Public school with a magnet program · Los Angeles Unified

Griffith Middle — Rating & test scores

4765 East Fourth Street, Los Angeles · 1,070 students · Grades 6–8

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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.

Scope Score 75

DevelopingScope Score · 49th percentile. Higher than 49 in 100 of the 2,529 California public middle schools we score.

75 is the typical California school. 100 is the best result in the state. How the score is built

Near California in English (reading and writing), below in math, grades 6–8, spring 2026: 45% and 29% scored Proficient or Advanced, against 49% and 37%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 1,004 in English, 994 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

Overview

Is Griffith a good middle school?

Developing. Griffith is higher than most California middle schools on progress in English. Griffith is lower than most on test results, progress in math and attendance.

Test results, spring 2026

English, Proficient or Advanced4945%
Math, Proficient or Advanced4629%
English, Advanced4813%
Math, Advanced4413%

Progress in a year, 2025

English68+6 pts
Math24−10 pts

Showing up, 2025–26

Attendance2822 in 100
Griffith’s place among California middle schools, out of 100Los Angeles Unified’s other middle schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

35% of the 95 English learners tested here reached the top level of the state’s English test in 2025–26, against 22% at the average California middle school.

Each bar is Griffith’s place among 2,529 California public middle schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 6–8. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

Source for the sentence
CDE ELPAC Summative, Overall Performance Level 4, 2025–26. English learners who took the summative ELPAC: 95. The California figure is an average of school rates (2,171 scored California middle schools), our calculation.

In its own words

What does Griffith say about itself?

We haven’t read Griffith’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.

Open griffithmagms.lausd.org (opens in a new tab)

Progress

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 6–8 scored +6 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored −10 points, which it calls Moderate.

What “expected” means: for each student, California looks at students statewide who had a similar score the year before, and takes their typical score this year. The figure here is how far this school’s students scored above or below that, on average.

English

+6

points above the score California expected. The state calls it Accelerated, the fourth of its five growth levels.

By student group · students counted

Hispanic or Latino936+7 points
Low-income887+5 points
English learners299+9 points
Students with disabilities140−9 points
Long-term English learners73+8 points

Math

−10

points below the score California expected. The state calls it Moderate, the second of its five growth levels.

By student group · students counted

Hispanic or Latino936−10 points
Low-income887−10 points
English learners301−12 points
Students with disabilities140−13 points
Long-term English learners75−16 points

Grades 6–8, 2025, 969 students with scores in both years. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

California sets an expected score for each student from that student’s own score the year before.

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 6 points above that expected score, and in math 10 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 8 scores here with the school’s grade 6 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.

SchoolScope middle standardized cohort gain: approximately 50th percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across English and math, not matched students in California's separate growth model.

Nearby

How does it compare with schools nearby?

3 of the 7 middle schools nearby have a higher Scope Score than Griffith. Each school is compared with every California middle school.

Scope Score

8 middle schools within 1.8 miles, highest score first. Under each name is how the school takes students.

  1. KIPP Academy of InnovationCharter · its own lotteryScope Score 7760th
  2. Animo Ellen Ochoa CharterCharter · its own lotteryScope Score 7655th
  3. Arts in Action CommunityCharter · its own lotteryScope Score 7551st
  4. GriffithScope Score 7549th
  5. Alliance College-Ready Middle Academy 8Charter · its own lotteryScope Score 7549th
  6. BelvedereNeighborhood school · by addressScope Score 7547th
  7. Eastmont IntermediateMontebello Unified · by addressScope Score 7444th
  8. Robert Louis Stevenson College and Career PreparatoryNeighborhood school · by addressScope Score 7021st
Los Angeles UnifiedA neighborhood school in another districtCharter

A neighborhood school in another district takes students who live in its area. Ask that district about a transfer. A charter school takes applications from any family and holds a lottery when it has more applicants than seats.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

Further right, more students are from low-income families. Higher up, more students scored Proficient or Advanced in English.

25%50%0%25%50%75%100%

2 of 8 schools are named on the chart. Point at a dot or tap it to read any school.

English results: California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does Griffith compare with schools like it?

Griffith’s Scope Score is 75. 637 California middle schools, counting Griffith, have a similar share of students from low-income families. Their typical score is 71. Griffith’s result is higher than 489 of them.

The five schools with the highest results of the 637

  1. Students from low-income families: 88%

    Scope Score 95Strong · 98th percentile

  2. Students from low-income families: 92%

    Scope Score 89Strong · 93rd percentile

  3. Students from low-income families: 93%

    Scope Score 88Strong · 92nd percentile

  4. Students from low-income families: 96%

    Scope Score 87Strong · 91st percentile

  5. Students from low-income families: 89%

    Scope Score 87Strong · 91st percentile

637 California public middle schools where 85% to 97% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public middle school we score where 85% to 97% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Griffith’s share. The count includes Griffith. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

Results in both subjects were similar to 2025. English went from 46% to 45% and math from 25% to 29%.

Share at the state’s top two test levels, 2017 to 2026

Grades 6–8. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo tests25%50%75%2017201820192022202320242025202639%34%49%CaliforniaCalifornia47%Los Angeles UnifiedDistrict45%GriffithGriffith

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202628%19%37%CaliforniaCalifornia35%Los Angeles UnifiedDistrict29%GriffithGriffith

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Los Angeles Unified’s line combines its 214 middle schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).

Each year’s results

The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now. Los Angeles Unified’s figure weights each school by the students it tested.

English, grades 6–8: share at the top two levels
SpringGriffithLos Angeles UnifiedCaliforniaTested here
201734%39%48%1,365
201840%41%49%1,374
201944%43%50%1,441
202246%42%47%1,115
202340%39%46%1,104
202441%42%46%1,023
202546%45%49%1,015
202645%47%49%1,004
Math, grades 6–8: share at the top two levels
SpringGriffithLos Angeles UnifiedCaliforniaTested here
201719%28%37%1,366
201822%30%37%1,380
201924%31%38%1,458
202219%25%31%1,102
202320%25%32%1,114
202423%28%33%1,043
202525%32%36%1,023
202629%35%37%994

Tests

How did students here do on state tests?

Near California in English; below it in math.

English

45%

scored Proficient or Advanced.

27283213
Los Angeles Unified47%California49%

Math

29%

scored Proficient or Advanced.

45261613
Los Angeles Unified35%California37%
MinimalDeveloping levelProficientAdvanced

In grades 6–8, spring 2026, 45% scored Proficient or Advanced in English and 29% in math, against 49% and 37% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 6–8 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

How does math compare with English?

In grades 6–8, spring 2026, math trails English by 16 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced41%47%48%
Advanced12%12%15%
Proficient29%35%33%
Developing level26%30%27%
Minimal33%23%25%
Tested316340348
California48%51%49%
Difference−7−4−1

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 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced28%32%28%
Advanced10%15%12%
Proficient18%17%16%
Developing level30%26%22%
Minimal42%42%50%
Tested315335344
California37%38%36%
Difference−9−6−8

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.

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 6–8 · This school13%32%28%27%1,004
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school13%16%26%45%994
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

Spring 2026, grades 6–8 combined: 1,004 tested in English, 994 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

Hispanic or Latino students are the largest group here, at 97% of students. 238 of 1,061 students missed 10% or more of school days.

Missing school, 2025–26

22in 100

students were chronically absent. That means they missed 10% or more of school days (238 of 1,061 students).

At the average Los Angeles Unified middle school: 24 in 100. At the average California middle school: 18 in 100.

Suspensions: 2.1% of students were suspended at least once (23 of 1,074). Average California middle school 3.7%.

Students, 2024–25

1,070

students in grades 6–8.

Hispanic or Latino 97%White 1%

Family income

91%

of students qualified for free or reduced-price meals in 2024–25, 977 of 1,070. California: 63%.

Teachers, 2024–25

52

teachers, with 19 years of experience on average.

0% were in their first year.

65% of teaching positions had the right credential, 2021–22.

English learners

67%

of English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026 (64 of 95 students).

Los Angeles Unified: 52%. California: 47%.

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Sources: California Department of Education and the California School Dashboard. Each tile names its year.

Missing school, by grade
Grade 6
17 in 100 students in grade 6 were chronically absent (57 of 326).
Grades 7–8
25 in 100 students in grades 7–8 were chronically absent (181 of 735).
Full student mix, 2025–26
StudentsHere
Hispanic or Latino97%
White1%
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Where these figures come from

Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. English learner progress: California School Dashboard, 2026 . Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.

Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 41.6 of 64.3 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

Four student groups at Griffith have test results. Each bar compares one group with the same group across California.

This schoolThe same group, California
  • Hispanic or Latino976 tested46%California 39%
  • Low-income939 tested44%California 39%
  • Students with disabilities155 tested11%California 14%
  • English learners94 tested2%California 7%

Share who scored Proficient or Advanced, grades 6–8 English, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

Low-income is the state’s “socioeconomically disadvantaged” group.

Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 939 tested in English, 926 in math
English44%+143%+539%
Math28%−331%+226%
Hispanic or Latino · 976 tested in English, 963 in math
English46%+442%+739%
Math29%−231%+425%
English learners · 94 tested
English2%−35%−57%
Math2%−68%−57%
Students with disabilities · 155 tested in English, 147 in math
English11%−415%−314%
Math7%−411%−310%

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.

What people say

What do students, families and staff say?

Staff here answered more positively on 3 of 4 themes than at Los Angeles Unified middle schools. Families here answered less positively on 2 of 6 themes than at those schools. Students here answered about the same as at those schools.

966

students answered

468

family surveys came back

130

staff answered
This schoolLos Angeles Unified middle schools, same questionsShare who gave one of the two most positive answers. Each line runs from 40% to 100%.

Students

966 answered

Feeling safe65%
Belonging55%
Caring adults62%
Having a say60%
High expectations74%
  • Higher than Los Angeles Unified
  • 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 activities52%district 44%
  • There is an adult at my school whom I trust and can talk to no matter what is bothering me63%district 57%
  • Adults at this school treat all students with respect62%district 59%
  • Lower than Los Angeles Unified
  • Teachers give students a chance to take part in classroom discussions or activities71%district 75%
  • Happened to them 2 or more times in 30 days · lower is better
  • Been made fun of because of your looks or the way you talk?26%district 30%
  • Had mean rumors or lies spread about you?22%district 25%

Families

Parents and guardians · 468 surveys came back

Child is safe80%
Feeling welcome83%
Caring adults84%
Being included83%
High expectations83%
Bullying handled75%
  • Lower than Los Angeles Unified
  • Clerical/office staff treat me with respect in-person and online83%district 89%
  • Teachers treat me with respect in-person and online84%district 90%

Staff

Teachers and other staff · 130 answered, 60 of them teachers

Feeling safe98%
Caring adults89%
High expectations94%
Little bullying75%
  • Higher than Los Angeles Unified
  • At this school, decisions are made based on students’ needs and interests84%district 78%
  • I feel safe on school grounds during the day98%district 94%
  • Adults at this school treat all students with respect94%district 90%

Each line is the average of the survey’s questions on that theme. The themes are our grouping. We show a question only when at least 20 people answered it. The lists name the questions 3 points or more from Los Angeles Unified middle schools. These answers are not part of the Scope Score. Source: Los Angeles Unified, School Experience Survey, 2025–26. Survey results (opens in a new tab)

All 45 student questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe in this school or in online school sessions65%64%966
Belonging
This school is a supportive and inviting place for students to learn64%63%938
I am happy to be at this school64%64%959
I feel like I am part of this school57%58%958
I feel accepted for who I am at this school61%62%955
Most kids at this school are kind to each other31%31%954
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted52%53%653
Caring adults
Teachers go out of their way to help students62%61%940
The teachers at this school treat students fairly53%52%958
Teachers care if I'm absent from school56%55%951
Adults at this school treat all students with respect62%59%966
There is an adult at my school whom I trust and can talk to no matter what is bothering me63%57%937
There is at least one adult at my school who supports me72%69%931
Teachers at my school know me63%64%925
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me66%68%958
Engagement
Teachers give students a chance to take part in classroom discussions or activities71%75%943
My teachers make learning fun46%44%935
Students have a voice in decision making at this school50%48%949
Teachers encourage students to make decisions62%61%943
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class77%75%938
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 activities52%44%946
High expectations
In my classes, my teachers tell me how I can make my work better76%75%947
Adults at this school encourage me to work hard so I can be successful in college or at the job I choose71%70%943
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?A lower share means fewer students reported it.22%25%958
Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it.26%30%948
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it.16%17%956
Been bullied online?A lower share means fewer students reported it.10%10%954
Had sexual jokes, comments, or gestures made to you?A lower share means fewer students reported it.16%16%648
Other questions
The teachers at this school grade me fairly61%61%940
Students know how they are expected to act49%45%955
Adults at this school clearly inform students what would happen if they break school rules77%76%950
What is the highest level of education that you plan to complete?——653
I can change my intelligence with hard work70%72%946
I can increase my intelligence by challenging myself70%71%945
I am capable of learning anything66%68%943
I feel safe in the neighborhood around this school58%62%958
I can do well on all my tests, even when they're difficult51%50%919
I can master the hardest topics in my classes43%42%918
I can meet all the learning goals my teachers set52%54%914
I came to class prepared68%76%949
I remembered and followed directions75%79%947
I paid attention, even when there were distractions55%59%947
How well did you get along with students who are different from you?64%67%952
When others disagreed with you, how respectful were you of their views?67%67%951
How carefully did you listen to other people's points of view?76%75%954

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 38 family questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
My child is safe on school grounds80%82%442
Belonging
Clerical/office staff treat me with respect in-person and online83%89%453
Teachers treat me with respect in-person and online84%90%452
I am greeted by school staff when I visit this school82%88%441
I feel welcome to participate at this school84%88%468
Caring adults
Teachers take my concerns seriously82%86%453
Teachers at this school let me know about my child's progress87%88%452
Engagement
This school informs me about school activities in different ways87%89%466
This school includes me in important decisions about my child's education83%82%465
This school recruits and organizes parents to help and support the school79%81%452
High expectations
School staff expect my child to attend college80%82%431
School staff expect my child to graduate from high school85%86%428
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this school75%74%450
Other questions
Clerical/office staff take my concerns seriously80%84%451
Clerical/office staff respond to my needs in a timely manner79%84%451
Teachers respond to my needs in a timely manner78%85%451
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school78%83%450
I am satisfied with my school's communication about how to support my child's learning82%85%449
This school encourages my child to explore different career choices80%77%466
School staff help me understand the requirements for CSU/UC admission72%69%426
School staff help me understand which courses my child needs to graduate from high school80%75%424
This school provides instructional resources to help me support my child's education83%82%465
This school offers extra activities for my child's personal growth84%84%467
This school provides high quality instruction to my child83%87%465
I am satisfied with how much my child is learning at this school85%86%463
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances79%86%448
I feel comfortable supporting my child’s use of technology at home to access and complete school assignments88%89%453
I have visited my child's school website to get information and/or access resources81%87%448
This school provides me with information (verbal and written) I can understand86%90%467
School staff provide translation and interpretation services when I need them83%82%416
This school provides information on grade level requirements for my child86%86%443
This school informs me about activities sponsored by the parent and family center86%84%441
I can easily find information about parent workshops or other programs offered at this school82%83%453
This school offers extra academic support for my child84%84%466
I have visited or received assistance from the parent and family center personnel, website or resource pages available online77%77%427
I have received information about my child's progress as an English Learner82%82%412
My child is clearly informed about the consequences of breaking school rules88%91%447
Discipline is fair at this school66%72%451

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 46 staff questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe on school grounds during the day98%94%121
Caring adults
At this school, decisions are made based on students’ needs and interests84%78%130
Adults at this school treat all students with respect94%90%121
High expectations
This school sets high standards for academic performance for all students95%91%125
This school emphasizes teaching lessons in ways relevant to students93%92%122
Bullying called a mild or insignificant problem
Harassment or bullying among students75%71%124
Other questions
I have the materials I need to do my job well76%77%128
Generally speaking, my technology issues are resolved within an acceptable time period85%81%128
I get the help I need to communicate with parents79%77%127
The child abuse training I receive adequately prepares me to address child abuse at my school95%93%128
I feel safe in the neighborhood around my school96%86%120
At this school, parents treat me with respect.86%81%129
This school is a supportive and inviting place for staff to work84%78%128
This school promotes personnel participation in decision-making that affects the school practices and policies74%72%129
How many adults at this school support and treat each other with respect?90%86%125
How many adults at this school feel a responsibility to improve this school?86%75%126
Students treat adults at this school with respect76%70%123
This school clearly communicates to students the consequences of breaking school rules84%74%121
This school effectively handles student discipline and behavioral problems78%67%121
Racial/ethnic conflict among students89%81%123
The curriculum at this school is focused on helping students get ready for college (teachers)87%79%53
Teachers expect most students in this school to go to college (teachers)87%80%53
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)94%86%52
The MyPGS informal observation process has helped me improve my teaching (teachers)77%68%30
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)——37
I use ELPAC scores to plan instruction for my English learner students (teachers)57%54%35
I know how to determine progress towards reclassification for my students who are English Learners (teachers)77%64%35
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)72%70%36
I know which of my students are long-term English learners (LTELs) (teachers)81%78%36
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)23%17%57
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)52%35%56
Worked in grade-level or department-level teams to review and align grading practices (teachers)77%42%56
Teachers meet to examine student performance data (teachers)62%33%56
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)84%45%55
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)88%77%56
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)86%76%55
I integrate technology into my instructional practices to meet the needs of my students (teachers)98%92%56
I feel confident integrating technology into my instruction (teachers)98%90%56
What I learn in our school professional development meetings addresses my students' needs (teachers)75%65%57
The professional development I received this year has made a positive impact on my teaching practice (teachers)77%63%57
The professional development I received this year has helped me improve students’ engagement in my class (teachers)75%60%56
The professional development I received this year has helped me improve my students' learning outcomes (teachers)70%64%57
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)81%69%57
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)82%73%57
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)75%66%57
I enjoy teaching at this school (teachers)88%85%56

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

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.

Los Angeles Unified 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 Los Angeles Unified averages its own topics. Each lane lists every question with its own percentage.

Family and staff answers

What would families and staff tell you?

Families and staff can answer a short set of questions about Griffith. These are not star ratings or reviews.

  1. Staff answers show once 5 people have answered.Until then this page shows no staff answers.
  2. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  3. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  4. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.
  5. Staff confirm a work email.Staff answers come only from people who confirmed an email address at Los Angeles Unified.

Families

No family answers yet

0 of 20 needed before answers show

  • Does the school tell you how your child is doing, in a way you understand, before report cards arrive?Usually · Sometimes · Rarely
  • When you contact the school with a question, do you hear back within two school days?Usually · Sometimes · Rarely · Haven’t contacted them
  • Can you get school information in the language you read best?Yes · Mostly · No
  • And 4 more questions.

Answer the family questionsResponder en españolHow family answers work

Staff

No staff answers yet

5 answers needed before they show

  • Would you send your own child to this school?Yes · Maybe · No
  • Do you plan to work at this school next year?Yes · Not sure · No
  • Do you have the materials and supplies you need to teach?Usually · Sometimes · Rarely
  • And 5 more questions.

Answer the staff questionsHow staff answers work

Money

Where does the money go?

$24,208 for each student in 2024–25. California’s middle schools spent $19,269 for each student. Los Angeles Unified’s plan for 2026–27 covers $7.9 billion.

$24,208

for each student at this school, 2024–25
Spent at the school
$19,202
The school’s share of district office costs
$5,006
Of the total, from federal funds
$2,486
  • Griffith$24,208
  • Los Angeles Unified middle schools$24,956
  • California middle schools$19,269

The district and California figures combine their middle schools, weighted by enrollment (our calculation, 1,241 California schools). Spending does not show how well money is used. Source: California Department of Education, per-school spending report, 2024–25. Funding records ↓

Los Angeles Unified’s yearly plan

$7.9billion

in the district’s plan for 2026–27

$1.8billion

planned for services for English learners, low-income students and foster youth
  • Academic Excellence$5.8 billion
  • Operational Effectiveness$1.0 billion
  • Joy and Wellness$521 million
  • Investing in Staff$268 million
  • Black Student Achievement Plan Implementation$135 million
  • Engagement and Collaboration$68 million
  • Equity Multiplier$35 million
  • English Learner Supports$30 million

This is the district’s plan. It is not this school’s own budget. Each part of the bar is one goal in the plan, with the money for its actions added up (our calculation). The plan covers $7.9 billion of $11.3 billion in total budgeted spending. Source: Los Angeles Unified Local Control and Accountability Plan (LCAP), 2026–27. Read the district’s plan →

The neighborhood

What is the area around Griffith like?

These figures are for everyone who lives in ZIP code 90022. They are not figures for the families at Griffith.

Typical household income in a year

$67,967

Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 90022.

Typical home value
$629,500
People who live in this ZIP code
60,343
Typical age
34.6 years
Adults 25 and older with a four-year college degree
10%

What you can do

Who can act on Griffith’s results?

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

How to take part

  1. Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  2. Send written comments on the actions and spending the plan proposes.
  3. Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  4. Read the midyear report, due by February 28.

State support

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

Extra state help for the district

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 

Questions to ask

What should I ask, and when?

Bring these 7 questions to Griffith. Confirm anything about applying with the school itself.

On a tour

  1. What happens before a suspension, and who talks with the family?2.1% suspended at least once, 2025–26 (23 of 1,074 students); average Los Angeles Unified middle school: 0.8%
  2. What changes for a student who falls behind in math?10 points below what the state expected in math from the same students’ earlier scores, grades 6–8, 2025 (969 students)
  3. When a bullying report comes in, who handles it, and how is the family told?18% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
  4. Which math courses can students take, and how are placements decided?
  5. Which electives and high-school transition supports are available?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. Is there care before or after school, and what does it cost?

Getting in

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

Ask Los Angeles Unified which school serves your address.

In the district’s boundaries, Griffith Middle draws from 4 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.

Elementary · fed by
Middle · this school
Griffith Middle

From the district’s 2026 attendance boundaries. Shares are our estimate of where the zone’s children live. We use 2020 Census child counts, or land area where few children were counted. A share counts children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee a place. 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

Elementary links

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.

Applying to Griffith for 2027–28

  1. If Griffith serves your address, you register there without applying. 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 

  3. Magnets select by priority points. A child who isn’t selected is waitlisted only at their first-choice magnet, so list first the one you want most.

  4. Choices letters go out February 8–12, 2027. Accept or decline by March 5, 2027: no answer counts as a decline.

Compare with other schools

How Choices, lotteries and waitlists work

Where it is

Where is Griffith?

Address
4765 East Fourth Street, Los Angeles 90022Get directions (opens Google Maps in a new tab)
Administrator
Carlos MadrigalAs the state’s school directory lists it, last updated August 17, 2023.

A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map

Short answers to 7 common questions

How do I get in?

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

Is Griffith a good middle school?

Griffith Middle has a Scope Score of 75. It scored higher than 49 in 100 of California’s 2,529 scored public middle schools (Developing, 49th percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 22 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 2.1% of students (23 of 1,074) were suspended at least once in 2025–26, against 3.7% at the average California middle school. See the details ↓

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 6–8 scored +6 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored −10 points, which it calls Moderate.

  • Included in this measure: 969 students

See the details ↓

How do kids like mine do here?

In spring 2026, 44% of low-income students in grades 6–8 at Griffith Middle in Los Angeles scored Proficient or Advanced in English, against 39% for the same group across California. See the details ↓

What do families and students say?

80% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 442 answered).

  • 65% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 966 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

See the details ↓

What should I ask on a visit?

The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓

The full record

Source records

This page is built from 12 sets of records from public data sources. Every figure keeps its source, grades, year and count.

Data updated

October 15, 2026

Record sets on this page
12
Sources
California Department of EducationU.S. Census Bureau
State test years
2017–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #1,268 of 2,529 California middle schools we score · #120 of 225 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math13%4542%
Proficient or Advancedaverage of English and math37%4823%
8th graders in 2026 against 6th graders in 2024 (partly different children)+48 scale-score pts5020%
Chronically absent22 in 100445%
Suspension rate2.1% (23 of 1,074)575%
English learners: top level35%675%

Index is where the school's value sits among the California middle 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
2025–267549#1268California middle schools · 2,529 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)
2018–1916 in 1000.1% (1 of 1,579)−9
2021–22not on filenot on file+4
2022–23not on filenot on file+5
2023–2426 in 1000.2% (2 of 1,147)+1
2024–2521 in 1000.2% (2 of 1,117)+2
2025–2622 in 1002.1% (23 of 1,074)+4

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

Grade gap: the same year’s grade 6 and grade 8 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 · English1,00413%45%
2026 · Math99413%29%
2025 · English1,01513%46%
2025 · Math1,02310%25%
2024 · English1,02312%41%
2024 · Math1,0439%23%
2023 · English1,10412%40%
2023 · Math1,1146%20%
2022 · English1,11513%46%
2022 · Math1,1027%19%
2019 · English1,44112%44%
2019 · Math1,4589%24%
2018 · English1,3749%40%
2018 · Math1,3807%22%
2017 · English1,3656%34%
2017 · Math1,3666%19%

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 6 · English31141%
2025 · Grade 7 · English34650%
2025 · Grade 8 · English35847%
2025 · Grade 6 · Math31424%
2025 · Grade 7 · Math35027%
2025 · Grade 8 · Math35922%
2024 · Grade 6 · English31339%
2024 · Grade 7 · English35141%
2024 · Grade 8 · English35944%
2024 · Grade 6 · Math31723%
2024 · Grade 7 · Math35927%
2024 · Grade 8 · Math36720%
2023 · Grade 6 · English32334%
2023 · Grade 7 · English36337%
2023 · Grade 8 · English41848%
2023 · Grade 6 · Math33120%
2023 · Grade 7 · Math36524%
2023 · Grade 8 · Math41816%
2022 · Grade 6 · English29341%
2022 · Grade 7 · English41649%
2022 · Grade 8 · English40647%
2022 · Grade 6 · Math28519%
2022 · Grade 7 · Math41217%
2022 · Grade 8 · Math40521%
2019 · Grade 6 · English38850%
2019 · Grade 7 · English53443%
2019 · Grade 8 · English51941%
2019 · Grade 6 · Math39131%
2019 · Grade 7 · Math54422%
2019 · Grade 8 · Math52322%
2018 · Grade 6 · English41737%
2018 · Grade 7 · English50638%
2018 · Grade 8 · English45146%
2018 · Grade 6 · Math42226%
2018 · Grade 7 · Math51517%
2018 · Grade 8 · Math44325%
2017 · Grade 6 · English41332%
2017 · Grade 7 · English45835%
2017 · Grade 8 · English49434%
2017 · Grade 6 · Math41721%
2017 · Grade 7 · Math45619%
2017 · Grade 8 · Math49318%

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
Schoolwide3528%21%58%13%

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-income93944%+1+5
Hispanic or Latino97646%+4+7
Students with disabilities15511%−4−3
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+6969Accelerated−10969Moderate
Hispanic or Latino+7936Accelerated−10936Moderate
Low-income+5887Accelerated−10887Moderate
English-only students+1429not categorized−12430not categorized
English learners+9299Accelerated−12301Moderate
Recently reclassified as fluent in English+10245not categorized−10245not categorized
Students with disabilities−9140Moderate−13140Moderate
Long-term English learners (grades 6–8 only)+873Accelerated−1675Moderate
English learners only−454not categorized−1656not categorized
White+523Accelerated−3323Minimal
Homeless+814Accelerated−714Moderate

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. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. 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 6–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
10%
exceeded standard · 39% met or exceeded
CDE CAASPP 2024 · 313 English test records with scores
English · 2026 · Grade 8
15%
Advanced · 48% Proficient or Advanced
CDE CAASPP 2026 · 348 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 315 (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+6 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

969 students

CDE growth category: Accelerated

California growth model, English: +6 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's −2-point median for California middle school records.

State model · math−10 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

969 students

CDE growth category: Moderate

California growth model, math: −10 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's −3-point median for California middle 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 middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 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 6–8, and it is not part of the Scope Score.

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 21 in 100 → 2025–26 · 22 in 100 · +1 in 100
Suspension rate2024–25 · 0.2% (2 of 1,117) → 2025–26 · 2.1% (23 of 1,074) · +1.9 percentage points
Group2018–192025–26Change
Female16 in 10023 in 100+7 in 100
Male17 in 10022 in 100+5 in 100
Hispanic or Latino16 in 10023 in 100+7 in 100
White2 of 122 of 15—
Students with disabilities29 in 10036 in 100+7 in 100
English learners25 in 10019 in 100−6 in 100
Foster youth2 of 10——
Homeless12 of 3410 of 21—
Low-income17 in 10023 in 100+6 in 100
All students16 in 10022 in 100+6 in 100

Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. Source: CDE school-level chronic absenteeism by student group.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$1,933 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 1,070

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 1,070

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 holders1.6%

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

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 90022 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90022 area
MeasureEstimate
Median household income$67,967
Bachelor's degree or higher (adults 25+)10%
ZIP-area population60,343
Median age34.6 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 90022 →

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

Embed this scorecard

<iframe
  src="https://schoolscope.co/embed/school/griffith-middle-8036"
  width="100%" height="210" loading="lazy"
  style="border:0;border-radius:12px"
  title="Griffith Middle — SchoolScope scorecard">
</iframe>

Free to embed with the credit link. Data updates automatically.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 2,529 middle 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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