Independent charter school · Los Angeles Unified
8505 South Western Avenue, Los Angeles · 271 students · Grades TK–5
Campus map · © OpenStreetMap
Drawn from OpenStreetMap, with building heights from LA County, inside the campus outline from the California School Campus Database (2025). 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.
Well below California in English, near in math, grades 3 and 4, spring 2026: 30% and 40% scored Proficient or Advanced, against 45% and 45%.
Progress
Yes, in both subjects. In 2025, students here in grade 4 scored 11 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 26 points higher, which the state calls Exceptional.
English
+11
points higher than California students who had the same score a year earlier. The state calls it Accelerated, the fourth of its five growth levels.
By student group · students counted
Math
+26
points higher than California students who had the same score a year earlier. The state calls it Exceptional, the highest of its five growth levels.
By student group · students counted
Grade 4, 2025, 52 students with scores in both years. Faded rows have fewer than 40 students. It describes results, not causes. Source: California Department of Education, growth model.
The state calls this comparison an expected score. It sets one 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 11 points above that expected score, and in math 26 points 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 results were similar to 2025; math results were higher. English went from 29% to 30% and math from 32% to 40%.
Share at the state’s top two test levels, 2022 to 2026
Grades 3 and 4. Point at a year, tap it or use the arrow keys to read its figures.
English
Math
Each spring tests a different group of students. 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 | TEACH Preparatory Mildred S. Cunningham & Edith H. Morris | California | Tested here |
|---|---|---|---|
| 2022 | 19% | 43% | 102 |
| 2023 | 16% | 43% | 103 |
| 2024 | 12% | 43% | 104 |
| 2025 | 29% | 45% | 102 |
| 2026 | 30% | 45% | 92 |
| Spring | TEACH Preparatory Mildred S. Cunningham & Edith H. Morris | California | Tested here |
|---|---|---|---|
| 2022 | 9% | 41% | 102 |
| 2023 | 7% | 43% | 105 |
| 2024 | 9% | 43% | 104 |
| 2025 | 32% | 44% | 102 |
| 2026 | 40% | 45% | 92 |
Tests
Well below California in English; below it in math.
English
30%
scored Proficient or Advanced.
43271218Math
40%
scored Proficient or Advanced.
39212713In grades 3 and 4, spring 2026, 30% scored Proficient or Advanced in English and 40% in math, against 45% and 45% across California.
The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 3 and 4 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).
What each level means: California's level descriptions.
English
| Measure | Grade 3 | Grade 4 |
|---|---|---|
| Proficient or Advanced | 15% | 46% |
| Advanced | 13% | 24% |
| Proficient | 2% | 22% |
| Developing level | 28% | 24% |
| Minimal | 57% | 30% |
| Tested | 46 | 46 |
Math
| Measure | Grade 3 | Grade 4 |
|---|---|---|
| Proficient or Advanced | 22% | 59% |
| Advanced | 7% | 20% |
| Proficient | 15% | 39% |
| Developing level | 21% | 19% |
| Minimal | 57% | 22% |
| Tested | 46 | 46 |
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, grades 3 and 4 · This school | 18% | 12% | 27% | 43% | 92 |
| English, grades 3 and 4 · California | 24% | 21% | 21% | 34% | 798,645 |
| English, grades 3 and 4 · Los Angeles Unified | 24% | 21% | 22% | 33% | 71,579 |
| Math, grades 3 and 4 · This school | 13% | 27% | 21% | 39% | 92 |
| Math, grades 3 and 4 · California | 21% | 24% | 25% | 30% | 800,621 |
| Math, grades 3 and 4 · Los Angeles Unified | 23% | 24% | 25% | 28% | 71,707 |
Spring 2026, grades 3 and 4 combined: 92 tested in English, 92 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).
Who goes here
Hispanic or Latino students are the largest group here, at 55% of students. 126 of 270 students missed 10% or more of school days.
Missing school, 2025–26
47in 100
students were chronically absent. That means they missed 10% or more of school days (126 of 270 students).
Suspensions: 0 students were suspended at least once.
Students, 2024–25
271
students in grades TK–5.
Family income
99%
of students qualified for free or reduced-price meals in 2024–25, 269 of 271. California: 63%.
Teachers, 2024–25
11
teachers, with 10 years of experience on average.
0% were in their first year.
36% of teaching positions had the right credential, 2021–22.
English learners
38%
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 (19 of 50 students).
Los Angeles Unified: 52%. California: 47%.
It counts students moving up the test’s levels, so a student can count here before becoming fluent. Sources: California Department of Education and the California School Dashboard. Each tile names its year.
| Students | Here |
|---|---|
| Hispanic or Latino | 55% |
| Black or African American | 43% |
| 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: 3.6 of 9.9 full-time teaching positions. It counts positions, not individual teachers.
Student groups
Three student groups at TEACH Preparatory Mildred S. Cunningham & Edith H. Morris have test results. Each bar compares one group with the same group across California.
Share who scored Proficient or Advanced, grades 3 and 4, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).
Low-income is the state’s “socioeconomically disadvantaged” group.
| Group and subject | Here | vs Los Angeles Unified | vs California |
|---|---|---|---|
| Low-income · 87 tested | |||
| English | 31% | −839% | −334% |
| Math | 40% | −242% | +733% |
| Hispanic or Latino · 55 tested | |||
| English | 36% | −339% | +135% |
| Math | 45% | +342% | +1134% |
| Black or African American · 34 tested | |||
| English | 24% | −933% | −630% |
| Math | 35% | +332% | +926% |
Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. No group that is behind across California does 10 or more points better here.
English learners: fewer than 30 tested here. No published rate here for Asian, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, students with disabilities and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.
The school day
TEACH Preparatory Mildred S. Cunningham & Edith H. Morris 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
18
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
The neighborhood
These figures are for everyone who lives in ZIP code 90047. They are not figures for the families at TEACH Preparatory Mildred S. Cunningham & Edith H. Morris.
Typical household income in a year
$71,664
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 90047.
What you can do
TEACH Preparatory Mildred S. Cunningham & Edith H. Morris’ own board decides its plan.
Where is its yearly plan?
State support
The state hasn’t placed TEACH Preparatory Mildred S. Cunningham & Edith H. Morris in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source
California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.
Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.
If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.
Ask how many K–2 students screening found at risk last year, and how many got extra reading help.
California Education Code § 53008. Source
Questions to ask
Bring these 5 questions to TEACH Preparatory Mildred S. Cunningham & Edith H. Morris. Confirm anything about applying with the school itself.
Ask current families how the school keeps them informed, and what happened when their child needed help. Ask staff how long teachers tend to stay.
Getting in
Ask TEACH Preparatory Mildred S. Cunningham & Edith H. Morris how it admits students. Charter schools set their own enrollment steps and dates. No assigned next school.
TEACH Preparatory Mildred S. Cunningham & Edith H. Morris is a charter, so a student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Each school’s standing compares it with California schools at its own level.
These links come from past records and from distance. Confirm your child’s school with the district. Explore schools on the map
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
Scope Score 75 · Solid · 52nd percentile · middle · 2026
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
Scope Score 69 · Needs Support · 16th percentile · middle · 2026
Nearby same-district option · distance estimate, not a confirmed feeder · Charter school. Check how it admits students.
Scope Score 71 · Needs Support · 24th percentile · middle · 2026
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 it is
The closest first, by straight-line distance from this campus. No standing is shown beside TEACH Preparatory Mildred S. Cunningham & Edith H. Morris: it is compared only with schools of its own kind.
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
Ask TEACH Preparatory Mildred S. Cunningham & Edith H. Morris how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓
In grades 3 and 4, spring 2026, 18% scored Advanced in English (reading and writing) and 13% in math. 70% scored below the standard in English and 60% in math. See the details ↓
47 in 100 students were chronically absent in 2025–26 (126 of 270), meaning they missed 10% or more of school days. 0 of 280 students were suspended at least once in 2025–26. See the details ↓
Its own plan
$1.5 million is planned for 7 funded actions in 3 goals. That’s 22% of its $6.9 million general fund budget.
$1.5million
planned in the school’s own plan for 2026–27The three largest actions in the plan
These are planned amounts; the charter school reports what it spent in a later plan. Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 74 pages), as posted to the California School Dashboard.
The plan lists what the school commits to spend and measure.
Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 74 pages), as posted to the California School Dashboard.
Three actions take 63% of the money. The plan itself puts 59% of it toward staff.
1 of the plan’s 7 funded actions names reading, math, catch-up help or English learners in its title.
Largest of these
It plans $1.3 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $1.1 million and estimates it spent $1.1 million, under $0.1 million (2%) more than planned (our arithmetic).
Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.
The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3 and 4 only: 30% in English and 40% in math, spring 2026.
| Measure | 2024–25 | 2025–26 | Change |
|---|---|---|---|
| Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 2 | 32% | 40% | up 8 pts |
| Chronically absentGoal 1 | 55 in 100 | 47 in 100 | 8 fewer in 100 |
Goal 3 isn’t shown because it tracks named schools.
Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.
We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($1.5 million).
47% to Goal 1, Reduce the rate of chronic absenteeism. Each box is one action, sized by its planned dollars. Tap a box to open its goal.
4 funded actions · p. 9 ↗
Largest funded actions
How the plan measures it · 1 measure
None of these has an all-students line we can quote; the plan’s table lists them from p. 9 ↗.
2 funded actions · p. 14 ↗
Largest funded actions
How the plan measures it · 1 measure
None of these has an all-students line we can quote; the plan’s table lists them from p. 14 ↗.
1 funded action · p. 21 ↗
Largest funded actions
How the plan measures it · 1 measure
None of these has an all-students line we can quote; the plan’s table lists them from p. 21 ↗.
All amounts are planned. We read them from the PDF and added up each goal’s actions ourselves. Page links open the plan at that page.
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
Money and staff
Place, downloads and method
What each level means: California's level descriptions.
All Grades is an aggregate, not another group of students. Same-year grade groups are not matched children. 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.
| Grade · subject | Students tested with scores | Proficient or Advanced | Advanced | Proficient | Developing level | Minimal | Mean scale score |
|---|---|---|---|---|---|---|---|
| Grade 3 · ELA · 2026 | 46 | 15.22% | 13.04% | 2.17% | 28.26% | 56.52% | 2356.6 |
| Grade 4 · ELA · 2026 | 46 | 45.65% | 23.91% | 21.74% | 23.91% | 30.43% | 2456.3 |
| All Grades · ELA · 2026 | 92 | 30.43% | 18.48% | 11.96% | 26.09% | 43.48% | not on file |
| Grade 3 · Math · 2026 | 46 | 21.74% | 6.52% | 15.22% | 21.74% | 56.52% | 2380.1 |
| Grade 4 · Math · 2026 | 46 | 58.7% | 19.57% | 39.13% | 19.57% | 21.74% | 2485.2 |
| All Grades · Math · 2026 | 92 | 40.22% | 13.04% | 27.17% | 20.65% | 39.13% | not on file |
CDE CAASPP 2026: 4 individual grade–subject records; 4 records with a positive known tested count.
0 grade–subject counts unavailable; 0 grade–subject attainment rates unavailable.
English and math by test year · all tested grades
| Year · subject | Students with scores | Top level | Top two levels |
|---|---|---|---|
| 2026 · English | 92 | 18% | 30% |
| 2026 · Math | 92 | 13% | 40% |
| 2025 · English | 102 | 12% | 29% |
| 2025 · Math | 102 | 9% | 32% |
| 2024 · English | 104 | 2% | 12% |
| 2024 · Math | 104 | 2% | 9% |
| 2023 · English | 103 | 6% | 16% |
| 2023 · Math | 105 | 1% | 7% |
| 2022 · English | 102 | 3% | 19% |
| 2022 · Math | 102 | 3% | 9% |
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 | 50 | 34% |
| 2025 · Grade 4 · English | 52 | 25% |
| 2025 · Grade 3 · Math | 50 | 32% |
| 2025 · Grade 4 · Math | 52 | 33% |
| 2024 · Grade 3 · English | 52 | 17% |
| 2024 · Grade 4 · English | 52 | 6% |
| 2024 · Grade 3 · Math | 52 | 10% |
| 2024 · Grade 4 · Math | 52 | 8% |
| 2023 · Grade 3 · English | 51 | 10% |
| 2023 · Grade 4 · English | 52 | 23% |
| 2023 · Grade 3 · Math | 51 | 4% |
| 2023 · Grade 4 · Math | 54 | 9% |
| 2022 · Grade 3 · English | 57 | 9% |
| 2022 · Grade 4 · English | 45 | 31% |
| 2022 · Grade 3 · Math | 57 | 5% |
| 2022 · Grade 4 · Math | 45 | 13% |
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.
| Group · English | Tested | Proficient or Advanced |
|---|---|---|
| Low-income | 87 | 31% |
| Hispanic or Latino | 55 | 36% |
| Black or African American | 34 | 24% |
Shown as reported, with no comparison.
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 · 55 in 100 → 2025–26 · 47 in 100 · −8 in 100 |
| Suspension rate2024–25 · 0 of 292 → 2025–26 · 0 of 280 · 0.0 percentage points |
| Group | 2018–19 | 2025–26 |
|---|---|---|
| Female | — | 46 in 100 |
| Male | — | 48 in 100 |
| Black or African American | — | 58 in 100 |
| Hispanic or Latino | — | 36 in 100 |
| Students with disabilities | — | 12 of 35 |
| English learners | — | 24 of 79 |
| Low-income | — | 46 in 100 |
| All students | — | 47 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.
| Group | English | n | CDE category | Math | n | CDE category |
|---|---|---|---|---|---|---|
| All students | +11 | 52 | Accelerated | +26 | 52 | Exceptional |
| Low-income | +10 | 51 | Accelerated | +25 | 51 | Exceptional |
| English-only students | +12 | 33 | not categorized | +24 | 33 | not categorized |
| Hispanic or Latino | +13 | 29 | Accelerated | +25 | 29 | Exceptional |
| Black or African American | +4 | 23 | Average | +18 | 23 | Accelerated |
| English learners | −5 | 17 | Average | +20 | 17 | Exceptional |
| English learners only | −10 | 11 | not categorized | +17 | 11 | not categorized |
CDE reports scale-score points against the state’s expected score, not a percentage or percentile. All imported groups remain visible; a missing group has no imported record shown here. CDE growth covers grades 4–8; here that is grade 4.
State model · English+11 pts vs expected
matched students, grade 4CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grade 4
52 students
CDE growth category: Accelerated
State model · math+26 pts vs expected
matched students, grade 4CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grade 4
52 students
CDE growth category: Exceptional
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 4.
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 SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator
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 | $71,664 |
| Bachelor's degree or higher (adults 25+) | 22% |
| ZIP-area population | 50,974 |
| Median age | 39.9 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 90047 →
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Census survey (ACS) 2020–2024 · staffing and finance name their own sources and years beside each figure · Data updated October 15, 2026.
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