Public school with a magnet program · Los Angeles Unified · North Hills, California

Mayall Street Elementary — Rating & test scores

North Hills · TK–5 · 471 students (2024–25)

16701 Mayall Street, 91343mayallacademy.lausd.org ↗(818) 363-5058

Missed LAUSD Choices? Late applications open Tuesday, December 1, and join the end of the waitlist.

Applying for 2027–28. From LAUSD’s Choices brochure ↗.

94thpercentileStrong

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 ↓

Mayall Streethigher than 94 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

Mayall Streethigher than 94 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

Mayall Streethigher than 94 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 above California in English (reading and writing) and math, grades 3–5, spring 2026: 71% and 63% 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: 220 in English, 221 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 above what the state expected in English (+20 pts) and math (+18 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: 152. 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?

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

Is Mayall Street a good elementary school?

Mayall Street Elementary scores higher than 94 in 100 of California’s 5,726 scored public elementary schools: 94th percentile, Strong, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 9 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 0 of 484 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?

Yes, in both subjects. In 2025, students here in grades 4 and 5 scored +20 points against the state’s expected score in English, which the state calls Exceptional. In math, they scored +18 points, which it calls Accelerated.

Included in this measure: 152 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 63% of low-income students in grades 3–5 at Mayall Street Elementary in North Hills scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

What do families and students say?

94% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD elementary schools 91%, 349 answered).

78% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD elementary schools 77%, 139 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 above California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 71% scored Proficient or Advanced in English and 63% 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: 220 in English, 221 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 · 220 tested

Advanced: 46%
Proficient: 25%
Below the standard: 29%

This school71%

California46%

Los Angeles Unified46%

71% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 221 tested

Advanced: 44%
Proficient: 19%
Below the standard: 37%

This school63%

California42%

Los Angeles Unified44%

63% 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	71%	69%	74%
Advanced	40%	53%	45%
Proficient	31%	16%	29%
Developing level	13%	11%	13%
Minimal	16%	20%	13%
Tested	73	70	77
California	44%	46%	49%
Difference	+27	+23	+25

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	69%	59%	61%
Advanced	42%	44%	45%
Proficient	27%	15%	16%
Developing level	13%	21%	23%
Minimal	18%	20%	16%
Tested	74	70	77
California	47%	42%	37%
Difference	+22	+17	+24

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 →

School patterns · grades 3–5 · spring 2026 · What patterns mean

Broad baseMost students here scored Proficient or Advanced, the state’s top two levels. The English and math cards above give each figure.

Grade-to-grade gainsFrom grade 3 in spring 2024 to grade 5 in spring 2026, results here rose more than at the average California elementary school. Students move in and out, so these are partly different children. The Score factors record below gives the figure.

Have results changed?

Results in both subjects were similar to 2025. English went from 74% to 71% and math from 65% to 63%.

English · top two levels · grades 3–5

202574%227 tested

→

202671%220 tested

This school

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

Math · top two levels · grades 3–5

202565%229 tested

→

202663%221 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?

Yes, 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 +20 points against that expected score in English, which the state calls Exceptional. In math, they scored +18 points, which it calls Accelerated.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4 and 5: 152
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 · 152 students with scores in both years

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

+20 pts

English

The state calls it Exceptional, the highest of its five growth levels.

+18 pts

Math

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

Ask: How do you help children who need more support in reading or math, and those ready for more challenge?

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	46%	25%	13%	16%	220
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	44%	19%	19%	18%	221
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 above California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202671%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20172022202663%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 66% in 2017 to 71% in 2026. In math, it went from 53% in 2017 to 63% 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	66% 238 tested	45% 1,384,680 tested
2018	63% 241 tested	49% 1,346,907 tested
2019	71% 245 tested	50% 1,332,547 tested
2022	65% 217 tested	45% 1,260,830 tested
2023	70% 230 tested	44% 1,247,801 tested
2024	71% 232 tested	45% 1,235,509 tested
2025	74% 227 tested	46% 1,232,086 tested
2026	71% 220 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2017	53% 241 tested	40% 1,392,040 tested
2018	53% 240 tested	42% 1,352,321 tested
2019	62% 246 tested	44% 1,338,625 tested
2022	61% 217 tested	38% 1,265,943 tested
2023	71% 235 tested	40% 1,256,519 tested
2024	69% 233 tested	41% 1,249,262 tested
2025	65% 229 tested	41% 1,241,652 tested
2026	63% 221 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 20 points above that expected score, and in math 18 points above 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.

Life at school

How often do students miss school or get suspended?

9 in 100 students were chronically absent in 2025–26.

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Los Angeles Unified elementary school, 20 in 100 were. 0 of 484 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 42 of 474 students counted for it; suspension: 0 of 484 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

9 in 100This school

20 in 100At the average Los Angeles Unified elementary school

17 in 100At the average California elementary school

42 of 474 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 484

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

139 of 146 students answered (95%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question78%LAUSD elementary 77% · 139 answered

Belonging · average of 5 questions72%LAUSD elementary 68% · 136–139 answered each

Caring adults · average of 8 questions74%LAUSD elementary 75% · 138–139 answered each

Engagement · average of 6 questions71%LAUSD elementary 68% · 138–139 answered each

High expectations · average of 2 questions89%LAUSD elementary 84% · 138–139 answered each

Bullied 2 or more times in the past 30 days · average of 4 questions26%LAUSD elementary 24% · 138–139 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	78%	77%	139
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed	86%	78%	139
I am happy to be at this schoolShare who agreed or strongly agreed	81%	74%	139
I feel like I am part of this schoolShare who agreed or strongly agreed	71%	72%	139
I feel accepted for who I am at this schoolShare who agreed or strongly agreed	79%	72%	136
Most kids at this school are kind to each otherShare who agreed or strongly agreed	45%	42%	138
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed	78%	78%	139
The teachers at this school treat students fairlyShare who agreed or strongly agreed	70%	69%	139
Teachers care if I'm absent from schoolShare who agreed or strongly agreed	72%	70%	138
Adults at this school treat all students with respectShare who agreed or strongly agreed	78%	73%	139
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	64%	71%	138
There is at least one adult at my school who supports meShare who agreed or strongly agreed	74%	80%	138
Teachers at my school know meShare who agreed or strongly agreed	72%	78%	138
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	83%	79%	139
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed	84%	81%	139
My teachers make learning funShare who agreed or strongly agreed	64%	67%	138
Students have a voice in decision making at this schoolShare who agreed or strongly agreed	58%	55%	139
Teachers encourage students to make decisionsShare who agreed or strongly agreed	80%	72%	139
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%	138
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	62%	59%	138
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed	92%	88%	139
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	86%	81%	138
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	35%	31%	138
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%	138
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	24%	25%	138
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	13%	12%	139
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed	88%	82%	139
Students know how they are expected to actShare who agreed or strongly agreed	62%	54%	139
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed	86%	80%	138
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”	86%	78%	139
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”	78%	75%	139
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”	80%	74%	139
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed	70%	64%	137
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”	66%	61%	137
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”	53%	49%	137
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”	71%	65%	136
I came to class preparedShare who answered “Often” or “Almost all the time”	81%	72%	139
I remembered and followed directionsShare who answered “Often” or “Almost all the time”	84%	75%	139
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”	65%	56%	138
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”	73%	72%	139
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”	79%	70%	138
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”	88%	78%	139

“—” 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

363 of 375 family surveys came back (97%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question94%LAUSD elementary 91% · 349 answered

Belonging · average of 4 questions95%LAUSD elementary 94% · 350–363 answered each

Caring adults · average of 2 questions94%LAUSD elementary 94% · 353 answered

Engagement · average of 3 questions93%LAUSD elementary 91% · 351–362 answered each

Bullying reports taken seriously · 1 question82%LAUSD elementary 80% · 350 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	94%	91%	349
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed	95%	92%	353
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed	97%	96%	352
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed	94%	94%	350
I feel welcome to participate at this schoolShare who agreed or strongly agreed	94%	94%	363
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed	94%	94%	353
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed	95%	95%	353
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed	95%	94%	362
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed	91%	89%	362
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed	94%	91%	351
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed	82%	80%	350
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed	93%	89%	353
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed	94%	90%	353
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed	96%	94%	353
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed	84%	85%	351
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed	91%	91%	350
This school encourages my child to explore different career choicesShare who agreed or strongly agreed	78%	79%	361
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed	88%	89%	361
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed	86%	87%	362
This school provides high quality instruction to my childShare who agreed or strongly agreed	94%	92%	360
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed	91%	91%	362
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	96%	95%	351
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed	90%	87%	351
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed	87%	88%	351
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed	96%	95%	362
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed	81%	87%	276
This school provides information on grade level requirements for my childShare who agreed or strongly agreed	92%	91%	348
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed	94%	91%	343
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed	91%	91%	351
This school offers extra academic support for my childShare who agreed or strongly agreed	88%	86%	361
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed	77%	83%	309
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed	84%	88%	291
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed	95%	92%	350
Discipline is fair at this schoolShare who agreed or strongly agreed	85%	82%	350

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

66 of 66 staff answered (100%), 24 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question100%LAUSD elementary 97% · 65 answeredShare giving one of the two most positive answers.

Caring adults · average of 2 questions94%LAUSD elementary 89% · 65 answered

High expectations · average of 2 questions99%LAUSD elementary 95% · 66 answered

Bullying called a mild or insignificant problem · 1 question94%LAUSD elementary 86% · 65 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	100%	97%	65
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed	88%	84%	65
Adults at this school treat all students with respectShare who agreed or strongly agreed	100%	94%	65
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed	100%	95%	66
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed	98%	95%	66
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem	94%	86%	65
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed	91%	84%	65
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed	85%	84%	65
I get the help I need to communicate with parentsShare who agreed or strongly agreed	77%	81%	65
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed	100%	95%	65
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers	100%	88%	64
At this school, parents treat me with respect.Share who agreed or strongly agreed	80%	85%	65
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed	95%	82%	64
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed	91%	75%	65
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”	98%	86%	64
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”	91%	80%	64
Students treat adults at this school with respectShare who agreed or strongly agreed	91%	81%	65
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed	95%	80%	65
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed	94%	75%	65
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem	95%	93%	65
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed	68%	75%	22
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)Share who answered “Two times this year” or “Three or more times this year”	—	—	11
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed	—	75%	11
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed	—	84%	11
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed	—	86%	11
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed	—	88%	3
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”	9%	16%	23
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”	50%	50%	24
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”	62%	59%	24
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”	33%	51%	24
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”	71%	66%	24
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed	92%	79%	24
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	88%	79%	24
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed	96%	94%	24
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed	96%	91%	24
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed	67%	74%	24
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed	88%	74%	24
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed	70%	71%	23
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed	88%	75%	24
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed	71%	77%	24
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	91%	81%	23
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed	92%	76%	24
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed	96%	88%	24

“—” 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 Mayall Street works for your family.

Answer the family questions Responder en español

Work here? Answer 8 questions about Mayall 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?

Low-income and Hispanic or Latino students here scored well above the same groups across California.

Student groups, grades 3–5, spring 2026

Both groups score below California’s rate for all students statewide. 63% of low-income students scored Proficient or Advanced in English and 56% in math (grades 3–5, spring 2026), against 36% and 31% for the same group across California. Hispanic or Latino students: 65% in English and 56% in math, against 36% and 31% for the same group across California.

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).

Mayall StreetSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students

Low-incomeEnglish · 153 testedAhead of the same group across California, where that group scores below California’s rate for all students: 63%Same group, California 36%
Low-incomeMath · 154 testedAhead of the same group across California, where that group scores below California’s rate for all students: 56%Same group, California 31%
Hispanic or LatinoEnglish · 105 testedAhead of the same group across California, where that group scores below California’s rate for all students: 65%Same group, California 36%
Hispanic or LatinoMath · 106 testedAhead of the same group across California, where that group scores below California’s rate for all students: 56%Same group, California 31%
WhiteEnglish · 48 tested73%Same group, California 60%
WhiteMath · 48 tested60%Same group, California 56%

Proficient or Advanced, grades 3–5, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino51%
White18%
Not reported15%
Two or more races5%
Filipino5%
Asian4%
Black or African American3%
American Indian or Alaska Native—
Pacific Islander—

A dash means the share isn’t available; it isn’t zero. Source and comparisons: the full student mix below.

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

87% 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 · 40 of 46 English learners87%

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?

65%of students qualified for free or reduced-price meals in 2024–25, 306 of 471. California: 63%.

23teachers, 2024–25

14 yearsaverage experience, 2024–25

4%in their first year, 2024–25

95%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep low-income and Hispanic or Latino students on track as they move up through the grades?

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 · 153 tested in English, 154 in math
English	63%	+2340%	+2736%
Math	56%	+1739%	+2531%
Hispanic or Latino · 105 tested in English, 106 in math
English	65%	+2441%	+2936%
Math	56%	+1739%	+2531%
White · 48 tested
English	73%	+568%	+1360%
Math	60%	−767%	+456%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

English learners: fewer than 30 tested here. Students of two or more races, 36 tested: no rate for grade 4 in our records, and fewer than 30 tested in the grades with one. Students with disabilities, 34 tested: no rate for grade 5 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students 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	51%
White	18%
Not reported	15%
Two or more races	5%
Filipino	5%
Asian	4%
Black or African American	3%
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: 95% of teaching positions, 20 properly credentialed teaching-position FTE out of 21 total position FTE. This measures positions, not individual teachers.

Next steps

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

Oliver Wendell Holmes Middle, then James Monroe High.

Mayall Street’s attendance zone is split: 51% of its children are assigned to Oliver Wendell Holmes Middle, 27% to George K. Porter Middle and 22% to Patrick Henry Middle; 51% to James Monroe High and the other 49% to John F. Kennedy High. Each school’s standing compares it with California schools at its own level.

Elementary · this school
Mayall Street Elementary
Grades TK–5
Middle · part of the zone
Oliver Wendell Holmes Middle
88th · Strong · 202651% of the zone’s children
Or George K. Porter Middle for another 27% (87th · Strong · 2026).
Or Patrick Henry Middle for another 22% (84th · Strong · 2026).
High · part of the zone
James Monroe High
14th · Needs Support · 202551% of the zone’s children
Or John F. Kennedy High for the other 49% (68th · Solid · 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

Oliver Wendell Holmes Middle
Assigned for part of the zone
88th percentile · Strong · middle · 2026
51% of the zone’s children
George K. Porter Middle
Assigned for part of the zone
87th percentile · Strong · middle · 2026
27% of the zone’s children
Patrick Henry Middle
Assigned for part of the zone
84th percentile · Strong · middle · 2026
22% of the zone’s children

High-school links

James Monroe High
Assigned for part of the zone
14th percentile · Needs Support · high · 2025
51% of the zone’s children
John F. Kennedy High
Assigned for part of the zone
68th percentile · Solid · high · 2025
49% of the zone’s children

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: James Monroe High

James Monroe High14th · Needs Support · 2025 · Scope Score 44district-published assignment for part of the zone

The road from this school ends at James Monroe High. UC records 27 enrollees from James Monroe High for fall 2025. The AP Course Audit lists 12 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach James Monroe High around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 52% of the students who finished high school at James Monroe High enrolled in college within 12 months, UC or not.

27 UC enrollees (fall 2025) · 12 authorized AP courses (AP Course Audit 2025–26) → full record on James Monroe High's page

Source: UC & College Board AP Course Ledger

Ask Los Angeles Unified which school serves your address.

Applying to Mayall Street for 2027–28

If Mayall Street serves your address, you register there without applying. 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 and join the end of the waitlist.
apply.lausd.net ↗
Magnets select by priority points. A child who isn’t selected is waitlisted only at their first-choice magnet, so list first the one you want most.
Choices letters go out February 8–12, 2027. Accept or decline by March 5, 2027: no answer counts as a decline.

Compare with other schools

How Choices, lotteries and waitlists work

School website: mayallacademy.lausd.org ↗Office: (818) 363-5058Administrator: Linda Kim

Location and visiting

Get directions

16701 Mayall Street, North Hills 91343

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

Questions for your visit

How many K–2 students did screening find at risk last year, and how many got extra reading help?
How do you help children who need more support in reading or math, and those ready for more challenge?
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?
How does the school keep low-income and Hispanic or Latino students on track as they move up through the grades?
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%

Office (818) 363-505816701 Mayall 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

Balboa Gifted/High Ability Magnet Elementary0.5 mi · Magnet school. Check how it admits students.
99thStrongScope Score 86
Tulsa Street Elementary1.0 mi
54thSolidScope Score 38
Vintage Math/Science/Technology Magnet1.1 mi · Magnet school. Check how it admits students.
86thStrongScope Score 61
Andasol Avenue Elementary1.1 mi
79thStrongScope Score 53
Granada Elementary1.1 mi
63rdSolidScope Score 42

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 #317 of 5,726 California elementary schools we score · #27 of 581 in Los Angeles Unified

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	45%	73	42%
Proficient or Advancedaverage of English and math	67%	69	23%
5th graders in 2026 against 3rd graders in 2024 (partly different children)	+92 scale-score pts	78	20%
Chronically absent	9 in 100	62	5%
Suspension rate	0 of 484	63	5%
English learners: top level	46%	94	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	73	94	#317	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	10 in 100	0.4% (2 of 504)	+4
2021–22	not on file	not on file	+4
2022–23	not on file	not on file	+6
2023–24	15 in 100	0 of 493	+18
2024–25	11 in 100	0 of 493	+14
2025–26	9 in 100	0 of 484	−3

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	220	46%	71%
2026 · Math	221	44%	63%
2025 · English	227	48%	74%
2025 · Math	229	41%	65%
2024 · English	232	50%	71%
2024 · Math	233	41%	69%
2023 · English	230	44%	70%
2023 · Math	235	41%	71%
2022 · English	217	35%	65%
2022 · Math	217	34%	61%
2019 · English	245	45%	71%
2019 · Math	246	28%	62%
2018 · English	241	40%	63%
2018 · Math	240	28%	53%
2017 · English	238	34%	66%
2017 · Math	241	22%	53%

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	70	61%
2025 · Grade 4 · English	72	78%
2025 · Grade 5 · English	85	81%
2025 · Grade 3 · Math	72	62%
2025 · Grade 4 · Math	72	60%
2025 · Grade 5 · Math	85	71%
2024 · Grade 3 · English	73	58%
2024 · Grade 4 · English	86	76%
2024 · Grade 5 · English	73	79%
2024 · Grade 3 · Math	74	59%
2024 · Grade 4 · Math	86	73%
2024 · Grade 5 · Math	73	74%
2023 · Grade 3 · English	82	59%
2023 · Grade 4 · English	70	80%
2023 · Grade 5 · English	78	74%
2023 · Grade 3 · Math	85	73%
2023 · Grade 4 · Math	72	71%
2023 · Grade 5 · Math	78	69%
2022 · Grade 3 · English	67	55%
2022 · Grade 4 · English	76	70%
2022 · Grade 5 · English	74	68%
2022 · Grade 3 · Math	67	63%
2022 · Grade 4 · Math	76	63%
2022 · Grade 5 · Math	74	58%
2019 · Grade 3 · English	75	64%
2019 · Grade 4 · English	84	71%
2019 · Grade 5 · English	86	76%
2019 · Grade 3 · Math	75	64%
2019 · Grade 4 · Math	85	61%
2019 · Grade 5 · Math	86	60%
2018 · Grade 3 · English	73	67%
2018 · Grade 4 · English	87	54%
2018 · Grade 5 · English	81	68%
2018 · Grade 3 · Math	73	63%
2018 · Grade 4 · Math	87	33%
2018 · Grade 5 · Math	80	65%
2017 · Grade 3 · English	76	63%
2017 · Grade 4 · English	77	71%
2017 · Grade 5 · English	85	65%
2017 · Grade 3 · Math	77	58%
2017 · Grade 4 · Math	79	49%
2017 · Grade 5 · Math	85	52%

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	77	21%	32%	40%	6%

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	153	63%	+23	+27
Hispanic or Latino	105	65%	+24	+29
White	48	73%	+5	+13

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	+20	152	Exceptional	+18	152	Accelerated
English-only students	+20	110	not categorized	+18	110	not categorized
Low-income	+16	98	Accelerated	+15	98	Accelerated
Hispanic or Latino	+16	82	Accelerated	+18	82	Accelerated
White	+25	39	Exceptional	+18	39	Accelerated
English learners	+19	33	Accelerated	+19	33	Accelerated
Recently reclassified as fluent in English	+22	27	not categorized	+16	27	not categorized
Students with disabilities	−17	20	Moderate	−1	20	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 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

30%

exceeded standard · 58% met or exceeded

CDE CAASPP 2024 · 73 English test records with scores

English · 2026 · Grade 5

45%

Advanced · 74% Proficient or Advanced

CDE CAASPP 2026 · 77 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 74 (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+20 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

152 students

CDE growth category: Exceptional

State model · math+18 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

152 students

CDE growth category: Accelerated

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 · 11 in 100 → 2025–26 · 9 in 100 · −2 in 100
Suspension rate2024–25 · 0 of 493 → 2025–26 · 0 of 484 · 0.0 percentage points

Group	2018–19	2025–26	Change
Female	13 in 100	8 in 100	−5 in 100
Male	8 in 100	10 in 100	+2 in 100
Asian	4 in 100	0 in 100	−4 in 100
Black or African American	8 in 100	8 in 100	0 in 100
Filipino	5 in 100	0 in 100	−5 in 100
Hispanic or Latino	10 in 100	11 in 100	+1 in 100
Two or more races	21 in 100	0 in 100	−21 in 100
White	12 in 100	7 in 100	−5 in 100
Students with disabilities	14 in 100	18 in 100	+4 in 100
English learners	8 in 100	13 in 100	+5 in 100
Homeless	42 in 100	—	—
Low-income	12 in 100	12 in 100	0 in 100
All students	10 in 100	9 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$1,214 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 471

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 471

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 91343 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 91343 area
Measure	Estimate
Median household income	$81,430
Bachelor's degree or higher (adults 25+)	26%
ZIP-area population	60,783
Median age	36.7 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 91343 →

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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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Mayall Street Elementary — Rating & test scores

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Spring 2026 state test results

Common questions

How do I get in?

Is Mayall 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

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

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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 Mayall Street, and how do I get in?

Middle-school links

High-school links

Applying to Mayall 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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