Public school · Los Angeles Unified · Canoga Park, California

Hart Street Elementary — Rating & test scores

Canoga Park · TK–5 · 699 students (2024–25)

21040 Hart Street, 91303hartstes.lausd.org ↗(818) 340-6222

33rdpercentileDeveloping

The dots are California’s 5,726 scored public elementary schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score

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

See this school’s score factors ↓

Hart Streethigher than 33 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Hart Streethigher than 33 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Hart Streethigher than 33 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well below California in English (reading and writing) and math, grades 3–5, spring 2026: 30% and 29% scored Proficient or Advanced, against 46% and 42%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 312 in English, 313 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.

On spring 2025 tests, students in grades 4 and 5 scored below what the state expected in English (−15 pts) and math (−14 pts). The state bases that expectation on each student’s earlier scores.

Sources

The sentence above: CDE growth model, 2025. Students with scores in both years in grades 4 and 5: 191. Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Common questions

How do I get in?

Hart Street is on LAUSD’s list of Schools for Advanced Studies (grades K–5). In LAUSD’s words: “Schools for Advanced Studies (SAS) are Los Angeles Unified schools that have received a designation for equitable and exemplary Gifted and Talented Education (GATE) programs.” From the Choices brochure, pages 55 and 57, read November 2, 2026. It is one of LAUSD’s Schools for Advanced Studies: from elsewhere in LAUSD, a child who meets the SAS criteria can apply for a seat through Choices (late applications from December 1, 2026). Evidence ↓

Is Hart Street a good elementary school?

Hart Street Elementary scores higher than 33 in 100 of California’s 5,726 scored public elementary schools: 33rd percentile, Developing, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 20 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 0 of 718 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

Did students here score above what the state expected?

Below what the state expected, in both subjects. In 2025, students here in grades 4 and 5 scored −15 points against the state’s expected score in English, which the state calls Moderate. In math, they scored −14 points, which it calls Moderate.

Included in this measure: 191 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 31% of low-income students in grades 3–5 at Hart Street Elementary in Canoga Park scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

What do families and students say?

97% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD elementary schools 91%, 469 answered).

74% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD elementary schools 77%, 192 answered)
Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

What should I ask on a visit?

The questions drawn from this page are under Next steps, ready to copy. Evidence ↓

Academic achievement

How did students here do on state tests?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 30% scored Proficient or Advanced in English and 29% in math, against 46% and 42% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 312 in English, 313 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 · 312 tested

Advanced: 12%
Proficient: 18%
Below the standard: 70%

This school30%

California46%

Los Angeles Unified46%

30% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 313 tested

Advanced: 11%
Proficient: 18%
Below the standard: 71%

This school29%

California42%

Los Angeles Unified44%

29% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–5 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	29%	28%	34%
Advanced	11%	9%	14%
Proficient	18%	19%	20%
Developing level	25%	22%	23%
Minimal	46%	50%	43%
Tested	111	96	105
California	44%	46%	49%
Difference	−15	−18	−15

California is CDE’s statewide English row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

Math

Math, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	33%	24%	30%
Advanced	7%	7%	19%
Proficient	26%	17%	11%
Developing level	26%	27%	21%
Minimal	41%	49%	49%
Tested	111	97	105
California	47%	42%	37%
Difference	−14	−18	−7

California is CDE’s statewide math row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

Have results changed?

Results in both subjects were higher than in 2025. English went from 24% to 30% and math from 20% to 29%.

English · top two levels · grades 3–5

202524%310 tested

→

202630%312 tested

This school

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

Math · top two levels · grades 3–5

202520%315 tested

→

202629%313 tested

This school

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

Each year is a different group of students.

Did students here score above what the state expected?

Below what the state expected, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4 and 5 scored −15 points against that expected score in English, which the state calls Moderate. In math, they scored −14 points, which it calls Moderate.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4 and 5: 191
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 · 191 students with scores in both years

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

−15 pts

English

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

−14 pts

Math

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

Ask: What extra help do students who are behind get, and how do you know it’s working?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grades 3–5 · This school	12%	18%	24%	46%	312
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Los Angeles Unified	23%	23%	22%	32%	108,229
Math, grades 3–5 · This school	11%	18%	25%	46%	313
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Los Angeles Unified	22%	22%	25%	31%	108,401

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.

English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown · English and math have stayed well below California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202630%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202629%42%

The lines break across the COVID years, when state testing was waived or optional.

In grades 3–5, the share at the state’s top two levels in English went from 25% in 2017 to 30% in 2026. In math, it went from 26% in 2017 to 29% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
Year	This school	California
2017	25% 385 tested	45% 1,384,680 tested
2018	33% 398 tested	49% 1,346,907 tested
2019	32% 384 tested	50% 1,332,547 tested
2022	24% 299 tested	45% 1,260,830 tested
2023	25% 310 tested	44% 1,247,801 tested
2024	26% 303 tested	45% 1,235,509 tested
2025	24% 310 tested	46% 1,232,086 tested
2026	30% 312 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	26% 391 tested	40% 1,392,040 tested
2018	25% 407 tested	42% 1,352,321 tested
2019	27% 390 tested	44% 1,338,625 tested
2022	22% 321 tested	38% 1,265,943 tested
2023	22% 318 tested	40% 1,256,519 tested
2024	24% 324 tested	41% 1,249,262 tested
2025	20% 315 tested	41% 1,241,652 tested
2026	29% 313 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 15 points below that expected score, and in math 14 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 Hart Street’s results?

Los Angeles Unified’s board decides Hart Street’s plan.

The state hasn’t placed Hart Street 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?

20 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. 0 of 718 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 20 in 100 at the average Los Angeles Unified elementary school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 138 of 690 students counted for it; suspension: 0 of 718 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

20 in 100This school

20 in 100At the average Los Angeles Unified elementary school

17 in 100At the average California elementary school

138 of 690 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 718

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

Ask: When a child starts missing school, who calls the family, and how soon?

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

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

Students

192 of 201 students answered (96%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question74%LAUSD elementary 77% · 192 answered

Belonging · average of 5 questions60%LAUSD elementary 68% · 187–191 answered each

Caring adults · average of 8 questions70%LAUSD elementary 75% · 186–191 answered each

Engagement · average of 6 questions63%LAUSD elementary 68% · 184–190 answered each

High expectations · average of 2 questions84%LAUSD elementary 84% · 189–190 answered each

Bullied 2 or more times in the past 30 days · average of 4 questions26%LAUSD elementary 24% · 188–191 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

Question	Here	LAUSD elementary schools	Answers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed	74%	77%	192
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed	74%	78%	189
I am happy to be at this schoolShare who agreed or strongly agreed	63%	74%	191
I feel like I am part of this schoolShare who agreed or strongly agreed	66%	72%	189
I feel accepted for who I am at this schoolShare who agreed or strongly agreed	64%	72%	188
Most kids at this school are kind to each otherShare who agreed or strongly agreed	36%	42%	187
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed	75%	78%	187
The teachers at this school treat students fairlyShare who agreed or strongly agreed	63%	69%	187
Teachers care if I'm absent from schoolShare who agreed or strongly agreed	57%	70%	187
Adults at this school treat all students with respectShare who agreed or strongly agreed	67%	73%	191
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed	75%	71%	187
There is at least one adult at my school who supports meShare who agreed or strongly agreed	76%	80%	186
Teachers at my school know meShare who agreed or strongly agreed	73%	78%	188
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 agreed	78%	79%	188
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed	80%	81%	188
My teachers make learning funShare who agreed or strongly agreed	62%	67%	188
Students have a voice in decision making at this schoolShare who agreed or strongly agreed	47%	55%	190
Teachers encourage students to make decisionsShare who agreed or strongly agreed	64%	72%	188
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 agreed	78%	74%	184
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 agreed	48%	59%	186
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed	89%	88%	190
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 agreed	79%	81%	189
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 it	31%	31%	191
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 it	30%	30%	190
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 it	26%	25%	189
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 it	18%	12%	188
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed	81%	82%	189
Students know how they are expected to actShare who agreed or strongly agreed	52%	54%	191
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed	73%	80%	188
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”	77%	78%	188
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”	76%	75%	188
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”	71%	74%	185
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed	50%	64%	189
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”	51%	61%	185
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”	43%	49%	185
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”	61%	65%	183
I came to class preparedShare who answered “Often” or “Almost all the time”	60%	72%	189
I remembered and followed directionsShare who answered “Often” or “Almost all the time”	63%	75%	189
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”	48%	56%	186
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”	69%	72%	192
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”	71%	70%	191
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”	76%	78%	191

“—” 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

475 of 520 family surveys came back (91%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question97%LAUSD elementary 91% · 469 answered

Belonging · average of 4 questions98%LAUSD elementary 94% · 468–473 answered each

Caring adults · average of 2 questions98%LAUSD elementary 94% · 470–471 answered each

Engagement · average of 3 questions97%LAUSD elementary 91% · 472–474 answered each

Bullying reports taken seriously · 1 question93%LAUSD elementary 80% · 468 answered

All 34 family questionseach with its answer count, beside LAUSD elementary schools

Question	Here	LAUSD elementary schools	Answers
Safety
My child is safe on school groundsShare who agreed or strongly agreed	97%	91%	469
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed	97%	92%	468
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed	98%	96%	471
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed	97%	94%	469
I feel welcome to participate at this schoolShare who agreed or strongly agreed	98%	94%	473
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed	97%	94%	470
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed	98%	95%	471
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed	98%	94%	473
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed	97%	89%	474
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed	97%	91%	472
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed	93%	80%	468
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed	97%	89%	468
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed	97%	90%	470
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed	98%	94%	470
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed	95%	85%	468
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed	98%	91%	468
This school encourages my child to explore different career choicesShare who agreed or strongly agreed	94%	79%	472
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed	97%	89%	471
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed	97%	87%	472
This school provides high quality instruction to my childShare who agreed or strongly agreed	98%	92%	471
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed	98%	91%	471
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed	98%	95%	469
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed	95%	87%	470
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed	95%	88%	468
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed	99%	95%	472
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed	97%	87%	458
This school provides information on grade level requirements for my childShare who agreed or strongly agreed	97%	91%	467
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed	96%	91%	467
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed	98%	91%	470
This school offers extra academic support for my childShare who agreed or strongly agreed	96%	86%	469
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed	94%	83%	465
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed	98%	88%	462
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed	97%	92%	469
Discipline is fair at this schoolShare who agreed or strongly agreed	94%	82%	468

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

106 of 106 staff answered (100%), 41 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question96%LAUSD elementary 97% · 105 answeredShare giving one of the two most positive answers.

Caring adults · average of 2 questions86%LAUSD elementary 89% · 105–106 answered each

High expectations · average of 2 questions93%LAUSD elementary 95% · 106 answered

Bullying called a mild or insignificant problem · 1 question90%LAUSD elementary 86% · 105 answeredShare who called it a mild or insignificant problem.

All 43 staff questionseach with its answer count, beside LAUSD elementary schools

Question	Here	LAUSD elementary schools	Answers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers	96%	97%	105
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed	77%	84%	106
Adults at this school treat all students with respectShare who agreed or strongly agreed	94%	94%	105
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed	99%	95%	106
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed	87%	95%	106
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem	90%	86%	105
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed	82%	84%	105
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed	82%	84%	104
I get the help I need to communicate with parentsShare who agreed or strongly agreed	78%	81%	105
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed	97%	95%	105
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers	90%	88%	105
At this school, parents treat me with respect.Share who agreed or strongly agreed	91%	85%	106
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed	78%	82%	106
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed	76%	75%	106
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”	82%	86%	102
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”	74%	80%	102
Students treat adults at this school with respectShare who agreed or strongly agreed	88%	81%	103
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed	84%	80%	103
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed	82%	75%	104
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem	98%	93%	105
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed	62%	75%	34
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)The survey file we hold gives no share for this question, so none is shown	—	—	34
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed	76%	75%	34
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed	82%	84%	34
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed	79%	86%	33
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed	—	88%	7
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”	23%	16%	39
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”	80%	50%	39
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”	59%	59%	39
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”	84%	51%	37
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”	89%	66%	37
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed	68%	79%	40
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	68%	79%	40
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed	92%	94%	39
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed	88%	91%	40
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed	55%	74%	40
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed	58%	74%	40
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed	55%	71%	40
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed	65%	75%	40
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed	78%	77%	40
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	80%	81%	40
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed	70%	76%	40
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed	80%	88%	40

“—” 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 Hart Street works for your family.

Answer the family questions Responder en español

Work here? Answer 8 questions about Hart Street 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?

Hispanic or Latino students scored below the same group across California in English.

Student groups, grades 3–5, spring 2026

30% of Hispanic or Latino students scored Proficient or Advanced in English (grades 3–5, spring 2026), against 36% for the same group across California. Every group’s math results are in the table below.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3–5; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison: California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).

Hart StreetSame group, California

Low-income304 tested31%Same group, California 36%
Hispanic or Latino275 tested30%Same group, California 36%
Students with disabilities53 tested9%Same group, California 19%
English learners139 tested9%Same group, California 13%

Proficient or Advanced, grades 3–5 English, spring 2026. In math the same groups run from 15% to 30%; every value is in the table below.

Who are the students?

2025–26 · students counted

Hispanic or Latino87%
Black or African American4%
Not reported4%
Asian2%
White—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Unallocated share3%

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. “Not reported” is different: it is a category in the state’s own count of students. Source and comparisons: the full student mix below.

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

49% 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 · 119 of 244 English learners49%

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

California · 355,274 of 748,91647%

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

Who are the families and teachers?

97%of students qualified for free or reduced-price meals in 2024–25, 675 of 699. California: 63%.

32teachers, 2024–25

21 yearsaverage experience, 2024–25

3%in their first year, 2024–25

96%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources

Proficient or Advancedgrades 3–5 · spring 2026

Group and subject	Here	vs Los Angeles Unified	vs California
Low-income · 304 tested in English, 305 in math
English	31%	−940%	−536%
Math	30%	−939%	−131%
Hispanic or Latino · 275 tested
English	30%	−1141%	−636%
Math	29%	−1039%	−231%
English learners · 139 tested in English, 140 in math
English	9%	−312%	−413%
Math	15%	−217%	−116%
Students with disabilities · 53 tested
English	9%	−1019%	−1019%
Math	15%	−419%	−318%

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

Homeless students: fewer than 30 tested here. No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander and military-family students, students of two or more races and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	87%
Black or African American	4%
Not reported	4%
Asian	2%
White	—
Filipino	—
Two or more races	—
American Indian or Alaska Native	—
Pacific Islander	—

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: 96% of teaching positions, 29.8 properly credentialed teaching-position FTE out of 30.9 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Hart Street, and how do I get in?

Woodland Hills Academy, then Canoga Park Senior High.

Hart Street’s attendance zone is split: 53% of its children are assigned to Woodland Hills Academy and 43% to Canoga Park Middle. Each school’s standing compares it with California schools at its own level.

Elementary · this school
Hart Street Elementary
Grades TK–5
Middle · part of the zone
Woodland Hills Academy
31st · Developing · 202653% of the zone’s children
Or Canoga Park Middle for another 43% (20th · Needs Support · 2026).
High · assigned
Canoga Park Senior High
43rd · Developing · 2025

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

All recorded links and nearby alternatives

Middle-school links

Woodland Hills Academy
Assigned for part of the zone
31st percentile · Developing · middle · 2026
53% of the zone’s children
Canoga Park Middle
Assigned for part of the zone
20th percentile · Needs Support · middle · 2026
43% of the zone’s children

High-school links

Canoga Park Senior High
Assigned
43rd percentile · Developing · 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.

Where the path ends: Canoga Park Senior High

Canoga Park Senior High43rd · Developing · 2025 · Scope Score 54district-published assignment

The road from this school ends at Canoga Park Senior High. UC records 14 enrollees from Canoga Park Senior High for fall 2025. The AP Course Audit lists 15 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Canoga Park Senior High around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 48% of the students who finished high school at Canoga Park Senior High enrolled in college within 12 months, UC or not.

14 UC enrollees (fall 2025) · 15 authorized AP courses (AP Course Audit 2025–26) → full record on Canoga Park Senior High's page

Source: UC & College Board AP Course Ledger

Ask Los Angeles Unified which school serves your address.

Applying to Hart Street for 2027–28

Hart Street is on LAUSD’s list of Schools for Advanced Studies (grades K–5). In LAUSD’s words: “Schools for Advanced Studies (SAS) are Los Angeles Unified schools that have received a designation for equitable and exemplary Gifted and Talented Education (GATE) programs.” From the Choices brochure, pages 55 and 57, read November 2, 2026.
LAUSD Choices brochure ↗
If Hart Street is the school for your address, you don’t apply: you register with LAUSD, and a child who meets the SAS criteria joins its SAS/GATE program. Check which school serves your address first.
LAUSD Resident School Identifier ↗
On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026, join the end of the waiting list, and the school itself checks SAS eligibility when it contacts you about a seat.
apply.lausd.net ↗

Compare with other schools

How Choices, lotteries and waitlists work

School website: hartstes.lausd.org ↗Office: (818) 340-6222Administrator: Geneva Mena-Marquez

Location and visiting

Get directions

21040 Hart Street, Canoga Park 91303

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

Questions for your visit

What extra help do students who are behind get, and how do you know it’s working? 70% in English and 71% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (312 tested in English, 313 in math); California: 54% and 58%
When a child starts missing school, who calls the family, and how soon?
Does the school share its survey results with families, and what has it changed because of them?
What extra help do English learners get, and how do you know it’s working? 9% of English learners scored Proficient or Advanced in English, grades 3–5, spring 2026 (139 students tested); the same group across California: 13%
When a bullying report comes in, who handles it, and how is the family told? 26% (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%
What are the school-day hours and after-school care options?

Office (818) 340-622221040 Hart 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

Multicultural Learning Center0.7 mi · Charter school. Check how it admits students.
53rdSolidScope Score 37
N.E.W. Academy Canoga Park0.7 mi · Charter school. Check how it admits students.
45thDevelopingScope Score 33
Village Charter Academy0.8 mi · Charter school. Check how it admits students.
68thSolidScope Score 45
Fullbright Avenue Elementary0.8 mi
30thDevelopingScope Score 28
Canoga Park Elementary1.0 mi
11thNeeds SupportScope Score 19

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

Source records

Every figure on this page, with its source, grades, year and count.

Score factorssource values, index and weights · 2025–26 · ranked #3,816 of 5,726 California elementary schools we score · #479 of 581 in Los Angeles Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	11%	40	42%
Proficient or Advancedaverage of English and math	30%	40	23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)	+74 scale-score pts	46	20%
Chronically absent	20 in 100	45	5%
Suspension rate	0 of 718	63	5%
English learners: top level	20%	54	5%

Index is where the school's value sits among the California elementary schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students.

Scope Score by year2018–19 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2025–26	29	33	#3816	California elementary schools · 5,726 schools · current formula

2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School year	Chronic absence	Suspension	Grade gap (points)
2018–19	19 in 100	0.2% (2 of 822)	0
2021–22	not on file	not on file	−20
2022–23	not on file	not on file	−15
2023–24	26 in 100	0.1% (1 of 774)	−11
2024–25	23 in 100	0 of 757	−9
2025–26	20 in 100	0 of 718	+1

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

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).

No 2019–20 or 2020–21 records in this SchoolScope series

Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	312	12%	30%
2026 · Math	313	11%	29%
2025 · English	310	9%	24%
2025 · Math	315	6%	20%
2024 · English	303	9%	26%
2024 · Math	324	8%	24%
2023 · English	310	10%	25%
2023 · Math	318	9%	22%
2022 · English	299	9%	24%
2022 · Math	321	7%	22%
2019 · English	384	12%	32%
2019 · Math	390	8%	27%
2018 · English	398	12%	33%
2018 · Math	407	9%	25%
2017 · English	385	10%	25%
2017 · Math	391	5%	26%

Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 3 · English	101	23%
2025 · Grade 4 · English	100	30%
2025 · Grade 5 · English	109	18%
2025 · Grade 3 · Math	101	26%
2025 · Grade 4 · Math	102	25%
2025 · Grade 5 · Math	112	12%
2024 · Grade 3 · English	102	35%
2024 · Grade 4 · English	99	14%
2024 · Grade 5 · English	102	29%
2024 · Grade 3 · Math	108	36%
2024 · Grade 4 · Math	109	17%
2024 · Grade 5 · Math	107	20%
2023 · Grade 3 · English	98	31%
2023 · Grade 4 · English	99	19%
2023 · Grade 5 · English	113	25%
2023 · Grade 3 · Math	103	34%
2023 · Grade 4 · Math	100	23%
2023 · Grade 5 · Math	115	10%
2022 · Grade 3 · English	104	33%
2022 · Grade 4 · English	107	18%
2022 · Grade 5 · English	88	22%
2022 · Grade 3 · Math	111	40%
2022 · Grade 4 · Math	113	15%
2022 · Grade 5 · Math	97	11%
2019 · Grade 3 · English	121	28%
2019 · Grade 4 · English	136	29%
2019 · Grade 5 · English	127	39%
2019 · Grade 3 · Math	124	31%
2019 · Grade 4 · Math	137	30%
2019 · Grade 5 · Math	129	20%
2018 · Grade 3 · English	132	27%
2018 · Grade 4 · English	128	37%
2018 · Grade 5 · English	138	35%
2018 · Grade 3 · Math	135	27%
2018 · Grade 4 · Math	131	31%
2018 · Grade 5 · Math	141	18%
2017 · Grade 3 · English	133	30%
2017 · Grade 4 · English	133	27%
2017 · Grade 5 · English	119	17%
2017 · Grade 3 · Math	133	41%
2017 · Grade 4 · Math	137	29%
2017 · Grade 5 · Math	121	5%

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026

Science (CAST)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	105	9%	16%	58%	17%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California

Group · English	Tested	Proficient or Advanced	vs district	vs California
Low-income	304	31%	−9	−5
Hispanic or Latino	275	30%	−11	−6
English learners	139	9%	−3	−4

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score

Group	English	n	CDE category	Math	n	CDE category
All students	−15	191	Moderate	−14	191	Moderate
Low-income	−15	188	Moderate	−13	188	Moderate
Hispanic or Latino	−18	170	Moderate	−15	170	Moderate
English learners	−18	124	Moderate	−11	124	Moderate
Recently reclassified as fluent in English	−9	63	not categorized	−7	63	not categorized
English learners only	−27	61	not categorized	−16	61	not categorized
English-only students	−13	43	not categorized	−16	43	not categorized
Students with disabilities	−29	43	Minimal	−6	43	Moderate

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. “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

14%

exceeded standard · 35% met or exceeded

CDE CAASPP 2024 · 102 English test records with scores

English · 2026 · Grade 5

14%

Advanced · 34% Proficient or Advanced

CDE CAASPP 2026 · 105 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 105 (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−15 pts vs expected

matched students, grades 4 and 5

CDE California growth model · 2025 Dashboard

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

All students, grades 4 and 5

191 students

CDE growth category: Moderate

State model · math−14 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

191 students

CDE growth category: Moderate

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 · 20 in 100 · −3 in 100
Suspension rate2024–25 · 0 of 757 → 2025–26 · 0 of 718 · 0.0 percentage points

Group	2018–19	2025–26	Change
Female	18 in 100	22 in 100	+4 in 100
Male	19 in 100	18 in 100	−1 in 100
Asian	13 in 100	8 in 100	−5 in 100
Black or African American	46 in 100	39 in 100	−7 in 100
Hispanic or Latino	18 in 100	19 in 100	+1 in 100
White	26 in 100	—	—
Students with disabilities	23 in 100	22 in 100	−1 in 100
English learners	15 in 100	16 in 100	+1 in 100
Foster youth	60 in 100	—	—
Homeless	26 in 100	19 in 100	−7 in 100
Low-income	18 in 100	20 in 100	+2 in 100
All students	19 in 100	20 in 100	+1 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$2,441 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 699

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 699

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
Group	Dollars	Share, to two decimals	Printed
Instruction	$5,655,379,384	51.81%	52%
Instruction support	$1,791,152,348	16.41%	17%
Student services	$1,344,873,232	12.32%	12%
Administration	$763,652,780	7.00%	7%
Buildings & maintenance	$1,099,649,062	10.07%	10%
Other	$260,356,595	2.39%	2%
Total	$10,915,063,400	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021

2021$18,180 per pupil

2020$16,355 per pupil

2019$15,793 per pupil

2018$13,247 per pupil

2017$13,549 per pupil

Source: NCES F-33 · Full district breakdown →

Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year

Additional workforce records

Properly assigned intern credential holders0.0%

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

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 91303 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 91303 area
Measure	Estimate
Median household income	$74,474
Bachelor's degree or higher (adults 25+)	25%
ZIP-area population	29,805
Median age	33.5 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 91303 →

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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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Hart Street Elementary — Rating & test scores

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Spring 2026 state test results

Common questions

How do I get in?

Is Hart Street a good elementary school?

How often do students miss school or get suspended?

Did students here score above what the state expected?

How do kids like mine do here?

What do families and students say?

What should I ask on a visit?

How did students here do on state tests?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Hart Street’s results?

What has the state flagged?

When is the plan set, and how can you take part?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

What do students, families and staff say?

Students

Families

Staff

Know this school? Add your answers

How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

What comes after Hart Street, and how do I get in?

Middle-school links

High-school links

Applying to Hart Street for 2027–28

Location and visiting

Questions for your visit

Source records

Scope Score

Grade 5 in 2026 against grade 3 in 2024 · English

Per-pupil spending

Additional workforce records

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