Public school · Los Angeles Unified · Los Angeles, California

Dolores Huerta Elementary — Rating & test scores

Los Angeles · TK–5 · 321 students (2024–25)

260 East 31st Street, 90011doloreshuertaes.lausd.org ↗(323) 846-4820
57thpercentileSolid

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
39

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

Below California in English (reading and writing), near in math, grades 3–5, spring 2026: 37% and 38% 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: 126 in English, 127 in math
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.

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.

29 in 100 students (85 of 294) missed 10% or more of school days in 2025–26. That is about one and a half times the rate at the average Los Angeles Unified elementary school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 294. District and California figures are averages of school rates (581 Los Angeles Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

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

Is Dolores Huerta a good elementary school?

Dolores Huerta Elementary scores higher than 57 in 100 of California’s 5,726 scored public elementary schools: 57th percentile, Solid, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 29 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 0 of 300 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, yes; in math, below what the state expected. In 2025, students here in grades 4 and 5 scored +16 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored −6 points, which it calls Moderate.

  • Included in this measure: 100 students in English, 99 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 37% of low-income students in grades 3–5 at Dolores Huerta Elementary in Los Angeles scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

What do families and students say?

64% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD elementary schools 91%, 59 answered).

  • 71% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD elementary schools 77%, 79 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, Dolores Huerta Elementary’s attendance zone is split: 94% of its children are assigned to John Adams Middle. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • John Adams Middle: 50th 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?

Below California in English; near it in math.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 37% scored Proficient or Advanced in English and 38% 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: 126 in English, 127 in math
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 · 126 tested

Advanced
21%
Proficient
16%
Below the standard
63%
This school37%
California46%
Los Angeles Unified46%

37% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 127 tested

Advanced
20%
Proficient
18%
Below the standard
62%
This school38%
California42%
Los Angeles Unified44%

38% 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 Advanced30%53%31%
Advanced16%29%18%
Proficient14%24%13%
Developing level28%15%27%
Minimal42%32%42%
Tested433845
California44%46%49%
Difference−14+7−18

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 Advanced40%51%24%
Advanced19%28%13%
Proficient21%23%11%
Developing level25%21%29%
Minimal35%28%47%
Tested433945
California47%42%37%
Difference−7+9−13

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 lower than in 2025; math results were higher. English went from 48% to 37% and math from 24% to 38%.

English · top two levels · grades 3–5

202548%142 tested
→
202637%126 tested

This school

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

Math · top two levels · grades 3–5

202524%144 tested
→
202638%127 tested

This school

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

Each year is a different group of students.

Did students here score above what the state expected?

In English, yes; in math, below what the state expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4 and 5 scored +16 points against that expected score in English, which the state calls Accelerated. In math, they scored −6 points, which it calls Moderate.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4 and 5: 100 in English, 99 in math
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 · 100 students in English, 99 in math, with scores in both years

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

+16 pts

English

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

−6 pts

Math

The state calls it Moderate, the second of its five growth levels.

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

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 school21%16%24%39%126
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 school20%18%25%37%127
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%20172022202637%46%
Math top two levels, grades 3–5
This schoolCalifornia
0%50%100%20172022202638%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 37% in 2026. In math, it went from 39% in 2017 to 38% 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
201731%
236 tested		45%
1,384,680 tested
201833%
229 tested		49%
1,346,907 tested
201934%
207 tested		50%
1,332,547 tested
202228%
163 tested		45%
1,260,830 tested
202337%
163 tested		44%
1,247,801 tested
202437%
158 tested		45%
1,235,509 tested
202548%
142 tested		46%
1,232,086 tested
202637%
126 tested		46%
1,208,894 tested
Math · top two levels · grades 3–5
YearThis schoolCalifornia
201739%
237 tested		40%
1,392,040 tested
201835%
230 tested		42%
1,352,321 tested
201939%
208 tested		44%
1,338,625 tested
202225%
166 tested		38%
1,265,943 tested
202332%
169 tested		40%
1,256,519 tested
202431%
166 tested		41%
1,249,262 tested
202524%
144 tested		41%
1,241,652 tested
202638%
127 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 16 points above that expected score, and in math 6 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 Dolores Huerta’s results?

Los Angeles Unified’s board decides Dolores Huerta’s plan.

The state hasn’t placed Dolores Huerta 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?

29 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 300 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: 85 of 294 students counted for it; suspension: 0 of 300 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

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

85 of 294 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 300

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

Ask: When a student is suspended, what happens before and after, and who talks with the family?

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

79 of 82 students answered (96%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question71%LAUSD elementary 77% · 79 answered
Belonging · average of 5 questions66%LAUSD elementary 68% · 76–79 answered each
Caring adults · average of 8 questions69%LAUSD elementary 75% · 74–79 answered each
Engagement · average of 6 questions59%LAUSD elementary 68% · 73–78 answered each
High expectations · average of 2 questions83%LAUSD elementary 84% · 77–78 answered each
Bullied 2 or more times in the past 30 days · average of 4 questions27%LAUSD elementary 24% · 76–78 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 agreed71%77%79
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed79%78%76
I am happy to be at this schoolShare who agreed or strongly agreed70%74%79
I feel like I am part of this schoolShare who agreed or strongly agreed74%72%77
I feel accepted for who I am at this schoolShare who agreed or strongly agreed71%72%77
Most kids at this school are kind to each otherShare who agreed or strongly agreed36%42%77
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed85%78%75
The teachers at this school treat students fairlyShare who agreed or strongly agreed62%69%78
Teachers care if I'm absent from schoolShare who agreed or strongly agreed63%70%78
Adults at this school treat all students with respectShare who agreed or strongly agreed77%73%79
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed60%71%77
There is at least one adult at my school who supports meShare who agreed or strongly agreed63%80%76
Teachers at my school know meShare who agreed or strongly agreed69%78%74
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 agreed74%79%77
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed81%81%73
My teachers make learning funShare who agreed or strongly agreed57%67%75
Students have a voice in decision making at this schoolShare who agreed or strongly agreed51%55%78
Teachers encourage students to make decisionsShare who agreed or strongly agreed61%72%77
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 agreed57%74%76
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 agreed47%59%76
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed87%88%78
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 agreed78%81%77
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 it30%31%78
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 it30%30%76
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 it27%25%78
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 it21%12%76
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed72%82%75
Students know how they are expected to actShare who agreed or strongly agreed44%54%77
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed74%80%78
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”63%78%78
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”59%75%78
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”65%74%77
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed49%64%79
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”48%61%75
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”37%49%76
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”51%65%75
I came to class preparedShare who answered “Often” or “Almost all the time”56%72%79
I remembered and followed directionsShare who answered “Often” or “Almost all the time”60%75%76
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”51%56%77
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”71%72%79
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”67%70%79
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”60%78%79

“—” 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

63 of 238 family surveys came back (26%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question64%LAUSD elementary 91% · 59 answered
Belonging · average of 4 questions67%LAUSD elementary 94% · 58–62 answered each
Caring adults · average of 2 questions73%LAUSD elementary 94% · 61 answered
Engagement · average of 3 questions61%LAUSD elementary 91% · 61–63 answered each
Bullying reports taken seriously · 1 question53%LAUSD elementary 80% · 60 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 agreed64%91%59
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed62%92%61
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed75%96%61
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed64%94%58
I feel welcome to participate at this schoolShare who agreed or strongly agreed66%94%62
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed70%94%61
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed75%95%61
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed65%94%63
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed62%89%63
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed56%91%61
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed53%80%60
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed61%89%61
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed57%90%61
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed74%94%61
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed80%85%60
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed68%91%60
This school encourages my child to explore different career choicesShare who agreed or strongly agreed56%79%63
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed56%89%63
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed57%87%63
This school provides high quality instruction to my childShare who agreed or strongly agreed68%92%62
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed66%91%62
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed88%95%60
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed69%87%61
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed55%88%60
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed67%95%63
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed68%87%50
This school provides information on grade level requirements for my childShare who agreed or strongly agreed63%91%59
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed55%91%58
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed62%91%61
This school offers extra academic support for my childShare who agreed or strongly agreed65%86%63
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed59%83%56
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed69%88%48
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed68%92%60
Discipline is fair at this schoolShare who agreed or strongly agreed57%82%60

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

28 of 43 staff answered (65%), 19 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question96%LAUSD elementary 97% · 27 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions95%LAUSD elementary 89% · 28 answered
High expectations · average of 2 questions98%LAUSD elementary 95% · 27–28 answered each
Bullying called a mild or insignificant problem · 1 question96%LAUSD elementary 86% · 28 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 answers96%97%27
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed89%84%28
Adults at this school treat all students with respectShare who agreed or strongly agreed100%94%28
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed100%95%28
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed96%95%27
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem96%86%28
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed89%84%28
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed89%84%28
I get the help I need to communicate with parentsShare who agreed or strongly agreed96%81%28
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed96%95%28
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers74%88%27
At this school, parents treat me with respect.Share who agreed or strongly agreed89%85%28
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed86%82%28
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed75%75%28
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”89%86%27
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”93%80%27
Students treat adults at this school with respectShare who agreed or strongly agreed89%81%28
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed93%80%28
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed96%75%28
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem96%93%28
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—75%14
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”——13
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—75%13
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—84%13
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%13
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—88%5
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”—16%17
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”—50%17
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”—59%17
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”—51%17
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”—66%17
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed—79%18
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed—79%18
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed—94%18
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed—91%18
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed—74%18
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed—74%18
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed—71%17
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed—75%18
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed—77%18
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)Share who agreed or strongly agreed—81%18
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed—76%18
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed—88%18

“—” 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 Dolores Huerta works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Dolores Huerta 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?

Student groups, grades 3–5, spring 2026

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).
Dolores HuertaSame group, California
  • Low-incomeEnglish · 123 tested37%Same group, California 36%
  • Low-incomeMath · 124 tested38%Same group, California 31%
  • Hispanic or LatinoEnglish · 122 tested39%Same group, California 36%
  • Hispanic or LatinoMath · 123 tested39%Same group, California 31%
  • English learnersEnglish · 33 tested15%Same group, California 14%
  • English learnersMath · 34 tested24%Same group, California 19%

Proficient or Advanced, grades 3–5, spring 2026. English learners: grades 3 and 4 only.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 91%2. Black or African American: 5%Unallocated share: 4%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino91%
  2. Black or African American5%
  3. White—
  4. Asian—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share4%
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?

40% 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 · 36 of 90 English learners40%
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?

99%of students qualified for free or reduced-price meals in 2024–25, 318 of 321. California: 63%.

15teachers, 2024–25

10 yearsaverage experience, 2024–25

7%in their first year, 2024–25

88%of teaching positions with proper credential and placement, 2021–22

Ask: Which student groups does the school track most closely, and what does it do when one falls behind?

All group results, district comparisons and sources
Proficient or Advancedgrades 3–5 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 123 tested in English, 124 in math
English37%−340%+136%
Math38%−139%+731%
Hispanic or Latino · 122 tested in English, 123 in math
English39%−241%+336%
Math39%039%+831%
English learners · 33 tested in English, 34 in math · grades 3 and 4 only
English15%+213%+114%
Math24%+420%+519%

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, students with disabilities 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 Latino91%
Black or African American5%
White—
Asian—
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: 88% of teaching positions, 15 properly credentialed teaching-position FTE out of 17 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Dolores Huerta, and how do I get in?

John Adams Middle.

Dolores Huerta’s attendance zone is split: 94% of its children are assigned to John Adams Middle. Each school’s standing compares it with California schools at its own level.

  1. Elementary · this school
    Dolores Huerta Elementary
    Grades TK–5
  2. Middle · part of the zone
    John Adams Middle
    50th · Solid · 202694% of the zone’s children
  3. High · by application
    Families choose by application
    4 options for this area: Dr. Maya Angelou Community High, Thomas Jefferson Senior High, Nava College Preparatory Academy, Santee Education Complex · district-published, source year 2026

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

  • John Adams Middle

    Assigned for part of the zone

    50th percentile · Solid · middle · 2026

    94% of the zone’s children

High-school links

  • Dr. Maya Angelou Community High

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    6th percentile · Needs Support · high · 2025

  • Thomas Jefferson Senior High

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    18th percentile · Needs Support · high · 2025

  • Nava College Preparatory Academy

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    42nd percentile · Developing · high · 2025

  • Santee Education Complex

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    20th percentile · Needs Support · high · 2025

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 Los Angeles Unified which school serves your address.

Applying to Dolores Huerta for 2027–28

  1. If Dolores Huerta 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: doloreshuertaes.lausd.org ↗Office: (323) 846-4820Administrator: Sandra Sandoval

Location and visiting

Get directions  (opens Google Maps in a new tab)
260 East 31st Street, Los Angeles 90011

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

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 29 in 100 chronically absent, 2025–26 (85 of 294 students); average California elementary school: 17 in 100
  2. How does the school check what’s working in English? English: 48% in 2025 to 37% in 2026 here; California: 46% to 46%
  3. When a student is suspended, what happens before and after, and who talks with the family?
  4. Does the school share its survey results with families, and what has it changed because of them?
  5. What extra help do English learners get, and how do you know it’s working? 15% of English learners scored Proficient or Advanced in English, grades 3 and 4, spring 2026 (33 students tested); the same group across California: 14%
  6. When a bullying report comes in, who handles it, and how is the family told? 27% (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%

Office (323) 846-4820260 East 31st 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

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 #2,448 of 5,726 California elementary schools we score · #290 of 581 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math20%4942%
Proficient or Advancedaverage of English and math38%4623%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+81 scale-score pts5820%
Chronically absent29 in 100335%
Suspension rate0 of 300625%
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
2025–263957#2448California 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)
2018–1914 in 1000 of 439−4
2021–22not on filenot on file−3
2022–23not on filenot on file+6
2023–2422 in 1000 of 358+19
2024–2523 in 1000 of 340−11
2025–2629 in 1000 of 300−7

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 · subjectStudents with scoresTop levelTop two levels
2026 · English12621%37%
2026 · Math12720%38%
2025 · English14220%48%
2025 · Math14410%24%
2024 · English15819%37%
2024 · Math16613%31%
2023 · English16315%37%
2023 · Math16911%32%
2022 · English1636%28%
2022 · Math1667%25%
2019 · English20714%34%
2019 · Math20816%39%
2018 · English22914%33%
2018 · Math23016%35%
2017 · English23610%31%
2017 · Math23716%39%

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 · English3749%
2025 · Grade 4 · English4953%
2025 · Grade 5 · English5643%
2025 · Grade 3 · Math3933%
2025 · Grade 4 · Math4825%
2025 · Grade 5 · Math5718%
2024 · Grade 3 · English5129%
2024 · Grade 4 · English5833%
2024 · Grade 5 · English4951%
2024 · Grade 3 · Math5524%
2024 · Grade 4 · Math6030%
2024 · Grade 5 · Math5139%
2023 · Grade 3 · English5627%
2023 · Grade 4 · English4743%
2023 · Grade 5 · English6042%
2023 · Grade 3 · Math5833%
2023 · Grade 4 · Math5034%
2023 · Grade 5 · Math6130%
2022 · Grade 3 · English5135%
2022 · Grade 4 · English5721%
2022 · Grade 5 · English5529%
2022 · Grade 3 · Math5225%
2022 · Grade 4 · Math5925%
2022 · Grade 5 · Math5525%
2019 · Grade 3 · English5824%
2019 · Grade 4 · English6242%
2019 · Grade 5 · English8736%
2019 · Grade 3 · Math5852%
2019 · Grade 4 · Math6237%
2019 · Grade 5 · Math8833%
2018 · Grade 3 · English6130%
2018 · Grade 4 · English8831%
2018 · Grade 5 · English8039%
2018 · Grade 3 · Math6139%
2018 · Grade 4 · Math8726%
2018 · Grade 5 · Math8241%
2017 · Grade 3 · English9221%
2017 · Grade 4 · English7536%
2017 · Grade 5 · English6938%
2017 · Grade 3 · Math9237%
2017 · Grade 4 · Math7647%
2017 · Grade 5 · Math6932%

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
Schoolwide452%16%51%31%

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-income12337%−3+1
Hispanic or Latino12239%−2+3
English learners (grades 3 and 4 only)3315%+2+1
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+16100Accelerated−699Moderate
Low-income+1699Accelerated−598Average
Hispanic or Latino+1395Accelerated−595Average
English learners+250Average−650Moderate
Recently reclassified as fluent in English+1432not categorized−332not categorized
English-only students+2631not categorized−530not categorized
English learners only−1818not categorized−518not categorized
Students with disabilities+416Average−1516Moderate

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
12%
exceeded standard · 29% met or exceeded
CDE CAASPP 2024 · 51 English test records with scores
English · 2026 · Grade 5
18%
Advanced · 31% Proficient or Advanced
CDE CAASPP 2026 · 45 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 45 (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+16 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

100 students

CDE growth category: Accelerated

California growth model, English: +16 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

State model · math−6 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

99 students

CDE growth category: Moderate

California growth model, math: −6 scale-score points versus the state's expectation, CDE category Moderate, 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 · 23 in 100 → 2025–26 · 29 in 100 · +6 in 100
Suspension rate2024–25 · 0 of 340 → 2025–26 · 0 of 300 · 0.0 percentage points
Group2018–192025–26Change
Female11 in 10031 in 100+20 in 100
Male16 in 10027 in 100+11 in 100
Hispanic or Latino12 in 10026 in 100+14 in 100
Students with disabilities19 in 10037 in 100+18 in 100
English learners12 in 10027 in 100+15 in 100
Homeless47 in 10056 in 100+9 in 100
Low-income14 in 10029 in 100+15 in 100
All students14 in 10029 in 100+15 in 100
Black or African American—81 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$2,719 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 321

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 321

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 holders11.8%

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 90011 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90011 area
MeasureEstimate
Median household income$59,017
Bachelor's degree or higher (adults 25+)7%
ZIP-area population100,113
Median age31.5 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 90011 →

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 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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