Clover Avenue Elementary: Three in five kids exceed the standard. But this year's 5th graders test below its 3rd graders.
Clover Avenue is one of the strongest elementary schools in Los Angeles by raw achievement. The catch worth understanding: the cohort doesn't gain ground year-over-year.
Clover Avenue Elementary scores 80 of 100 on SchoolScope's Scope Score — the 98th percentile of 5,721 California elementary schools (CDE CAASPP 2025).
Measures test performance, attendance, and climate — not arts, community, or your kid. How we score →
High Ceiling — Ask what happens for a kid who shows up behind — a high ceiling for the top can sit right next to thin support at the bottom, and the score alone won't show you which.
Most rating sites would stop at “86% proficient” and call it done. Clover Avenue deserves a closer read. Two in five of its students qualify for free or reduced lunch (California: 64%) — and reading the numbers without that context misreads the school.
Clover Avenue's low-income kids hit 83.5% proficiency in ELA — a number the same group reaches at 38.2% statewide. If you're trying to read past zip-code-driven test scores, that's the signal worth weighing.
| Scope | % Exceeded | % Met+ | Growth (2023 G3 → 2025 G5) | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 80 | 66% | 86% | Average · p49 | 8.9% | 0.5% |
| CA average · Elementary School | 39 | 21% | 43% | Average · p50 | 17.9% | 1.6% |
The seven-year arc
Has held the 98th-percentile line every tested year since 2019.
The pandemic drop is behind this school: 86% of students meet the standard today, above the 81% who did in 2019.
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 83% | 93% | 87% | 79% | 90% |
| Grade 4 | 84% | 89% | 87% | 83% | 82% |
| Grade 5 | 76% | 78% | 84% | 89% | 86% |
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 86% | 93% | 93% | 82% | 88% |
| Grade 4 | 90% | 91% | 87% | 86% | 89% |
| Grade 5 | 69% | 71% | 82% | 88% | 84% |
Where its students land
The story this school is actually telling
of students scored in the top band on the state test. The California average is 21.4%.
proficiency runs 89% in this year's grade 3 against 85% in its grade 5. The state average rises by +4.6pp over the same span.
The school, grade by grade
ELA · CAASPP 2024–25Different students, same year — each bar is one grade's proficiency mix.
The honest read: the share exceeding rises 4.2pp across grades; the floor slips 4.0pp. The state average rises 4.6pp over the same span. The ceiling holds — more kids exceed by grade 5 — but the floor slips: fewer clear the bar at all. A school visit and conversation with teachers will tell you more than this number.
Clover Avenue's most underrated number
83.5% of low-income students met the ELA standard — versus 38.2% for the same group statewide. That's the strongest kind of signal a school can post: it holds across income lines.
The 6 things our score weighs
returning cohort
Percent exceeded, ELA only. SchoolScope's scored growth measure uses a different metric — mean scale-score change across ELA and Math; California's own matched-student model is below.
California's own answer to the same question
California runs its own growth model, following individual children in grades 4 through 8 rather than comparing school-wide averages the way we do — and here the two measures disagree. Ours puts this school around the 49th percentile of California elementary schools; the state's puts it around the 86th in reading and math together — a better read than ours. We are not going to pretend one of those is the answer. Neither measure sees an individual child's classroom, and a disagreement this size is worth asking the principal about directly.
— pts vs expected is scale-score points above or below what California's model predicted for these same children from their own prior-year scores. It is not a percentage and not a percent of anything. A typical California elementary school lands at +2 in reading, and the middle half of them fall between −5 and +9 — the spread is wide, so read the rank, not the sign. CDE blends two consecutive years into each published figure, so adjacent years share input data and no year-over-year trend can honestly be drawn from them. It covers grades 4-8 only, and it is not part of the Scope Score — we assessed it and left it out: it tracks school demographics roughly three times as strongly as our own growth measure does, and one published year is not enough to test how stable it is.
Ask the principal what changes between grade 3 and grade 5. Ask who teaches the older grades, and what the school does when a child starts falling behind.
- Ask what changes between grade 3 and grade 5 here, and who teaches the older kids.
- Ask whether extra support — tutoring, counseling, small groups — reaches kids across income lines, not just the students already ahead.
- Ask whether the tour can step into a working classroom — watch how the teacher handles a student who's stuck.
- Ask to tour while school's in session, and notice how hallways and transitions feel — culture shows up between classes, not just in them.
- Ask how the school communicates with families when a child starts to struggle.
- Ask what a typical day looks like for a new student in the first few weeks.
How every group of students does here
At Clover Avenue Elementary in Los Angeles, 83.5% of low-income students met or exceeded the ELA standard in 2025, compared to 40.9% district-wide and 38.2% statewide. Clover Avenue Elementary outperforms its district average for low-income students by 42.6 percentage points in ELA. Other subgroups: Low-Income students (80.5% Math proficient); White students (88.1% ELA proficient). The largest proficiency gap is 8.5 percentage points for hispanic students. Data source: California Department of Education, CAASPP 2024-25. 85 students tested.
6 of 14 student groups here are too small to report — a privacy protection, not a gap.
Change in proficiency from the lowest tested grade — which groups gain ground the longer they stay. Groups with fewer than 10 tested students per grade are not shown.
Low-income student ELA proficiency rises by 3.3pp from grade 3 to grade 5 at this school. District average: +4.5pp.
California follows these children individually and predicts each one's score from their own prior year. Each row is read against the same group at a typical California elementary school — not against zero, and not against this school's all-students figure, because the state's expectation already differs by group.
— 5 more groups are reported here with between 11 and 29 students. We hold those back on purpose: at that size the figure swings about 17 points on its own, and a quarter of such groups land past the state's top or bottom cut point by chance alone. They are listed with their student counts in the data appendix. — A group not listed at all had fewer than 11 students with a growth score, so California published nothing for it here. That is a privacy protection, not a judgment about those students. — Context only. None of this enters the Scope Score.
Showing up, and staying in class
Grades 4–6 students miss school at roughly one and a half times the rate of TK/K students (10.7% vs 7.0%). Chronic absence here concentrates in the upper grades.
Where the path goes
The path below follows attendance boundaries — scores shown for each next step.
Feeder patterns derived from NCES attendance boundary data. Boundaries are approximate and may have changed — verify with your school district for current assignments.
The road from this school ends at University High School Charter, which sent 50 graduates to UC campuses last fall and teaches 23 AP subjects. Those numbers describe past cohorts — a child starting here today would reach University High School Charter around 2035, and 10 years is a long time for a school to hold still, and by the state's 2023 count 75% of University High School Charter's graduates enrolled in college somewhere, UC or not.
The people teaching here
Pay is set by the district, not the school.
What gets spent here
These measure different things: this figure is spending attributed to this campus, while district-wide figures also include central administration, districtwide programs, and the state's pension contributions made on the district's behalf — costs that never get assigned to a single school. The district number runs higher at nearly every school, not just this one.
$495 per student arrives as federal Title funding — a measure of concentrated need, not school quality.
The district's current expense of education per student, from CDE's annual SACS filing — the freshest district spending figure the state publishes.
District-level, from the district's own SACS general-ledger filing — school-by-school breakdowns aren't published by the state.
Source: NCES F-33 · Full district breakdown →
The neighborhood it serves
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
Transitional kindergarten is offered here — confirmed by actual Census Day enrollment, not just the listed grade span.
On the state's science test (CAST), 78% met or exceeded the standard — science is tested in grades 5 and 8 and once in high school, and it never enters the Scope Score.
Frequently asked questions
Is Clover Avenue a good school?
Yes — Clover Avenue is in the Strong band, at the 97.91 state percentile, with 86.3% of students meeting or exceeding standard on CAASPP (CDE CAASPP, 2024-25). That's a genuinely high mark. But it sits on top of real variation underneath: Hispanic/Latino students score 12.2 points below the school average, and grade 4 ELA (81.7% met or exceeded) lags grade 3 ELA (89.7%) by 8 points. A strong overall number doesn't erase those gaps — it just means they're worth asking about directly rather than assuming they don't exist.
Does Clover Avenue live up to what it says about itself?
Mostly, yes. The school's mission talks about building students who demonstrate proficiency to state standards, and 86.3% met or exceeded standard with 65.6% exceeding it (CDE CAASPP, 2024-25) backs that up. The school also describes itself as a uniquely global community — it's the main home school for UCLA graduate student family housing, with families speaking 23 home languages — and 62.8% of its English Learners reach ELPAC Level 4 (CDE ELPAC, 2024-25), a strong result for a school built around that kind of linguistic diversity. One claim we can't check: the school says its Booster program funds a computer teacher, art teacher, PE coaches, and instructional aides in every classroom. We don't have staffing data that confirms those positions are currently active in every room, so that's a fair thing to ask about on a tour.
Does Clover Avenue work for kids like mine?
It depends which group you're asking about. Hispanic/Latino students score 12.2 points below the school average, the largest subgroup gap on record (CDE CAASPP, 2024-25). That's a fact about outcomes, not a statement about the students themselves — and we only have one year of data, so we can't tell whether that gap is narrowing, widening, or has been steady for years. On the other side, English Learners at this school post a solid 62.8% ELPAC Level 4 rate, which suggests the school is doing something right for a large and specific part of its population. Both things are true here.
Is Clover Avenue getting better or worse?
We can't say that from this data — Scope Scores aren't comparable across years, so we can't call a trend on the overall rating. What we can say: grade 5 testers scored 3.9 points lower than grade 3 testers this year. That's a gap between two grades tested at the same time, not a change over time for the same kids. The clearest gap by subject is grade 4 ELA at 81.7% versus grade 3 ELA at 89.7% — an 8-point spread worth asking the school about, since the data alone doesn't say whether it's a cohort effect, a curriculum shift, or something else (CDE CAASPP, 2024-25).
How do English Learners do at Clover Avenue?
62.8% of English Learners reach ELPAC Level 4, the top tier (CDE ELPAC, 2024-25). Given that Clover Avenue is the district's main home school for UCLA graduate student family housing and serves families speaking 23 home languages, that's a meaningful number — it suggests the school's approach to a linguistically diverse population is actually working, not just present.
Who is teaching my child at Clover Avenue?
A veteran staff: teachers average 23.0 years of experience, 0% are in their first year, and 95% are fully credentialed (staffing data, 2024-25). That's a stable, experienced teaching corps — it doesn't tell you about any one teacher, but as a staffing profile it's a strong one.
Are some grades stronger than others at Clover Avenue?
Yes. Grade 3 ELA is the strongest tested grade-subject at 89.7% met or exceeded, and grade 4 ELA is the weakest at 81.7% — an 8-point spread within the same school (CDE CAASPP, 2024-25). If your child is entering a specific grade, it's worth asking the school what's different about how grade 4 ELA is taught compared to grade 3.
What does Clover Avenue spend per student?
$20,324 per pupil, about $3,194 below the state average of $23,518 (finance data, 2024-25). That's context on resources, not a quality score — spending less than average doesn't mean the school is doing less with what it has, and Clover Avenue's CAASPP results suggest the opposite may be true here.
What is daily school life like at Clover Avenue?
Chronic absenteeism is 8.9% and the suspension rate is 0.5% (attendance and suspension data, 2024-25) — both signs of a campus where most kids are showing up and staying in class. One note: Students with Disabilities are suspended at a rate 1.7 points above the school's overall rate. The data doesn't tell us how students with disabilities experience daily school life beyond that one number, which is worth a direct question on a visit.
What is the story of Clover Avenue Elementary?
Clover Avenue has served the Palms neighborhood for over 60 years — the school describes itself as "a jewel of Palms." It's also the district's main home school for UCLA graduate student family housing, which shapes the 23-language community it serves today.
Where do Clover Avenue students go after this school?
Clover Avenue has 9 feeder schools on record. That tells you where students go next, not how good those schools are — worth researching separately if you're planning multiple years ahead.
What we found when we looked closer
Clover Avenue Elementary is a Strong school — 97.91st percentile statewide, with 86.3% of students meeting or exceeding CAASPP standards (2024-25). That's a real, high mark, not a borderline one. But the aggregate number sits on top of two gaps worth naming plainly rather than averaging away: Hispanic/Latino students score 12.2 points below the school average, and grade 4 ELA (81.7% met or exceeded) trails grade 3 ELA (89.7%) by 8 points. A school can be strong overall and still show meaningful variation underneath — the top-line score doesn't resolve that, it just sits above it.
The school describes itself as a uniquely global community, the main home school for UCLA's graduate student family housing program, with families speaking 23 home languages. That's an unusual identity for an elementary school, and the data backs it up rather than just decorating it: 62.8% of English Learners here reach ELPAC Level 4, the top tier. For a school built around that kind of linguistic range, that's a genuinely strong outcome, not just a nice mission statement.
The staffing picture supports the school's academic claims too. Teachers average 23.0 years of experience, none are in their first year, and 95% are fully credentialed — a stable, veteran staff that lines up with consistent results. One claim from the school we can't verify against this record: Clover Booster says it funds a computer teacher, art teacher, PE coaches, and instructional aides in every classroom. We have no staffing data that confirms those specific positions are currently active school-wide, so that's worth asking about directly on a tour, especially since booster funding can shift year to year.
The grade 4 ELA dip is the most concrete thing to dig into if you're choosing when to enroll. We can't tell from one year of data whether it reflects a specific cohort, a curriculum choice, staffing in that grade, or something else entirely — that's a fair, direct question for the school: what's different about grade 4 ELA instruction compared to grade 3?
On climate, chronic absenteeism sits at 8.9% and suspension is 0.5%, both signs of a campus where students are generally present and in class. Students with Disabilities are suspended at a rate 1.7 points above the school average, and the data doesn't say anything about their day-to-day experience beyond that number — worth raising directly if that applies to your child.
Spending here runs about $3,194 below the state average, at $20,324 per pupil. That's context, not a verdict — this school is producing strong results on less money than the state average, which says something, though the data can't tell you exactly what. Nine feeder schools are on record for where Clover Avenue students go next; we don't have quality data on any of them, so that's a separate research trip if you're thinking multiple years ahead.
The honest gap in this record is time: we have one year of subgroup data, so there's no way to know if the 12.2-point Hispanic/Latino gap is new, shrinking, or has held steady for years. That's the question worth asking the school directly, not one the numbers alone can answer.
Written by SchoolScope from Clover Avenue Elementary’s own website and California Department of Education data, checked 2026-08-08· How we do this · Who we are
Sources (7)
- cloveravees.lausd.org — home
- cloveravees.lausd.org/apps/pages/index.jsp?pREC_ID=2462904&type=d&uREC_ID=3803753 — enrollment
- cloveravees.lausd.org/apps/pages/index.jsp?pREC_ID=2462973&type=d&uREC_ID=3803759 — principal
- cloveravees.lausd.org/apps/pages/index.jsp?pREC_ID=2462983&type=d&uREC_ID=3803759 — safety
- cloveravees.lausd.org/apps/pages/index.jsp?pREC_ID=2620720&type=d&uREC_ID=3803755 — academics
- cloveravees.lausd.org/apps/pages/index.jsp?type=d&uREC_ID=3803754 — activities
- cloveravees.lausd.org/apps/pages/index.jsp?type=d&uREC_ID=3815951 — academics
Your other options
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3 within ~3 mi · avg 80
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Private schools within ~10 miles. These schools do not participate in state testing and cannot be scored or ranked.
Every number on this page
Score factors, grade-level breakdowns, subgroup proficiency, and nearest schools.
| ELA | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 58 | 67% | 22% | 7% | 3% | 90% | +47 |
| Grade 4 | 60 | 60% | 22% | 7% | 12% | 82% | +37 |
| Grade 5 | 63 | 71% | 14% | 13% | 2% | 86% | +38 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 59 | 63% | 25% | 8% | 3% | 88% | +43 |
| Grade 4 | 61 | 59% | 30% | 5% | 7% | 89% | +47 |
| Grade 5 | 64 | 73% | 11% | 11% | 5% | 84% | +49 |
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, no valid result was published, or the tested group was too small to report. It does not mean zero.
| Science (CAST) | Tested | EXC | MET | NEAR | NOT |
|---|---|---|---|---|---|
| Schoolwide | 64 | 45% | 33% | 20% | 2% |
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.
| Subgroup · ELA | Tested | MET+ | vs district | vs CA |
|---|---|---|---|---|
| Socioeconomically Disadvantaged | 85 | 83.5% | +43 | +45 |
| White | 42 | 88.1% | +19 | +26 |
| Asian | 38 | 84.2% | +5 | +10 |
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| Clover Avenue Elementary ← | — | 80 | 65.6% | 86.3% | −3.9pp | +75 pts | 0.5% |
| Overland Avenue Elementary | 0.8 mi | 86 | 70.4% | 90.4% | +3.3pp | — | 0.5% |
| El Rodeo Elementary | 2.8 mi | 79 | 54.7% | 78.9% | +3.3pp | — | 1.4% |
| Edison Elementary | 2.3 mi | 75 | 50.4% | 81.3% | −10.8pp | — | 0.1% |
| California average | — | 39 | 21.4% | 42.7% | −2.9pp | — | 1.6% |
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 78 | 96 | #226 | 56.9% | 81.3% | 8.6% | 0.1% | -11.9pp |
| 2022 | 88 | 99 | #62 | 65.2% | 86.0% | 15.3% | 0.3% | -18.9pp |
| 2023 | 89 | 99 | #49 | 67.7% | 86.5% | 12.9% | 0.3% | -6.8pp |
| 2024 | 74 | 96 | #224 | 62.3% | 84.3% | 8.4% | 0.5% | +7.8pp |
| 2025 | 80 | 98 | #100 | 65.6% | 86.3% | 8.9% | 0.5% | -3.9pp |
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 9.9% | 7.7% | -2.2pp |
| Male | 7.0% | 8.6% | +1.6pp |
| Asian | 2.6% | 7.6% | +5.0pp |
| Black/African American | 13.6% | 7.1% | -6.5pp |
| Hispanic/Latino | 20.2% | 12.9% | -7.3pp |
| Two or More Races | 11.3% | 2.1% | -9.2pp |
| White | 6.8% | 6.9% | +0.1pp |
| Students with Disabilities | 15.4% | 13.6% | -1.8pp |
| English Learners | 7.7% | 10.3% | +2.6pp |
| Socioeconomically Disadvantaged | 13.3% | 14.3% | +1.0pp |
| All Students | 8.4% | 8.1% | -0.3pp |
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | +10 | 113 | Accelerated | +20 | 113 | Exceptional |
| English Only | +11 | 93 | not categorised | +18 | 93 | not categorised |
| Socioeconomically Disadvantaged | +12 | 56 | Accelerated | +14 | 56 | Accelerated |
| Hispanic or Latino | +12 | 32 | Accelerated | +13 | 32 | Accelerated |
| White | +9 | 30 | Accelerated | +20 | 30 | Exceptional |
| Asian | +17 | 24 | Accelerated | +33 | 24 | Exceptional |
| Two or More Races | +11 | 12 | Accelerated | +22 | 12 | Exceptional |
| English Learner | +11 | 11 | Accelerated | +29 | 11 | Exceptional |
| Recently Reclassified Fluent-English Proficient Only | +13 | 11 | not categorised | +31 | 11 | not categorised |
| Students with Disabilities | −19 | 11 | Moderate | +18 | 11 | Accelerated |
Whole scale-score points above or below what CDE's model predicted for these same children from their own prior-year scores — not a percentage, not a percentile. Statewide a typical school lands near +1 with a spread of about 13 points either side, so read a figure against its group's own typical value, not against zero. Muted rows have fewer than 30 students with a growth score — published by CDE, held back from the narrative sections above because at that size the figure swings about 17 points on its own. “Not categorised” is CDE assigning no band — English Only, Recently Reclassified, and English Learners Only receive a value and no band, for every school in the state. It is not a missing number. Most figures blend two consecutive years, so adjacent published years share input data and no trend line can honestly be drawn across them. A group absent from this table had fewer than 11 students with a growth score and was never published. Grades 4-8 only. None of this enters the Scope Score — it is more strongly correlated with school demographics than our own growth measure, and one published year is not enough to test its reliability.
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