Public school with a magnet program · Los Angeles Unified
4201 Fountain Avenue, Los Angeles · 1,547 students · Grades 6–8
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Thomas Starr King Middle School Film and Media Magnet’s 2025–26 test results, released October 15, 2026, are on this page.
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Scope Score 80
75 is the typical California school. 100 is the best result in the state. How the score is built
Well above California in English (reading and writing) and math, grades 6–8, spring 2026: 61% and 47% scored Proficient or Advanced, against 49% and 37%.
Overview
Solid. Thomas Starr King is higher than most California middle schools on test results. Thomas Starr King is lower than most on progress in both subjects and attendance.
Test results, spring 2026
Progress in a year, 2025
Showing up, 2025–26
In grades 6–8, spring 2026, 29% of students tested in English and 30% in math scored Advanced, about one and a half times California’s rate (19% and 21%). Advanced is the top of the state’s four levels.
Each bar is Thomas Starr King’s place among 2,529 California public middle schools we score. Our calculation from California Department of Education records, updated October 15, 2026.
A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 6–8. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.
In its own words
These lines come from the school’s own website. They are the school’s description. They are not parent reviews or test results.
“King Lions develop their INTELLECT by: -Thinking critically to evaluate evidence and reasoning.”
King Lions develop their INTELLECT by thinking critically to evaluate evidence and reasoning, and articulating, demonstrating, and applying what they know; develop their CREATIVITY by taking intellectual risks and thinking outside the box, and engaging in a variety of activities that allow for self-expression and the element of play; develop their CURIOSITY by exploring new ideas and approaches, and questioning, researching, and engaging in the world around them; develop their COMPASSION by practicing empathy and respect for oneself and others, and sharing concerns and providing solutions to build harmony within our diverse community.
Every line here is from kingms.org, read October 23, 2026.
Progress
In English, lower. In math, about the same. In 2025, students here in grades 6–8 scored 12 points lower in English than California students who had the same score the year before. The state calls that Moderate. In math, they scored 2 points lower, which the state calls Average.
English
−12
points lower than California students who had the same score a year earlier. The state calls it Moderate, the second of its five growth levels.
By student group · students counted
Math
−2
points lower than California students who had the same score a year earlier. The state calls it Average, the third of its five growth levels.
By student group · students counted
Grades 6–8, 2025, 1,354 students in English, 1,353 in math with scores in both years. 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 12 points below that expected score, and in math 2 points below it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.
The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.
Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.
Our Scope Score measures growth another way. It compares the latest grade 8 scores here with the school’s grade 6 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.
SchoolScope middle standardized cohort gain: approximately 35th percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across English and math, not matched students in California's separate growth model.
Nearby
0 of the 7 middle schools nearby have a higher Scope Score than Thomas Starr King. Each school is compared with every California middle school.
Scope Score
8 middle schools within 2.7 miles, highest score first. Under each name is how the school takes students.
A charter school takes applications from any family and holds a lottery when it has more applicants than seats.
Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map
Scores and family income
Further right, more students are from low-income families. Higher up, more students scored Proficient or Advanced in English.
4 of 8 schools are named on the chart. Point at a dot or tap it to read any school.
English results: California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.
Schools like it
Thomas Starr King’s Scope Score is 80. 440 California middle schools, counting Thomas Starr King, have a similar share of students from low-income families. Their typical score is 73. Thomas Starr King’s result is higher than 384 of them.
The five schools with the highest results of the 440
Students from low-income families: 76%
San Lorenzo
Scope Score 96Strong · 99th percentile
Students from low-income families: 73%
Westminster
Scope Score 95Strong · 98th percentile
Students from low-income families: 71%
Fresno
Scope Score 94Strong · 98th percentile
Students from low-income families: 73%
Ontario
Scope Score 93Strong · 97th percentile
Students from low-income families: 75%
Oakland
Scope Score 91Strong · 96th percentile
440 California public middle schools where 69% to 81% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.
The group is every California public middle school we score where 69% to 81% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Thomas Starr King’s share. The count includes Thomas Starr King. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.
Over time
English results were higher than in 2025; math results were similar. English went from 54% to 61% and math from 46% to 47%.
Share at the state’s top two test levels, 2017 to 2026
Grades 6–8. Point at a year, tap it or use the arrow keys to read its figures.
English
Math
The lines break where a year has no comparable state test results. Each spring tests a different group of students. Los Angeles Unified’s line combines its 214 middle schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).
The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now. Los Angeles Unified’s figure weights each school by the students it tested.
| Spring | Thomas Starr King | Los Angeles Unified | California | Tested here |
|---|---|---|---|---|
| 2017 | 60% | 39% | 48% | 1,864 |
| 2018 | 60% | 41% | 49% | 1,961 |
| 2019 | 62% | 43% | 50% | 1,995 |
| 2022 | 58% | 42% | 47% | 1,739 |
| 2023 | 59% | 39% | 46% | 1,627 |
| 2024 | 59% | 42% | 46% | 1,529 |
| 2025 | 54% | 45% | 49% | 1,442 |
| 2026 | 61% | 47% | 49% | 1,402 |
| Spring | Thomas Starr King | Los Angeles Unified | California | Tested here |
|---|---|---|---|---|
| 2017 | 47% | 28% | 37% | 1,886 |
| 2018 | 48% | 30% | 37% | 1,966 |
| 2019 | 48% | 31% | 38% | 2,015 |
| 2022 | 38% | 25% | 31% | 1,702 |
| 2023 | 40% | 25% | 32% | 1,619 |
| 2024 | 43% | 28% | 33% | 1,534 |
| 2025 | 46% | 32% | 36% | 1,450 |
| 2026 | 47% | 35% | 37% | 1,390 |
Tests
Well above California in both subjects.
English
61%
scored Proficient or Advanced.
21183229Math
47%
scored Proficient or Advanced.
31221730In grades 6–8, spring 2026, 61% scored Proficient or Advanced in English and 47% in math, against 49% and 37% across California.
The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 6–8 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).
In grades 6–8, spring 2026, math trails English by 14 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.
What each level means: California's level descriptions.
English
| Measure | Grade 6 | Grade 7 | Grade 8 |
|---|---|---|---|
| Proficient or Advanced | 60% | 65% | 57% |
| Advanced | 31% | 31% | 25% |
| Proficient | 29% | 34% | 32% |
| Developing level | 18% | 16% | 22% |
| Minimal | 22% | 19% | 21% |
| Tested | 446 | 480 | 476 |
| California | 48% | 51% | 49% |
| Difference | +12 | +14 | +8 |
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
| Measure | Grade 6 | Grade 7 | Grade 8 |
|---|---|---|---|
| Proficient or Advanced | 45% | 55% | 41% |
| Advanced | 29% | 34% | 27% |
| Proficient | 16% | 21% | 14% |
| Developing level | 23% | 21% | 21% |
| Minimal | 32% | 24% | 38% |
| Tested | 440 | 477 | 473 |
| California | 37% | 38% | 36% |
| Difference | +8 | +17 | +5 |
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.
| Students | Advanced | Proficient | Developing level | Minimal | Tested |
|---|---|---|---|---|---|
| English, grades 6–8 · This school | 29% | 32% | 18% | 21% | 1,402 |
| English, grades 6–8 · California | 19% | 30% | 23% | 28% | 1,254,039 |
| English, grades 6–8 · Los Angeles Unified | 17% | 30% | 23% | 30% | 106,147 |
| Math, grades 6–8 · This school | 30% | 17% | 22% | 31% | 1,390 |
| Math, grades 6–8 · California | 21% | 16% | 23% | 40% | 1,254,800 |
| Math, grades 6–8 · Los Angeles Unified | 19% | 16% | 23% | 42% | 106,060 |
Spring 2026, grades 6–8 combined: 1,402 tested in English, 1,390 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 60% of students. 327 of 1,495 students missed 10% or more of school days.
Missing school, 2025–26
22in 100
students were chronically absent. That means they missed 10% or more of school days (327 of 1,495 students).
At the average Los Angeles Unified middle school: 24 in 100. At the average California middle school: 18 in 100.
Suspensions: 0.1% of students were suspended at least once (2 of 1,518). Average California middle school 3.7%.
Students, 2024–25
1,547
students in grades 6–8.
Family income
75%
of students qualified for free or reduced-price meals in 2024–25, 1,153 of 1,547. California: 63%.
Teachers, 2024–25
81
teachers, with 17 years of experience on average.
0% were in their first year.
61% of teaching positions had the right credential, 2021–22.
English learners
72%
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 (71 of 99 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 | 60% |
| White | 18% |
| Asian | 9% |
| Filipino | 5% |
| Two or more races | 4% |
| Black or African American | 3% |
| Not reported | 1% |
| American Indian or Alaska Native | — |
| Pacific Islander | — |
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: 57.4 of 94.3 full-time teaching positions. It counts positions, not individual teachers.
Student groups
Low-income and Black or African American students here scored well above the same groups across California in English.
Both groups score below California’s rate for all students statewide. 54% of low-income students scored Proficient or Advanced in English (grades 6–8, spring 2026), against 39% for the same group across California. Black or African American students: 54% in English, against 33% for the same group across California. Every group’s math results are in the table below.
Share who scored Proficient or Advanced, grades 6–8 English, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).
Low-income is the state’s “socioeconomically disadvantaged” group.
| Group and subject | Here | vs Los Angeles Unified | vs California |
|---|---|---|---|
| Low-income · 1,076 tested in English, 1,067 in math | |||
| English | 54% | +1143% | +1539% |
| Math | 39% | +831% | +1326% |
| Hispanic or Latino · 835 tested in English, 826 in math | |||
| English | 49% | +742% | +1039% |
| Math | 33% | +231% | +825% |
| White · 251 tested in English, 249 in math | |||
| English | 75% | +669% | +1362% |
| Math | 68% | +761% | +1850% |
| Asian · 124 tested in English, 123 in math | |||
| English | 81% | +180% | +675% |
| Math | 75% | −277% | +471% |
| Two or more races · 81 tested | |||
| English | 83% | +1964% | +2162% |
| Math | 68% | +1454% | +1850% |
| Filipino · 76 tested | |||
| English | 84% | +777% | +1074% |
| Math | 68% | +266% | +860% |
| Black or African American · 35 tested | |||
| English | 54% | +1737% | +2133% |
| Math | 23% | −225% | +320% |
| English learners · 100 tested in English, 99 in math | |||
| English | 12% | +75% | +57% |
| Math | 12% | +48% | +57% |
| Students with disabilities · 184 tested in English, 181 in math | |||
| English | 19% | +415% | +514% |
| Math | 10% | −111% | 010% |
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.
Homeless students: fewer than 30 tested here. No published rate here for American Indian or Alaska Native, Pacific Islander 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.
What people say
Families here answered less positively than at Los Angeles Unified middle schools on every theme. Staff here answered less positively on 2 of 4 themes than at those schools. Students here answered about the same as at those schools.
1,302
students answered713
family surveys came back154
staff answered1,302 answered
Parents and guardians · 713 surveys came back
Teachers and other staff · 154 answered, 81 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. The lists name the questions 3 points or more from Los Angeles Unified middle schools. These answers are not part of the Scope Score. Source: Los Angeles Unified, School Experience Survey, 2025–26. Survey results (opens in a new tab)
| Question | Here | Los Angeles Unified middle schools | Answers |
|---|---|---|---|
| Safety | |||
| I feel safe in this school or in online school sessions | 65% | 64% | 1,302 |
| Belonging | |||
| This school is a supportive and inviting place for students to learn | 64% | 63% | 1,274 |
| I am happy to be at this school | 64% | 64% | 1,297 |
| I feel like I am part of this school | 57% | 58% | 1,292 |
| I feel accepted for who I am at this school | 62% | 62% | 1,289 |
| Most kids at this school are kind to each other | 29% | 31% | 1,292 |
| LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted | 58% | 53% | 873 |
| Caring adults | |||
| Teachers go out of their way to help students | 59% | 61% | 1,273 |
| The teachers at this school treat students fairly | 56% | 52% | 1,290 |
| Teachers care if I'm absent from school | 51% | 55% | 1,281 |
| Adults at this school treat all students with respect | 59% | 59% | 1,300 |
| There is an adult at my school whom I trust and can talk to no matter what is bothering me | 53% | 57% | 1,256 |
| There is at least one adult at my school who supports me | 67% | 69% | 1,251 |
| Teachers at my school know me | 62% | 64% | 1,249 |
| If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me | 67% | 68% | 1,290 |
| Engagement | |||
| Teachers give students a chance to take part in classroom discussions or activities | 78% | 75% | 1,272 |
| My teachers make learning fun | 41% | 44% | 1,251 |
| Students have a voice in decision making at this school | 46% | 48% | 1,282 |
| Teachers encourage students to make decisions | 62% | 61% | 1,275 |
| There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class | 81% | 75% | 1,277 |
| 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 activities | 41% | 44% | 1,279 |
| High expectations | |||
| In my classes, my teachers tell me how I can make my work better | 77% | 75% | 1,278 |
| Adults at this school encourage me to work hard so I can be successful in college or at the job I choose | 70% | 70% | 1,276 |
| Bullied 2 or more times in the past 30 days | |||
| Had mean rumors or lies spread about you?A lower share means fewer students reported it. | 20% | 25% | 1,297 |
| Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it. | 24% | 30% | 1,288 |
| Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it. | 12% | 17% | 1,289 |
| Been bullied online?A lower share means fewer students reported it. | 9% | 10% | 1,288 |
| Had sexual jokes, comments, or gestures made to you?A lower share means fewer students reported it. | 12% | 16% | 871 |
| Other questions | |||
| The teachers at this school grade me fairly | 63% | 61% | 1,277 |
| Students know how they are expected to act | 41% | 45% | 1,287 |
| Adults at this school clearly inform students what would happen if they break school rules | 74% | 76% | 1,293 |
| What is the highest level of education that you plan to complete? | — | — | 790 |
| I can change my intelligence with hard work | 73% | 72% | 1,270 |
| I can increase my intelligence by challenging myself | 72% | 71% | 1,266 |
| I am capable of learning anything | 69% | 68% | 1,264 |
| I feel safe in the neighborhood around this school | 62% | 62% | 1,293 |
| I can do well on all my tests, even when they're difficult | 52% | 50% | 1,232 |
| I can master the hardest topics in my classes | 44% | 42% | 1,233 |
| I can meet all the learning goals my teachers set | 60% | 54% | 1,231 |
| I came to class prepared | 84% | 76% | 1,284 |
| I remembered and followed directions | 84% | 79% | 1,281 |
| I paid attention, even when there were distractions | 62% | 59% | 1,282 |
| How well did you get along with students who are different from you? | 70% | 67% | 1,287 |
| When others disagreed with you, how respectful were you of their views? | 69% | 67% | 1,289 |
| How carefully did you listen to other people's points of view? | 78% | 75% | 1,286 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
| Question | Here | Los Angeles Unified middle schools | Answers |
|---|---|---|---|
| Safety | |||
| My child is safe on school grounds | 76% | 82% | 659 |
| Belonging | |||
| Clerical/office staff treat me with respect in-person and online | 82% | 89% | 685 |
| Teachers treat me with respect in-person and online | 86% | 90% | 685 |
| I am greeted by school staff when I visit this school | 82% | 88% | 662 |
| I feel welcome to participate at this school | 77% | 88% | 711 |
| Caring adults | |||
| Teachers take my concerns seriously | 80% | 86% | 686 |
| Teachers at this school let me know about my child's progress | 78% | 88% | 687 |
| Engagement | |||
| This school informs me about school activities in different ways | 81% | 89% | 708 |
| This school includes me in important decisions about my child's education | 65% | 82% | 707 |
| This school recruits and organizes parents to help and support the school | 72% | 81% | 686 |
| High expectations | |||
| School staff expect my child to attend college | 72% | 82% | 601 |
| School staff expect my child to graduate from high school | 80% | 86% | 576 |
| Bullying reports taken seriously | |||
| Reports of all types of bullying are taken seriously at this school | 65% | 74% | 676 |
| Other questions | |||
| Clerical/office staff take my concerns seriously | 74% | 84% | 683 |
| Clerical/office staff respond to my needs in a timely manner | 75% | 84% | 684 |
| Teachers respond to my needs in a timely manner | 79% | 85% | 685 |
| Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school | 74% | 83% | 677 |
| I am satisfied with my school's communication about how to support my child's learning | 71% | 85% | 678 |
| This school encourages my child to explore different career choices | 61% | 77% | 705 |
| School staff help me understand the requirements for CSU/UC admission | 50% | 69% | 519 |
| School staff help me understand which courses my child needs to graduate from high school | 58% | 75% | 516 |
| This school provides instructional resources to help me support my child's education | 70% | 82% | 709 |
| This school offers extra activities for my child's personal growth | 74% | 84% | 706 |
| This school provides high quality instruction to my child | 83% | 87% | 707 |
| I am satisfied with how much my child is learning at this school | 82% | 86% | 709 |
| I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances | 74% | 86% | 678 |
| I feel comfortable supporting my child’s use of technology at home to access and complete school assignments | 86% | 89% | 684 |
| I have visited my child's school website to get information and/or access resources | 84% | 87% | 677 |
| This school provides me with information (verbal and written) I can understand | 86% | 90% | 710 |
| School staff provide translation and interpretation services when I need them | 75% | 82% | 452 |
| This school provides information on grade level requirements for my child | 75% | 86% | 659 |
| This school informs me about activities sponsored by the parent and family center | 76% | 84% | 654 |
| I can easily find information about parent workshops or other programs offered at this school | 72% | 83% | 685 |
| This school offers extra academic support for my child | 68% | 84% | 705 |
| I have visited or received assistance from the parent and family center personnel, website or resource pages available online | 64% | 77% | 542 |
| I have received information about my child's progress as an English Learner | 73% | 82% | 462 |
| My child is clearly informed about the consequences of breaking school rules | 86% | 91% | 678 |
| Discipline is fair at this school | 61% | 72% | 679 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
| Question | Here | Los Angeles Unified middle schools | Answers |
|---|---|---|---|
| Safety | |||
| I feel safe on school grounds during the day | 93% | 94% | 149 |
| Caring adults | |||
| At this school, decisions are made based on students’ needs and interests | 75% | 78% | 154 |
| Adults at this school treat all students with respect | 88% | 90% | 148 |
| High expectations | |||
| This school sets high standards for academic performance for all students | 87% | 91% | 149 |
| This school emphasizes teaching lessons in ways relevant to students | 91% | 92% | 146 |
| Bullying called a mild or insignificant problem | |||
| Harassment or bullying among students | 60% | 71% | 150 |
| Other questions | |||
| I have the materials I need to do my job well | 68% | 77% | 151 |
| Generally speaking, my technology issues are resolved within an acceptable time period | 83% | 81% | 151 |
| I get the help I need to communicate with parents | 64% | 77% | 152 |
| The child abuse training I receive adequately prepares me to address child abuse at my school | 89% | 93% | 152 |
| I feel safe in the neighborhood around my school | 97% | 86% | 148 |
| At this school, parents treat me with respect. | 74% | 81% | 153 |
| This school is a supportive and inviting place for staff to work | 79% | 78% | 153 |
| This school promotes personnel participation in decision-making that affects the school practices and policies | 63% | 72% | 153 |
| How many adults at this school support and treat each other with respect? | 81% | 86% | 150 |
| How many adults at this school feel a responsibility to improve this school? | 57% | 75% | 150 |
| Students treat adults at this school with respect | 64% | 70% | 146 |
| This school clearly communicates to students the consequences of breaking school rules | 65% | 74% | 147 |
| This school effectively handles student discipline and behavioral problems | 50% | 67% | 148 |
| Racial/ethnic conflict among students | 68% | 81% | 149 |
| The curriculum at this school is focused on helping students get ready for college (teachers) | 77% | 79% | 78 |
| Teachers expect most students in this school to go to college (teachers) | 70% | 80% | 78 |
| Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers) | 82% | 86% | 78 |
| The MyPGS informal observation process has helped me improve my teaching (teachers) | 51% | 68% | 41 |
| 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) | — | — | 55 |
| I use ELPAC scores to plan instruction for my English learner students (teachers) | 50% | 54% | 54 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers) | 57% | 64% | 54 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers) | 70% | 70% | 53 |
| I know which of my students are long-term English learners (LTELs) (teachers) | 78% | 78% | 54 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers) | 12% | 17% | 78 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers) | 34% | 35% | 77 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers) | 46% | 42% | 76 |
| Teachers meet to examine student performance data (teachers) | 36% | 33% | 78 |
| Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers) | 48% | 45% | 77 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers) | 73% | 77% | 78 |
| I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers) | 74% | 76% | 78 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers) | 94% | 92% | 78 |
| I feel confident integrating technology into my instruction (teachers) | 92% | 90% | 77 |
| What I learn in our school professional development meetings addresses my students' needs (teachers) | 51% | 65% | 79 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers) | 47% | 63% | 79 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers) | 42% | 60% | 78 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers) | 46% | 64% | 79 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers) | 58% | 69% | 79 |
| The professional development I received this year has helped me to understand and use data to inform my instruction (teachers) | 57% | 73% | 79 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers) | 49% | 66% | 78 |
| I enjoy teaching at this school (teachers) | 86% | 85% | 76 |
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.
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
Families and staff can answer a short set of questions about Thomas Starr King. These are not star ratings or reviews.
Families
0 of 20 needed before answers show
Answer the family questionsResponder en españolHow family answers work
Staff
5 answers needed before they show
Money
$21,291 for each student in 2024–25. California’s middle schools spent $19,269 for each student. Los Angeles Unified’s plan for 2026–27 covers $7.9 billion.
$21,291
for each student at this school, 2024–25The district and California figures combine their middle schools, weighted by enrollment (our calculation, 1,241 California schools). Spending does not show how well money is used. Source: California Department of Education, per-school spending report, 2024–25. Funding records ↓
$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 90029. They are not figures for the families at Thomas Starr King.
Typical household income in a year
$60,440
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 90029.
What you can do
Los Angeles Unified’s board decides Thomas Starr King’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
State support
The state hasn’t placed Thomas Starr King 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 8 questions to Thomas Starr King. Confirm anything about applying with the school itself.
Getting in
Ask Los Angeles Unified which school serves your address. Next comes John Marshall Senior High.
The district splits Thomas Starr King’s attendance zone. 95% of its children are assigned to John Marshall Senior High. In the district’s boundaries, Thomas Starr King Middle School Film and Media Magnet draws from 12 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.
Assigned for part of the zone
From the district’s 2026 attendance boundaries. Shares are our estimate of where the zone’s children live. We use 2020 Census child counts, or land area where few children were counted. A share counts children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee a place. Transfers, permits, magnets and Choices can change the path. Check your child’s address and current assignment with the district. Explore schools on the map
Assigned · Magnet school. Check how it admits students.
Scope Score 89 · Strong · 93rd percentile · elementary · 2026
Assigned
Scope Score 81 · Strong · 75th percentile · elementary · 2026
Assigned · Magnet school. Check how it admits students.
Scope Score 82 · Strong · 78th percentile · elementary · 2026
Assigned
Scope Score 92 · Strong · 96th percentile · elementary · 2026
Assigned
Scope Score 92 · Strong · 96th percentile · elementary · 2026
Assigned
Scope Score 72 · Developing · 31st percentile · elementary · 2026
Assigned · Magnet school. Check how it admits students.
Scope Score 79 · Solid · 69th percentile · elementary · 2026
Assigned
Scope Score 74 · Developing · 44th percentile · elementary · 2026
Assigned for part of the zone
Scope Score 85 · Strong · 86th percentile · elementary · 2026
82% of the zone’s children
Assigned for part of the zone
Scope Score 78 · Solid · 64th percentile · elementary · 2026
30% of the zone’s children
Assigned for part of the zone
Scope Score 75 · Developing · 47th percentile · elementary · 2026
13% of the zone’s children
Assigned for part of the zone · Magnet school. Check how it admits students.
Scope Score 84 · Strong · 83rd percentile · elementary · 2026
11% of the zone’s children
Assigned for part of the zone
Scope Score 80 · Solid · 73rd percentile · high · 2025
95% 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.
The road from this school ends at John Marshall Senior High. UC records 53 enrollees from John Marshall Senior High for fall 2025. The AP Course Audit lists 23 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach John Marshall Senior High around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 72% of the students who finished high school at John Marshall Senior High enrolled in college within 12 months, UC or not.
If Thomas Starr King serves your address, you register there without applying. Check which school serves your address first.
On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist.
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.
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
On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist. See the details ↓
Thomas Starr King Middle School Film and Media Magnet has a Scope Score of 80. It scored higher than 73 in 100 of California’s 2,529 scored public middle schools (Solid, 73rd percentile, spring 2026). See the details ↓
In 2025–26, 22 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 0.1% of students (2 of 1,518) were suspended at least once in 2025–26, against 3.7% at the average California middle school. See the details ↓
In English, lower. In math, about the same. In 2025, students here in grades 6–8 scored 12 points lower in English than California students who had the same score the year before. The state calls that Moderate. In math, they scored 2 points lower, which the state calls Average.
In spring 2026, 54% of low-income students in grades 6–8 at Thomas Starr King Middle School Film and Media Magnet in Los Angeles scored Proficient or Advanced in English, against 39% for the same group across California. See the details ↓
76% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 659 answered).
The district splits Thomas Starr King Middle School Film and Media Magnet’s attendance zone. 95% of its children are assigned to John Marshall Senior High. This is from the district’s published 2026 attendance boundaries. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.
The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓
The full record
This page is built from 12 sets of records from public data sources. Every figure keeps its source, grades, year and count.
Data updated
October 15, 2026
Results
Students
Money and staff
Place, downloads and method
| Factor | School | Index | Weight |
|---|---|---|---|
| Advancedaverage of English and math | 30% | 63 | 42% |
| Proficient or Advancedaverage of English and math | 54% | 61 | 23% |
| 8th graders in 2026 against 6th graders in 2024 (partly different children) | +36 scale-score pts | 36 | 20% |
| Chronically absent | 22 in 100 | 45 | 5% |
| Suspension rate | 0.1% (2 of 1,518) | 65 | 5% |
| English learners: top level | 33% | 65 | 5% |
Index is where the school's value sits among the California middle schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students.
| School year | Scope Score | Percentile | Rank | Comparison group |
|---|---|---|---|---|
| 2025–26 | 80 | 73 | #679 | California middle schools · 2,529 schools · current formula |
2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.
| School year | Chronic absence | Suspension | Grade gap (points) |
|---|---|---|---|
| 2018–19 | 14 in 100 | 0 of 2,116 | −13 |
| 2021–22 | not on file | not on file | 0 |
| 2022–23 | not on file | not on file | −5 |
| 2023–24 | 26 in 100 | 0 of 1,660 | +1 |
| 2024–25 | 20 in 100 | 0.6% (10 of 1,601) | +2 |
| 2025–26 | 22 in 100 | 0.1% (2 of 1,518) | −4 |
Chronic absence and suspension are CDE’s all-students school rates for each year.
English and math by test year · all tested grades
| Year · subject | Students with scores | Top level | Top two levels |
|---|---|---|---|
| 2026 · English | 1,402 | 29% | 61% |
| 2026 · Math | 1,390 | 30% | 47% |
| 2025 · English | 1,442 | 27% | 54% |
| 2025 · Math | 1,450 | 27% | 46% |
| 2024 · English | 1,529 | 26% | 59% |
| 2024 · Math | 1,534 | 24% | 43% |
| 2023 · English | 1,627 | 24% | 59% |
| 2023 · Math | 1,619 | 21% | 40% |
| 2022 · English | 1,739 | 23% | 58% |
| 2022 · Math | 1,702 | 20% | 38% |
| 2019 · English | 1,995 | 28% | 62% |
| 2019 · Math | 2,015 | 29% | 48% |
| 2018 · English | 1,961 | 25% | 60% |
| 2018 · Math | 1,966 | 29% | 48% |
| 2017 · English | 1,864 | 24% | 60% |
| 2017 · Math | 1,886 | 29% | 47% |
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 6 · English | 444 | 55% |
| 2025 · Grade 7 · English | 492 | 51% |
| 2025 · Grade 8 · English | 506 | 57% |
| 2025 · Grade 6 · Math | 449 | 43% |
| 2025 · Grade 7 · Math | 500 | 48% |
| 2025 · Grade 8 · Math | 501 | 46% |
| 2024 · Grade 6 · English | 454 | 58% |
| 2024 · Grade 7 · English | 529 | 63% |
| 2024 · Grade 8 · English | 546 | 57% |
| 2024 · Grade 6 · Math | 459 | 37% |
| 2024 · Grade 7 · Math | 527 | 49% |
| 2024 · Grade 8 · Math | 548 | 42% |
| 2023 · Grade 6 · English | 478 | 58% |
| 2023 · Grade 7 · English | 552 | 62% |
| 2023 · Grade 8 · English | 597 | 56% |
| 2023 · Grade 6 · Math | 473 | 41% |
| 2023 · Grade 7 · Math | 553 | 47% |
| 2023 · Grade 8 · Math | 593 | 33% |
| 2022 · Grade 6 · English | 514 | 53% |
| 2022 · Grade 7 · English | 623 | 63% |
| 2022 · Grade 8 · English | 602 | 57% |
| 2022 · Grade 6 · Math | 499 | 39% |
| 2022 · Grade 7 · Math | 612 | 40% |
| 2022 · Grade 8 · Math | 591 | 35% |
| 2019 · Grade 6 · English | 584 | 66% |
| 2019 · Grade 7 · English | 760 | 64% |
| 2019 · Grade 8 · English | 651 | 56% |
| 2019 · Grade 6 · Math | 587 | 55% |
| 2019 · Grade 7 · Math | 766 | 49% |
| 2019 · Grade 8 · Math | 662 | 41% |
| 2018 · Grade 6 · English | 633 | 61% |
| 2018 · Grade 7 · English | 671 | 67% |
| 2018 · Grade 8 · English | 657 | 52% |
| 2018 · Grade 6 · Math | 635 | 53% |
| 2018 · Grade 7 · Math | 673 | 50% |
| 2018 · Grade 8 · Math | 658 | 42% |
| 2017 · Grade 6 · English | 542 | 58% |
| 2017 · Grade 7 · English | 665 | 62% |
| 2017 · Grade 8 · English | 657 | 59% |
| 2017 · Grade 6 · Math | 551 | 51% |
| 2017 · Grade 7 · Math | 670 | 44% |
| 2017 · Grade 8 · Math | 665 | 46% |
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 | 482 | 19% | 25% | 45% | 11% |
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.
| Group · English | Tested | Proficient or Advanced | vs district | vs California |
|---|---|---|---|---|
| Low-income | 1,076 | 54% | +11 | +15 |
| Hispanic or Latino | 835 | 49% | +7 | +10 |
| White | 251 | 75% | +6 | +13 |
| Group | English | n | CDE category | Math | n | CDE category |
|---|---|---|---|---|---|---|
| All students | −12 | 1,354 | Moderate | −2 | 1,353 | Average |
| Low-income | −16 | 1,004 | Moderate | −7 | 999 | Moderate |
| Hispanic or Latino | −20 | 824 | Moderate | −12 | 817 | Moderate |
| English-only students | −10 | 705 | not categorized | −1 | 707 | not categorized |
| English learners | −21 | 237 | Minimal | −2 | 235 | Average |
| White | 0 | 233 | Average | +12 | 237 | Accelerated |
| Recently reclassified as fluent in English | −17 | 180 | not categorized | −3 | 178 | not categorized |
| Students with disabilities | −32 | 152 | Minimal | −16 | 151 | Moderate |
| Asian | +6 | 121 | Accelerated | +24 | 122 | Exceptional |
| Filipino | +7 | 75 | Accelerated | +22 | 74 | Exceptional |
| English learners only | −29 | 57 | not categorized | +2 | 57 | not categorized |
| Long-term English learners (grades 6–8 only) | −22 | 50 | Minimal | −1 | 48 | Average |
| Two or more races | +9 | 47 | Accelerated | +16 | 47 | Accelerated |
| Homeless | −16 | 35 | Moderate | 0 | 37 | Average |
| Black or African American | −8 | 34 | Moderate | −1 | 34 | 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. “Not categorized” means this imported CDE row has a growth value without a performance category. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 6–8. SchoolScope does not use these CDE figures in its Scope Score.
Minimum rounded subject-mean records with scores at the endpoints: 457 (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.
State model · English−12 pts vs expected
matched students, grades 6–8CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 6–8
1,354 students
CDE growth category: Moderate
State model · math−2 pts vs expected
matched students, grades 6–8CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 6–8
1,353 students
CDE growth category: Average
Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 6–8, and it is not part of the Scope Score.
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 · 20 in 100 → 2025–26 · 22 in 100 · +2 in 100 |
| Suspension rate2024–25 · 0.6% (10 of 1,601) → 2025–26 · 0.1% (2 of 1,518) · −0.5 percentage points |
| Group | 2018–19 | 2025–26 | Change |
|---|---|---|---|
| Female | 15 in 100 | 21 in 100 | +6 in 100 |
| Male | 13 in 100 | 23 in 100 | +10 in 100 |
| Asian | 5 in 100 | 8 in 100 | +3 in 100 |
| Black or African American | 20 of 65 | 16 of 40 | — |
| Filipino | 6 of 90 | 7 of 79 | — |
| Hispanic or Latino | 16 in 100 | 25 in 100 | +9 in 100 |
| Two or more races | 7 of 51 | 10 of 61 | — |
| White | 15 in 100 | 18 in 100 | +3 in 100 |
| Students with disabilities | 23 in 100 | 31 in 100 | +8 in 100 |
| English learners | 22 in 100 | 32 in 100 | +10 in 100 |
| Foster youth | 4 of 8 | — | — |
| Homeless | 12 of 39 | 25 of 58 | — |
| Low-income | 15 in 100 | 25 in 100 | +10 in 100 |
| All students | 14 in 100 | 22 in 100 | +8 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.
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: 1,547
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 1,547
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 | $60,440 |
| Bachelor's degree or higher (adults 25+) | 35% |
| ZIP-area population | 33,303 |
| Median age | 38.0 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 90029 →
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 2,529 middle schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026
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