Special education center · Los Angeles Unified
4000 Santo Tomas Drive, Los Angeles · 135 students · Grades TK–12
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.
A special education school: students are placed here through their IEP team, so we publish its results without a rating.
In its own words
We haven’t read Marlton’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.
Progress
In English, below what the state expected; in math, about as expected. In 2025, students here in grade 5 scored −14 points against the state’s expected score in English, which the state calls Moderate. In math, they scored +1 point, which it calls Average.
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
−14
points below the score California expected. The state calls it Moderate, the second of its five growth levels.
By student group · students counted
Math
+1
point above the score California expected. The state calls it Average, the third of its five growth levels.
By student group · students counted
Grade 5, 2025, 43 students in English, 42 in math with scores in both years. Faded rows have fewer than 40 students. It describes results, not causes. Source: California Department of Education, growth model.
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 14 points below that expected score, and in math 1 point above it.
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.
Over time
English went from 6% to 8% and math stayed at 0%.
Share at the state’s top two test levels, 2017 to 2026
Grade 5. Point at a year, tap it or use the arrow keys to read its figures.
English
Math
The hatched block marks years with no comparable state test results. Each spring tests a different group of students. Between 13 and 21 students were tested here each year in each subject. With 13 students, one student is 8 points, so each year is a dot and no line joins them. Source: California Department of Education, state tests (CAASPP).
The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now.
| Spring | Marlton | Tested here |
|---|---|---|
| 2017 | 15% | 20 |
| 2018 | 15% | 13 |
| 2019 | 24% | 17 |
| 2022 | 8% | 13 |
| 2023 | 6% | 17 |
| 2025 | 6% | 17 |
| 2026 | 8% | 13 |
| Spring | Marlton | Tested here |
|---|---|---|
| 2017 | 14% | 21 |
| 2018 | 0% | 13 |
| 2019 | 6% | 17 |
| 2022 | 0% | 13 |
| 2023 | 0% | 17 |
| 2025 | 0% | 17 |
| 2026 | 0% | 13 |
A year is missing where fewer than the state’s minimum number of students tested and the state withheld the result.
Tests
In grade 5, spring 2026, 8% of the 13 students tested scored Proficient or Advanced in English; none did in math.
English
8%
scored Proficient or Advanced.
69238Math
0%
scored Proficient or Advanced.
100The state published these results on October 15, 2026. What changed across California. Spring 2026, grade 5 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). No comparison is shown: students here are placed, not chosen. Source: California Department of Education, state tests (CAASPP).
What each level means: California's level descriptions.
English
| Measure | Grade 3 | Grade 4 | Grade 5 |
|---|---|---|---|
| Proficient or Advanced | suppressed | suppressed | 8% |
| Advanced | suppressed | suppressed | 0% |
| Proficient | suppressed | suppressed | 8% |
| Developing level | suppressed | suppressed | 23% |
| Minimal | suppressed | suppressed | 69% |
| Tested | 4 | 5 | 13 |
| Measure | Grade 6 | Grade 7 | Grade 8 |
|---|---|---|---|
| Proficient or Advanced | suppressed | not on file | suppressed |
| Advanced | suppressed | not on file | suppressed |
| Proficient | suppressed | not on file | suppressed |
| Developing level | suppressed | not on file | suppressed |
| Minimal | suppressed | not on file | suppressed |
| Tested | 5 | not on file | 5 |
| Measure | Grade 11 |
|---|---|
| Proficient or Advanced | suppressed |
| Advanced | suppressed |
| Proficient | suppressed |
| Developing level | suppressed |
| Minimal | suppressed |
| Tested | 4 |
Math
| Measure | Grade 3 | Grade 4 | Grade 5 |
|---|---|---|---|
| Proficient or Advanced | suppressed | suppressed | 0% |
| Advanced | suppressed | suppressed | 0% |
| Proficient | suppressed | suppressed | 0% |
| Developing level | suppressed | suppressed | 0% |
| Minimal | suppressed | suppressed | 100% |
| Tested | 4 | 5 | 13 |
| Measure | Grade 6 | Grade 7 | Grade 8 |
|---|---|---|---|
| Proficient or Advanced | suppressed | not on file | suppressed |
| Advanced | suppressed | not on file | suppressed |
| Proficient | suppressed | not on file | suppressed |
| Developing level | suppressed | not on file | suppressed |
| Minimal | suppressed | not on file | suppressed |
| Tested | 5 | not on file | 5 |
| Measure | Grade 11 |
|---|---|
| Proficient or Advanced | suppressed |
| Advanced | suppressed |
| Proficient | suppressed |
| Developing level | suppressed |
| Minimal | suppressed |
| Tested | 4 |
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.
| Students | Advanced | Proficient | Developing level | Minimal | Tested |
|---|---|---|---|---|---|
| English, grade 5 · This school | 0% | 8% | 23% | 69% | 13 |
| Math, grade 5 · This school | 0% | 0% | 0% | 100% | 13 |
Spring 2026, grade 5 combined: 13 tested in English, 13 tested in math.
Who goes here
Hispanic or Latino students are the largest group here, at 71% of students. 58 of 136 students missed 10% or more of school days.
Missing school, 2025–26
43in 100
students were chronically absent. That means they missed 10% or more of school days (58 of 136 students).
Suspensions: 0.7% of students were suspended at least once (1 of 140).
Students, 2024–25
135
students in grades TK–12.
Family income
95%
of students qualified for free or reduced-price meals in 2024–25, 128 of 135.
Teachers, 2024–25
16
teachers, with 12 years of experience on average.
19% were in their first year.
49% of teaching positions had the right credential, 2021–22.
English learners
7%
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 (2 of 30 students).
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.
Our records hold no figure for Grades TK–3.
| Students | Here |
|---|---|
| Hispanic or Latino | 71% |
| Black or African American | 19% |
| White | — |
| Asian | — |
| Filipino | — |
| Two or more races | — |
| American Indian or Alaska Native | — |
| Pacific Islander | — |
| Not reported | — |
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: 7 of 14.5 full-time teaching positions. It counts positions, not individual teachers.
What people say
Los Angeles Unified asked the people at Marlton in 2025–26. Each line shows the share who gave a positive answer.
Parents and guardians · 33 surveys came back
Teachers and other staff · 65 answered, 21 of them teachers
Teachers and other staff · 65 answered, 21 of them teachers
Teachers and other staff · 65 answered, 21 of them teachers
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. 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)
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| My child is safe on school grounds | 96% | 28 |
| Belonging | ||
| Clerical/office staff treat me with respect in-person and online | 91% | 32 |
| Teachers treat me with respect in-person and online | 97% | 32 |
| I am greeted by school staff when I visit this school | 89% | 28 |
| I feel welcome to participate at this school | 97% | 32 |
| Caring adults | ||
| Teachers take my concerns seriously | 91% | 32 |
| Teachers at this school let me know about my child's progress | 97% | 32 |
| Engagement | ||
| This school informs me about school activities in different ways | 85% | 33 |
| This school includes me in important decisions about my child's education | 85% | 33 |
| This school recruits and organizes parents to help and support the school | 88% | 32 |
| Bullying reports taken seriously | ||
| Reports of all types of bullying are taken seriously at this school | 70% | 30 |
| Other questions | ||
| Clerical/office staff take my concerns seriously | 81% | 32 |
| Clerical/office staff respond to my needs in a timely manner | 88% | 32 |
| Teachers respond to my needs in a timely manner | 94% | 32 |
| Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school | 90% | 30 |
| I am satisfied with my school's communication about how to support my child's learning | 87% | 30 |
| This school encourages my child to explore different career choices | 75% | 32 |
| This school provides instructional resources to help me support my child's education | 82% | 33 |
| This school offers extra activities for my child's personal growth | 66% | 32 |
| This school provides high quality instruction to my child | 81% | 32 |
| I am satisfied with how much my child is learning at this school | 94% | 33 |
| I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances | 97% | 30 |
| I feel comfortable supporting my child’s use of technology at home to access and complete school assignments | 78% | 32 |
| I have visited my child's school website to get information and/or access resources | 83% | 30 |
| This school provides me with information (verbal and written) I can understand | 94% | 33 |
| School staff provide translation and interpretation services when I need them | 93% | 28 |
| This school provides information on grade level requirements for my child | 96% | 28 |
| This school informs me about activities sponsored by the parent and family center | 93% | 28 |
| I can easily find information about parent workshops or other programs offered at this school | 75% | 32 |
| This school offers extra academic support for my child | 76% | 33 |
| I have visited or received assistance from the parent and family center personnel, website or resource pages available online | 96% | 28 |
| I have received information about my child's progress as an English Learner | 96% | 28 |
| My child is clearly informed about the consequences of breaking school rules | 77% | 30 |
| Discipline is fair at this school | 83% | 30 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe on school grounds during the day | 100% | 60 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interests | 74% | 65 |
| Adults at this school treat all students with respect | 82% | 62 |
| High expectations | ||
| This school sets high standards for academic performance for all students | 79% | 63 |
| This school emphasizes teaching lessons in ways relevant to students | 95% | 61 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among students | 60% | 62 |
| Other questions | ||
| I have the materials I need to do my job well | 79% | 63 |
| Generally speaking, my technology issues are resolved within an acceptable time period | 82% | 63 |
| I get the help I need to communicate with parents | 79% | 63 |
| The child abuse training I receive adequately prepares me to address child abuse at my school | 92% | 62 |
| I feel safe in the neighborhood around my school | 93% | 58 |
| At this school, parents treat me with respect. | 89% | 65 |
| This school is a supportive and inviting place for staff to work | 72% | 64 |
| This school promotes personnel participation in decision-making that affects the school practices and policies | 69% | 65 |
| How many adults at this school support and treat each other with respect? | 75% | 63 |
| How many adults at this school feel a responsibility to improve this school? | 59% | 63 |
| Students treat adults at this school with respect | 62% | 61 |
| This school clearly communicates to students the consequences of breaking school rules | 56% | 62 |
| This school effectively handles student discipline and behavioral problems | 52% | 62 |
| Racial/ethnic conflict among students | 87% | 62 |
| The MyPGS informal observation process has helped me improve my teaching (teachers) | — | 19 |
| 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) | — | 14 |
| I use ELPAC scores to plan instruction for my English learner students (teachers) | — | 15 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers) | — | 15 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers) | — | 15 |
| I know which of my students are long-term English learners (LTELs) (teachers) | — | 10 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers) | — | 19 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers) | — | 18 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers) | — | 18 |
| Teachers meet to examine student performance data (teachers) | — | 19 |
| Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers) | — | 19 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers) | — | 19 |
| I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers) | — | 19 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers) | — | 19 |
| I feel confident integrating technology into my instruction (teachers) | — | 19 |
| What I learn in our school professional development meetings addresses my students' needs (teachers) | — | 19 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers) | — | 19 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers) | — | 19 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers) | — | 19 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers) | — | 19 |
| The professional development I received this year has helped me to understand and use data to inform my instruction (teachers) | — | 19 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers) | — | 18 |
| I enjoy teaching at this school (teachers) | — | 19 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe on school grounds during the day | 100% | 60 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interests | 74% | 65 |
| Adults at this school treat all students with respect | 82% | 62 |
| High expectations | ||
| This school sets high standards for academic performance for all students | 79% | 63 |
| This school emphasizes teaching lessons in ways relevant to students | 95% | 61 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among students | 60% | 62 |
| Other questions | ||
| I have the materials I need to do my job well | 79% | 63 |
| Generally speaking, my technology issues are resolved within an acceptable time period | 82% | 63 |
| I get the help I need to communicate with parents | 79% | 63 |
| The child abuse training I receive adequately prepares me to address child abuse at my school | 92% | 62 |
| I feel safe in the neighborhood around my school | 93% | 58 |
| At this school, parents treat me with respect. | 89% | 65 |
| This school is a supportive and inviting place for staff to work | 72% | 64 |
| This school promotes personnel participation in decision-making that affects the school practices and policies | 69% | 65 |
| How many adults at this school support and treat each other with respect? | 75% | 63 |
| How many adults at this school feel a responsibility to improve this school? | 59% | 63 |
| Students treat adults at this school with respect | 62% | 61 |
| This school clearly communicates to students the consequences of breaking school rules | 56% | 62 |
| This school effectively handles student discipline and behavioral problems | 52% | 62 |
| Racial/ethnic conflict among students | 87% | 62 |
| The curriculum at this school is focused on helping students get ready for college (teachers) | — | 8 |
| Teachers expect most students in this school to go to college (teachers) | — | 8 |
| Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers) | — | 8 |
| The MyPGS informal observation process has helped me improve my teaching (teachers) | — | 19 |
| 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) | — | 14 |
| I use ELPAC scores to plan instruction for my English learner students (teachers) | — | 15 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers) | — | 15 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers) | — | 15 |
| I know which of my students are long-term English learners (LTELs) (teachers) | — | 10 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers) | — | 19 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers) | — | 18 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers) | — | 18 |
| Teachers meet to examine student performance data (teachers) | — | 19 |
| Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers) | — | 19 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers) | — | 19 |
| I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers) | — | 19 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers) | — | 19 |
| I feel confident integrating technology into my instruction (teachers) | — | 19 |
| What I learn in our school professional development meetings addresses my students' needs (teachers) | — | 19 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers) | — | 19 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers) | — | 19 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers) | — | 19 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers) | — | 19 |
| The professional development I received this year has helped me to understand and use data to inform my instruction (teachers) | — | 19 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers) | — | 18 |
| I enjoy teaching at this school (teachers) | — | 19 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe on school grounds during the day | 100% | 60 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interests | 74% | 65 |
| Adults at this school treat all students with respect | 82% | 62 |
| High expectations | ||
| This school sets high standards for academic performance for all students | 79% | 63 |
| This school emphasizes teaching lessons in ways relevant to students | 95% | 61 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among students | 60% | 62 |
| Other questions | ||
| I have the materials I need to do my job well | 79% | 63 |
| Generally speaking, my technology issues are resolved within an acceptable time period | 82% | 63 |
| I get the help I need to communicate with parents | 79% | 63 |
| The child abuse training I receive adequately prepares me to address child abuse at my school | 92% | 62 |
| I feel safe in the neighborhood around my school | 93% | 58 |
| At this school, parents treat me with respect. | 89% | 65 |
| This school is a supportive and inviting place for staff to work | 72% | 64 |
| This school promotes personnel participation in decision-making that affects the school practices and policies | 69% | 65 |
| How many adults at this school support and treat each other with respect? | 75% | 63 |
| How many adults at this school feel a responsibility to improve this school? | 59% | 63 |
| Students treat adults at this school with respect | 62% | 61 |
| This school clearly communicates to students the consequences of breaking school rules | 56% | 62 |
| This school effectively handles student discipline and behavioral problems | 52% | 62 |
| Racial/ethnic conflict among students | 87% | 62 |
| The curriculum at this school is focused on helping students get ready for college (teachers) | — | 8 |
| Teachers expect most students in this school to go to college (teachers) | — | 8 |
| Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers) | — | 8 |
| The MyPGS informal observation process has helped me improve my teaching (teachers) | — | 19 |
| 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) | — | 14 |
| I use ELPAC scores to plan instruction for my English learner students (teachers) | — | 15 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers) | — | 15 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers) | — | 15 |
| I know which of my students are long-term English learners (LTELs) (teachers) | — | 10 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers) | — | 19 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers) | — | 18 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers) | — | 18 |
| Teachers meet to examine student performance data (teachers) | — | 19 |
| Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers) | — | 19 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers) | — | 19 |
| I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers) | — | 19 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers) | — | 19 |
| I feel confident integrating technology into my instruction (teachers) | — | 19 |
| What I learn in our school professional development meetings addresses my students' needs (teachers) | — | 19 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers) | — | 19 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers) | — | 19 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers) | — | 19 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers) | — | 19 |
| The professional development I received this year has helped me to understand and use data to inform my instruction (teachers) | — | 19 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers) | — | 18 |
| I enjoy teaching at this school (teachers) | — | 19 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
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. Los Angeles Unified’s figures cover all its schools at each level, so they aren’t shown beside this school.
Fewer than 20 people answered each student question here, so those answers aren’t shown.
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
Staff can answer a short set of questions about Marlton. These are not star ratings or reviews.
Staff
5 answers needed before they show
The school day
Marlton has transitional kindergarten (TK). Our records do not hold school hours or before- and after-school care yet. Ask the office.
Transitional kindergarten (TK), 2025–26
11
TK students in 2025–26.
TK is California’s free public program for four-year-olds.
TK count: California Department of Education, Census Day enrollment, 2025–26. Find TK schools near you
Money
$103,297 for each student in 2024–25. California’s elementary schools spent $20,288 for each student. Los Angeles Unified’s plan for 2026–27 covers $7.9 billion.
$103,297
for each student at this school, 2024–25The district and California figures combine their elementary schools, weighted by enrollment (our calculation, 5,053 California schools). Spending does not show how well money is used. Source: California Department of Education, per-school spending report, 2024–25. Funding records ↓
$7.9billion
in the district’s plan for 2026–27$1.8billion
planned for services for English learners, low-income students and foster youthThis 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
These figures are for everyone who lives in ZIP code 90008. They are not figures for the families at Marlton.
Typical household income in a year
$61,846
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 90008.
What you can do
Los Angeles Unified’s board decides Marlton’s plan.
When the plan is set
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
Placement
Students at Marlton are placed here by an IEP team, not by address and not by lottery.
State support
The state hasn’t placed Marlton 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
Bring these 5 questions to Marlton. Confirm anything about applying with the school itself.
Getting in
Confirm placement with Los Angeles Unified.
Where it is
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
Students are placed here by an IEP team, not by address and not by lottery. Confirm placement with Los Angeles Unified. See the details ↓
In grade 5, spring 2026, no student scored Advanced in English (reading and writing) or math. 92% scored below the standard in English, and every student did in math. See the details ↓
43 in 100 students were chronically absent in 2025–26 (58 of 136), meaning they missed 10% or more of school days. 0.7% of students (1 of 140) were suspended at least once in 2025–26. See the details ↓
The full record
This page is built from 10 sets of records from public data sources. Every figure keeps its source, grades, year and count.
Data updated
October 15, 2026
Results
Students
After high school
Money and staff
Place, downloads and method
English and math by test year · all tested grades
| Year · subject | Students with scores | Top level | Top two levels |
|---|---|---|---|
| 2026 · English | 39 | 0% | 3% |
| 2026 · Math | 39 | 0% | 0% |
| 2025 · English | 55 | 0% | 5% |
| 2025 · Math | 55 | 2% | 5% |
| 2024 · English | 67 | 0% | 1% |
| 2024 · Math | 66 | 0% | 3% |
| 2023 · English | 66 | 2% | 8% |
| 2023 · Math | 66 | 0% | 0% |
| 2022 · English | 64 | 0% | 3% |
| 2022 · Math | 63 | 0% | 0% |
| 2019 · English | 102 | 3% | 13% |
| 2019 · Math | 102 | 1% | 4% |
| 2018 · English | 106 | 4% | 17% |
| 2018 · Math | 106 | 4% | 10% |
| 2017 · English | 87 | 3% | 6% |
| 2017 · Math | 88 | 2% | 11% |
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 | 7 | — |
| 2025 · Grade 4 · English | 14 | 7% |
| 2025 · Grade 5 · English | 17 | 6% |
| 2025 · Grade 6 · English | — | — |
| 2025 · Grade 7 · English | 5 | — |
| 2025 · Grade 8 · English | 6 | — |
| 2025 · Grade 11 · English | — | — |
| 2025 · Grade 3 · Math | 7 | — |
| 2025 · Grade 4 · Math | 14 | 7% |
| 2025 · Grade 5 · Math | 17 | 0% |
| 2025 · Grade 6 · Math | — | — |
| 2025 · Grade 7 · Math | 4 | — |
| 2025 · Grade 8 · Math | 6 | — |
| 2025 · Grade 11 · Math | 4 | — |
| 2024 · Grade 3 · English | 14 | 0% |
| 2024 · Grade 4 · English | 18 | 0% |
| 2024 · Grade 5 · English | 7 | — |
| 2024 · Grade 6 · English | 14 | 0% |
| 2024 · Grade 7 · English | 7 | — |
| 2024 · Grade 8 · English | — | — |
| 2024 · Grade 11 · English | 4 | — |
| 2024 · Grade 3 · Math | 14 | 14% |
| 2024 · Grade 4 · Math | 18 | 0% |
| 2024 · Grade 5 · Math | 7 | — |
| 2024 · Grade 6 · Math | 13 | 0% |
| 2024 · Grade 7 · Math | 7 | — |
| 2024 · Grade 8 · Math | — | — |
| 2024 · Grade 11 · Math | 4 | — |
| 2023 · Grade 3 · English | 19 | 11% |
| 2023 · Grade 4 · English | 8 | — |
| 2023 · Grade 5 · English | 17 | 6% |
| 2023 · Grade 6 · English | 10 | — |
| 2023 · Grade 7 · English | — | — |
| 2023 · Grade 8 · English | 5 | — |
| 2023 · Grade 11 · English | 4 | — |
| 2023 · Grade 3 · Math | 19 | 0% |
| 2023 · Grade 4 · Math | 8 | — |
| 2023 · Grade 5 · Math | 17 | 0% |
| 2023 · Grade 6 · Math | 10 | — |
| 2023 · Grade 7 · Math | — | — |
| 2023 · Grade 8 · Math | 5 | — |
| 2023 · Grade 11 · Math | 4 | — |
| 2022 · Grade 3 · English | 10 | — |
| 2022 · Grade 4 · English | 16 | 0% |
| 2022 · Grade 5 · English | 13 | 8% |
| 2022 · Grade 6 · English | 11 | 9% |
| 2022 · Grade 7 · English | 4 | — |
| 2022 · Grade 8 · English | — | — |
| 2022 · Grade 11 · English | 7 | — |
| 2022 · Grade 3 · Math | 10 | — |
| 2022 · Grade 4 · Math | 16 | 0% |
| 2022 · Grade 5 · Math | 13 | 0% |
| 2022 · Grade 6 · Math | 11 | 0% |
| 2022 · Grade 7 · Math | 4 | — |
| 2022 · Grade 8 · Math | — | — |
| 2022 · Grade 11 · Math | 7 | — |
| 2019 · Grade 3 · English | 18 | 17% |
| 2019 · Grade 4 · English | 27 | 22% |
| 2019 · Grade 5 · English | 17 | 24% |
| 2019 · Grade 6 · English | 15 | 0% |
| 2019 · Grade 7 · English | 4 | — |
| 2019 · Grade 8 · English | 11 | 0% |
| 2019 · Grade 11 · English | 10 | — |
| 2019 · Grade 3 · Math | 18 | 6% |
| 2019 · Grade 4 · Math | 27 | 7% |
| 2019 · Grade 5 · Math | 17 | 6% |
| 2019 · Grade 6 · Math | 15 | 0% |
| 2019 · Grade 7 · Math | 4 | — |
| 2019 · Grade 8 · Math | 11 | 0% |
| 2019 · Grade 11 · Math | 10 | — |
| 2018 · Grade 3 · English | 27 | 22% |
| 2018 · Grade 4 · English | 18 | 28% |
| 2018 · Grade 5 · English | 13 | 15% |
| 2018 · Grade 6 · English | 19 | 26% |
| 2018 · Grade 7 · English | 13 | 0% |
| 2018 · Grade 8 · English | — | — |
| 2018 · Grade 11 · English | — | — |
| 2018 · Grade 3 · Math | 27 | 26% |
| 2018 · Grade 4 · Math | 18 | 6% |
| 2018 · Grade 5 · Math | 13 | 0% |
| 2018 · Grade 6 · Math | 19 | 16% |
| 2018 · Grade 7 · Math | 13 | 0% |
| 2018 · Grade 8 · Math | — | — |
| 2018 · Grade 11 · Math | — | — |
| 2017 · Grade 3 · English | 17 | 6% |
| 2017 · Grade 4 · English | 17 | 6% |
| 2017 · Grade 5 · English | 20 | 15% |
| 2017 · Grade 6 · English | 12 | 0% |
| 2017 · Grade 7 · English | — | — |
| 2017 · Grade 8 · English | — | — |
| 2017 · Grade 11 · English | — | — |
| 2017 · Grade 3 · Math | 17 | 35% |
| 2017 · Grade 4 · Math | 17 | 0% |
| 2017 · Grade 5 · Math | 21 | 14% |
| 2017 · Grade 6 · Math | 12 | 0% |
| 2017 · Grade 7 · Math | — | — |
| 2017 · Grade 8 · Math | — | — |
| 2017 · Grade 11 · Math | — | — |
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) | Tested | Advanced | Proficient | Developing level | Minimal |
|---|---|---|---|---|---|
| Schoolwide | 22 | 0% | 0% | 32% | 68% |
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.
| Group | English | n | CDE category | Math | n | CDE category |
|---|---|---|---|---|---|---|
| All students | −14 | 43 | Moderate | +1 | 42 | Average |
| Low-income | −15 | 40 | Moderate | +1 | 39 | Average |
| Hispanic or Latino | −18 | 28 | Moderate | −6 | 27 | Moderate |
| English-only students | −19 | 25 | not categorized | −5 | 25 | not categorized |
| Students with disabilities | −25 | 25 | Minimal | −3 | 24 | Average |
| English learners | −17 | 17 | Moderate | +4 | 16 | Average |
| English learners only | −17 | 16 | not categorized | +1 | 15 | not categorized |
| Black or African American | −15 | 12 | Moderate | −1 | 12 | Average |
CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grade 5.
State model · English−14 pts vs expected
matched students, grade 5CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grade 5
43 students
CDE growth category: Moderate
State model · math+1 pts vs expected
matched students, grade 5CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grade 5
42 students
CDE growth category: Average
Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. 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 grade 5.
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 · 38 in 100 → 2025–26 · 43 in 100 · +5 in 100 |
| Suspension rate2024–25 · 6.0% (9 of 150) → 2025–26 · 0.7% (1 of 140) · −5.3 percentage points |
| Group | 2018–19 | 2025–26 |
|---|---|---|
| Female | 29 in 100 | 25 of 58 |
| Male | 27 in 100 | 33 of 78 |
| Black or African American | 23 of 66 | 10 of 26 |
| Hispanic or Latino | 24 in 100 | 41 of 96 |
| Students with disabilities | 33 in 100 | 49 of 99 |
| English learners | 17 of 82 | 15 of 42 |
| Homeless | 9 of 12 | — |
| Low-income | 27 in 100 | 42 in 100 |
| All students | 28 in 100 | 43 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.
| Measure | This school |
|---|---|
| AP offered | not reported |
| AP course count | not reported |
| AP enrollment (male/female) | not reported |
| IB participation | not reported |
| Dual enrollment | offered · 13 enrolled |
| Algebra I in grade 8 | not reported |
| Calculus sections | 0 |
| Physics sections | 0 |
| Chemistry sections | 0 |
| Reported male/female enrollment (CRDC) | 135 |
These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.
NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 pupils
NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records
CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 135
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 135
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.
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.
| 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.
Source: NCES F-33 · Full district breakdown →
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.
| Measure | Estimate |
|---|---|
| Median household income | $61,846 |
| Bachelor's degree or higher (adults 25+) | 33% |
| ZIP-area population | 33,252 |
| Median age | 41.8 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. See all schools in ZIP code 90008 →
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · 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 · federal civil rights data (CRDC) 2023–24, a past snapshot · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026
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