58
At this school, parents treat me with respect.Share who agreed or strongly agreed90%85%58
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed83%82%58
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed72%75%58
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”93%86%56
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”80%80%54
Students treat adults at this school with respectShare who agreed or strongly agreed90%81%57
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed84%80%55
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed78%75%55
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem95%93%57
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed62%75%21
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”——19
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—75%19
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—84%19
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%19
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—88%7
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”14%16%22
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”73%50%22
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”76%59%21
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”59%51%22
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”57%66%21
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed91%79%22
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 agreed86%79%22
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed91%94%22
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed96%91%22
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed77%74%22
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed77%74%22
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed77%71%22
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed77%75%22
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed77%77%22
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 agreed73%81%22
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed77%76%22
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed91%88%22

“—” 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 Bellingham works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Bellingham 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?

Students with disabilities scored well below the same group across California in math.

Student groups, grades 3–5, spring 2026

3% of students with disabilities scored Proficient or Advanced in math (grades 3–5, spring 2026), against 18% for the same group across California. Every group’s English 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).
BellinghamSame group, California
  • Hispanic or Latino162 tested36%Same group, California 31%
  • Low-income176 tested36%Same group, California 31%
  • English learners43 tested19%Same group, California 19%
  • Students with disabilities31 tested3%Same group, California 18%

Proficient or Advanced, grades 3–5 math, spring 2026. In English the same groups run from 10% to 35%; every value is in the table below. English learners: grades 3 and 4 only. Students with disabilities: grades 3 and 5 only.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 88%2. White: 6%Unallocated share: 6%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino88%
  2. White6%
  3. Asian—
  4. Black or African American—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. 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.

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

44% 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 · 43 of 97 English learners44%
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?

97%of students qualified for free or reduced-price meals in 2024–25, 379 of 390. California: 63%.

19teachers, 2024–25

18 yearsaverage experience, 2024–25

5%in their first year, 2024–25

99%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there in math for students with disabilities, 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 subjectHerevs Los Angeles Unifiedvs California
Low-income · 176 tested
English35%−540%−136%
Math36%−339%+531%
Hispanic or Latino · 162 tested
English33%−841%−336%
Math36%−339%+531%
English learners · 43 tested · grades 3 and 4 only
English21%+813%+714%
Math19%−120%019%
Students with disabilities · 31 tested · grades 3 and 5 only
English10%−818%−919%
Math3%−1619%−1518%

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.

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 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, 2025–26Here
Hispanic or Latino88%
White6%
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: 99% of teaching positions, 18.7 properly credentialed teaching-position FTE out of 18.9 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Bellingham, and how do I get in?

Roy Romer Middle, then North Hollywood Senior High.

Bellingham’s attendance zone is split: 64% of its children are assigned to North Hollywood Senior High and the other 36% to Ulysses S. Grant Senior High. Each school’s standing compares it with California schools at its own level.

  1. Elementary · this school
    Bellingham Elementary
    Grades TK–5
  2. Middle · assigned
    Roy Romer Middle
    55th · Solid · 2026
  3. High · part of the zone
    North Hollywood Senior High
    82nd · Strong · 202564% of the zone’s children

    Or Ulysses S. Grant Senior High for the other 36% (55th · Solid · 2025).

From the district’s 2026 attendance boundaries. Shares are our estimate of where the zone’s children live, from 2020 Census child counts, or land area where few children were counted; they describe children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee placement: transfers, permits, magnets and Choices can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Middle-school links

High-school links

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.

Where the path ends: North Hollywood Senior High
North Hollywood Senior High82nd · Strong · 2025 · Scope Score 70district-published assignment for part of the zone

The road from this school ends at North Hollywood Senior High. UC records 77 enrollees from North Hollywood Senior High for fall 2025. The AP Course Audit lists 29 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach North Hollywood Senior High around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 62% of the students who finished high school at North Hollywood Senior High enrolled in college within 12 months, UC or not.

77 UC enrollees (fall 2025) · 29 authorized AP courses (AP Course Audit 2025–26) → full record on North Hollywood Senior High's page
Source: UC & College Board AP Course Ledger

Ask Los Angeles Unified which school serves your address.

Applying to Bellingham for 2027–28

  1. If Bellingham is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first.

    LAUSD Resident School Identifier ↗

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

    apply.lausd.net ↗

Compare with other schools

How Choices, lotteries and waitlists work

School website: bellinghames.org ↗Office: (818) 759-0119Administrator: Yvonne Hoyos

Location and visiting

Get directions  (opens Google Maps in a new tab)
6728 Bellingham Avenue, North Hollywood 91606

Directory location · Explore nearby schools on the map. Confirm which school serves your address with Los Angeles Unified.

Questions for your visit

  1. How does the school check what’s working in math? Math: 44% in 2025 to 37% in 2026 here; California: 41% to 42%
  2. When a child starts missing school, who calls the family, and how soon? 24 in 100 chronically absent, 2025–26 (98 of 412 students); average Los Angeles Unified elementary school: 20 in 100
  3. Does the school share its survey results with families, and what has it changed because of them?
  4. What extra help do English learners get, and how do you know it’s working? 19% of English learners scored Proficient or Advanced in math, grades 3 and 4, spring 2026 (43 students tested); the same group across California: 19%
  5. When a bullying report comes in, who handles it, and how is the family told? 22% (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%
  6. What are the school-day hours and after-school care options?

Office (818) 759-01196728 Bellingham Avenue, 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

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 #2,903 of 5,726 California elementary schools we score · #356 of 581 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math16%4442%
Proficient or Advancedaverage of English and math39%4723%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+77 scale-score pts5320%
Chronically absent24 in 100405%
Suspension rate0 of 423635%
English learners: top level16%505%

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 yearScope ScorePercentileRankComparison group
2025–263549#2903California 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 yearChronic absenceSuspensionGrade gap (points)
2018–1919 in 1000.7% (4 of 577)−6
2021–22not on filenot on file+4
2022–23not on filenot on file−1
2023–2429 in 1000 of 419−4
2024–2522 in 1000 of 424−2
2025–2624 in 1000 of 423+17

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 · subjectStudents with scoresTop levelTop two levels
2026 · English18612%36%
2026 · Math18616%37%
2025 · English16917%40%
2025 · Math17119%44%
2024 · English17512%30%
2024 · Math17918%39%
2023 · English19515%34%
2023 · Math20020%34%
2022 · English19610%28%
2022 · Math20011%30%
2019 · English24612%36%
2019 · Math24711%30%
2018 · English25810%30%
2018 · Math2585%29%
2017 · English2967%29%
2017 · Math30111%29%

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 · subjectStudents with scoresMet or exceeded
2025 · Grade 3 · English5338%
2025 · Grade 4 · English4935%
2025 · Grade 5 · English6746%
2025 · Grade 3 · Math5452%
2025 · Grade 4 · Math5042%
2025 · Grade 5 · Math6739%
2024 · Grade 3 · English5225%
2024 · Grade 4 · English6930%
2024 · Grade 5 · English5433%
2024 · Grade 3 · Math5345%
2024 · Grade 4 · Math6941%
2024 · Grade 5 · Math5730%
2023 · Grade 3 · English6933%
2023 · Grade 4 · English5225%
2023 · Grade 5 · English7441%
2023 · Grade 3 · Math7142%
2023 · Grade 4 · Math5422%
2023 · Grade 5 · Math7533%
2022 · Grade 3 · English5120%
2022 · Grade 4 · English7127%
2022 · Grade 5 · English7434%
2022 · Grade 3 · Math5229%
2022 · Grade 4 · Math7337%
2022 · Grade 5 · Math7523%
2019 · Grade 3 · English7837%
2019 · Grade 4 · English7618%
2019 · Grade 5 · English9250%
2019 · Grade 3 · Math7949%
2019 · Grade 4 · Math7616%
2019 · Grade 5 · Math9225%
2018 · Grade 3 · English8127%
2018 · Grade 4 · English9433%
2018 · Grade 5 · English8329%
2018 · Grade 3 · Math8152%
2018 · Grade 4 · Math9423%
2018 · Grade 5 · Math8313%
2017 · Grade 3 · English10636%
2017 · Grade 4 · English8623%
2017 · Grade 5 · English10426%
2017 · Grade 3 · Math10649%
2017 · Grade 4 · Math8925%
2017 · Grade 5 · Math10611%

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)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide520%13%62%25%

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 · EnglishTestedProficient or Advancedvs districtvs California
Low-income17635%−5−1
Hispanic or Latino16233%−8−3
English learners (grades 3 and 4 only)4321%+8+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
GroupEnglishnCDE categoryMathnCDE category
All students−2111Average+15111Accelerated
Low-income−2109Average+15109Accelerated
Hispanic or Latino−3100Average+15100Accelerated
English learners+553Accelerated+1953Accelerated
English-only students−948not categorized+1148not categorized
Recently reclassified as fluent in English+639not categorized+1739not categorized
Students with disabilities−2024Moderate−624Moderate
English learners only+314not categorized+2214not 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
4%
exceeded standard · 25% met or exceeded
CDE CAASPP 2024 · 52 English test records with scores
English · 2026 · Grade 5
15%
Advanced · 40% Proficient or Advanced
CDE CAASPP 2026 · 52 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 52 (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−2 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

111 students

CDE growth category: Average

California growth model, English: −2 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's +2-point median for California elementary school records.

State model · math+15 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

111 students

CDE growth category: Accelerated

California growth model, math: +15 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

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 · 22 in 100 → 2025–26 · 24 in 100 · +2 in 100
Suspension rate2024–25 · 0 of 424 → 2025–26 · 0 of 423 · 0.0 percentage points
Group2018–192025–26Change
Female18 in 10022 in 100+4 in 100
Male20 in 10025 in 100+5 in 100
Black or African American38 in 100——
Hispanic or Latino18 in 10023 in 100+5 in 100
White12 in 10035 in 100+23 in 100
Students with disabilities28 in 10032 in 100+4 in 100
English learners16 in 10023 in 100+7 in 100
Low-income19 in 10024 in 100+5 in 100
All students19 in 10024 in 100+5 in 100
Homeless—25 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$2,922 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 390

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 390

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
GroupDollarsShare, to two decimalsPrinted
Instruction$5,655,379,38451.81%52%
Instruction support$1,791,152,34816.41%17%
Student services$1,344,873,23212.32%12%
Administration$763,652,7807.00%7%
Buildings & maintenance$1,099,649,06210.07%10%
Other$260,356,5952.39%2%
Total$10,915,063,400100.00%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 91606 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 91606 area
MeasureEstimate
Median household income$66,200
Bachelor's degree or higher (adults 25+)26%
ZIP-area population43,559
Median age37.7 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 91606 →

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

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<iframe
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  title="Bellingham Elementary — SchoolScope scorecard">
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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 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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