Public school · Los Angeles Unified

Twenty-Fourth Street Elementary — Rating & test scores

2055 West 24th Street, Los Angeles · 441 students · Grades TK–5

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Shared campus · © OpenStreetMap

Twenty-Fourth Street Elementary and Crown Preparatory Academy share this address in the state’s school directory. OpenStreetMap maps the grounds as one campus. Which buildings each school uses here isn’t mapped.

The California School Campus Database records Joseph Pomeroy Widney Career Preparatory and Transition Center on this campus too; it gives each school the whole campus, so this drawing doesn’t show which buildings each uses.

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.

Scope Score 83

StrongScope Score · 80th percentile. Higher than 80 in 100 of the 5,726 California public elementary schools we score.

75 is the typical California school. 100 is the best result in the state. How the score is built

Above California in English (reading and writing), near in math, grades 3–5, spring 2026: 55% and 49% scored Proficient or Advanced, against 46% and 42%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3–5: 208
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).

Overview

Is Twenty-Fourth Street a good elementary school?

Strong. Twenty-Fourth Street is higher than most California elementary schools on test results, progress in both subjects and attendance.

Test results, spring 2026

English, Proficient or Advanced7055%
Math, Proficient or Advanced6749%
English, Advanced7129%
Math, Advanced7126%

Progress in a year, 2025

English93+19 pts
Math99+34 pts

Showing up, 2025–26

Attendance6711 in 100
Twenty-Fourth Street’s place among California elementary schools, out of 100Los Angeles Unified’s other elementary schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

On spring 2025 tests, students in grades 4 and 5 scored higher than California students who had the same scores the year before, in English (+19 pts) and math (+34 pts). The state calls them Accelerated in English and Exceptional in math.

Each bar is Twenty-Fourth Street’s place among 5,726 California public elementary schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

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 3–5. 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.

Source for the sentence
CDE growth model, 2025. Students with scores in both years in grades 4 and 5: 86. 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.

In its own words

What does Twenty-Fourth Street say about itself?

We haven’t read Twenty-Fourth Street’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.

Open 24thstes.lausd.org (opens in a new tab)

Progress

Did students here score higher than students who started at the same place?

Yes, in both subjects. In 2025, students here in grades 4 and 5 scored 19 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 34 points higher, which the state calls Exceptional.

English

+19

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

Low-income85+20 points
Hispanic or Latino76+17 points
English learners39+11 points
Students with disabilities11+5 points

Math

+34

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

Low-income85+34 points
Hispanic or Latino76+35 points
English learners39+17 points
Students with disabilities11+19 points

Grades 4 and 5, 2025, 86 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.

How the state’s growth measure works

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 19 points above that expected score, and in math 34 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.

SchoolScope elementary standardized cohort gain: approximately 93rd 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

How does it compare with schools nearby?

1 of the 8 elementary schools nearby have a higher Scope Score than Twenty-Fourth Street. Each school is compared with every California elementary school.

Scope Score

9 elementary schools within 1.0 miles, highest score first. Under each name is how the school takes students.

  1. Mid-City's Prescott School of Enriched SciencesMagnet · by applicationScope Score 8484th
  2. Twenty-Fourth StreetScope Score 8380th
  3. Lashon Academy CityCharter · its own lotteryScope Score 7761st
  4. Camino Nuevo Elementary #3Charter · its own lotteryScope Score 7757th
  5. STEM PreparatoryCharter · its own lotteryScope Score 7551st
  6. Sixth AvenueNeighborhood school · by addressScope Score 7337th
  7. Carson-Gore Academy of Environmental StudiesNeighborhood school · by addressScope Score 7337th
  8. Arlington HeightsNeighborhood school · by addressScope Score 7336th
  9. Birdielee V. BrightNeighborhood school · by addressScope Score 7334th
Los Angeles UnifiedCharterMagnet or school of choice

A charter school takes applications from any family and holds a lottery when it has more applicants than seats. A magnet or other school of choice takes applications through its district.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 3–5. 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.

25%50%0%25%50%75%100%

3 of 9 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 3–5. 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

How does Twenty-Fourth Street compare with schools like it?

Twenty-Fourth Street’s Scope Score is 83. 876 California elementary schools, counting Twenty-Fourth Street, have a similar share of students from low-income families. Their typical score is 71. Twenty-Fourth Street’s result is higher than 861 of them.

The five schools with the highest results of the 876

  1. Students from low-income families: 95%

    Scope Score 87Strong · 89th percentile

  2. Students from low-income families: 98%

    Scope Score 87Strong · 89th percentile

  3. Students from low-income families: 99%

    Scope Score 86Strong · 88th percentile

  4. Students from low-income families: 98%

    Scope Score 86Strong · 87th percentile

  5. Students from low-income families: 93%

    Scope Score 85Strong · 86th percentile

876 California public elementary schools where 92% to 100% 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.

How the group is chosen

The group is every California public elementary school we score where 92% to 100% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Twenty-Fourth Street’s share. The count includes Twenty-Fourth Street. 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.

Tests

How did students here do on state tests?

Above California in both subjects.

English

55%

scored Proficient or Advanced.

27182629
Los Angeles Unified46%California46%

Math

49%

scored Proficient or Advanced.

21302326
Los Angeles Unified44%California42%
MinimalDeveloping levelProficientAdvanced

In grades 3–5, spring 2026, 55% scored Proficient or Advanced in English and 49% in math, against 46% and 42% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 3–5 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).

School pattern · grades 3–5 · spring 2026

Grade-to-grade gains
From 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.

What patterns mean

Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced50%54%62%
Advanced29%29%30%
Proficient21%25%32%
Developing level21%18%15%
Minimal29%28%23%
Tested687664
California44%46%49%
Difference+6+8+13

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
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced44%58%42%
Advanced24%28%27%
Proficient20%30%15%
Developing level35%25%33%
Minimal21%17%25%
Tested687664
California47%42%37%
Difference−3+16+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.

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3–5 · This school29%26%18%27%208
English, grades 3–5 · California24%22%21%33%1,208,894
English, grades 3–5 · Los Angeles Unified23%23%22%32%108,229
Math, grades 3–5 · This school26%23%30%21%208
Math, grades 3–5 · California21%21%25%33%1,211,701
Math, grades 3–5 · Los Angeles Unified22%22%25%31%108,401

Spring 2026, grades 3–5 combined: 208 tested in English, 208 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

Hispanic or Latino students are the largest group here, at 80% of students. 56 of 506 students missed 10% or more of school days.

Missing school, 2025–26

11in 100

students were chronically absent. That means they missed 10% or more of school days (56 of 506 students).

At the average Los Angeles Unified elementary school: 20 in 100. At the average California elementary school: 17 in 100.

Suspensions: 0 students were suspended at least once. Average California elementary school 1.6%.

Students, 2024–25

441

students in grades TK–5.

Hispanic or Latino 80%Black or African American 12%Not reported 6%

Family income

98%

of students qualified for free or reduced-price meals in 2024–25, 430 of 441. California: 63%.

Teachers, 2024–25

23

teachers, with 12 years of experience on average.

4% were in their first year.

84% of teaching positions had the right credential, 2021–22.

English learners

47%

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 (49 of 105 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.

Full student mix, 2025–26
StudentsHere
Hispanic or Latino80%
Black or African American12%
Not reported6%
White—
Asian—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Where these figures come from

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: 20.9 of 24.9 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

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

This schoolThe same group, California
  • Low-incomeEnglish · 202 tested55%California 36%
  • Low-incomeMath · 202 tested48%California 31%
  • Hispanic or LatinoEnglish · 179 tested58%California 36%
  • Hispanic or LatinoMath · 179 tested51%California 31%
  • English learnersEnglish · 63 tested22%California 13%
  • English learnersMath · 63 tested27%California 16%

Both groups score below California’s rate for all students statewide. 58% of Hispanic or Latino students scored Proficient or Advanced in English and 51% in math (grades 3–5, spring 2026), against 36% and 31% for the same group across California. Low-income students: 55% in English and 48% in math, against 36% and 31% for the same group across California. English learners here scored well above the same group across California in math.

Share who scored Proficient or Advanced, grades 3–5, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

Low-income is the state’s “socioeconomically disadvantaged” group.

Proficient or Advancedgrades 3–5 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 202 tested
English55%+1540%+1936%
Math48%+939%+1731%
Hispanic or Latino · 179 tested
English58%+1741%+2236%
Math51%+1239%+2031%
English learners · 63 tested
English22%+1012%+913%
Math27%+1017%+1116%

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.

Students with disabilities, 34 tested: no rate for grades 3 and 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, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

What people say

What do students, families and staff say?

On caring adults, students, families and staff here all answered more positively than at Los Angeles Unified elementary schools in 2025–26.

137

students answered

346

family surveys came back

85

staff answered
This schoolLos Angeles Unified elementary schools, same questionsShare who gave one of the two most positive answers. Each line runs from 40% to 100%.

Students

137 answered

Feeling safe82%
Belonging76%
Caring adults83%
Having a say78%
High expectations91%
  • Higher than Los Angeles Unified
  • Most kids at this school are kind to each other59%district 42%
  • My teachers make learning fun82%district 67%
  • There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class88%district 74%
  • Happened to them 2 or more times in 30 days · lower is better
  • Been made fun of because of your looks or the way you talk?24%district 30%
  • Had mean rumors or lies spread about you?20%district 31%

Families

Parents and guardians · 346 surveys came back

Child is safe95%
Feeling welcome98%
Caring adults98%
Being included95%
Bullying handled86%
  • Higher than Los Angeles Unified
  • Clerical/office staff treat me with respect in-person and online98%district 92%
  • Reports of all types of bullying are taken seriously at this school86%district 80%
  • I am greeted by school staff when I visit this school99%district 94%

Staff

Teachers and other staff · 85 answered, 36 of them teachers

Feeling safe99%
Caring adults92%
High expectations96%
Little bullying96%
  • Higher than Los Angeles Unified
  • Harassment or bullying among students96%district 86%
  • At this school, decisions are made based on students’ needs and interests87%district 84%
  • This school sets high standards for academic performance for all students98%district 95%

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 elementary 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)

All 43 student questions
QuestionHereLos Angeles Unified elementary schoolsAnswers
Safety
I feel safe in this school or in online school sessions82%77%137
Belonging
This school is a supportive and inviting place for students to learn90%78%136
I am happy to be at this school86%74%136
I feel like I am part of this school74%72%136
I feel accepted for who I am at this school71%72%133
Most kids at this school are kind to each other59%42%133
Caring adults
Teachers go out of their way to help students90%78%136
The teachers at this school treat students fairly79%69%137
Teachers care if I'm absent from school82%70%134
Adults at this school treat all students with respect82%73%136
There is an adult at my school whom I trust and can talk to no matter what is bothering me77%71%133
There is at least one adult at my school who supports me80%80%133
Teachers at my school know me87%78%132
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me87%79%135
Engagement
Teachers give students a chance to take part in classroom discussions or activities88%81%136
My teachers make learning fun82%67%132
Students have a voice in decision making at this school64%55%135
Teachers encourage students to make decisions74%72%133
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class88%74%135
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 activities69%59%137
High expectations
In my classes, my teachers tell me how I can make my work better96%88%134
Adults at this school encourage me to work hard so I can be successful in college or at the job I choose86%81%135
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%31%136
Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it.24%30%135
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it.20%25%136
Been bullied online?A lower share means fewer students reported it.16%12%137
Other questions
The teachers at this school grade me fairly86%82%133
Students know how they are expected to act67%54%135
Adults at this school clearly inform students what would happen if they break school rules91%80%134
What is the highest level of education that you plan to complete?——0
I can change my intelligence with hard work86%78%136
I can increase my intelligence by challenging myself81%75%135
I am capable of learning anything82%74%136
I feel safe in the neighborhood around this school67%64%133
I can do well on all my tests, even when they're difficult69%61%130
I can master the hardest topics in my classes61%49%130
I can meet all the learning goals my teachers set67%65%129
I came to class prepared77%72%135
I remembered and followed directions82%75%134
I paid attention, even when there were distractions71%56%136
How well did you get along with students who are different from you?80%72%137
When others disagreed with you, how respectful were you of their views?84%70%135
How carefully did you listen to other people's points of view?82%78%137

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 34 family questions
QuestionHereLos Angeles Unified elementary schoolsAnswers
Safety
My child is safe on school grounds95%91%317
Belonging
Clerical/office staff treat me with respect in-person and online98%92%338
Teachers treat me with respect in-person and online98%96%337
I am greeted by school staff when I visit this school99%94%325
I feel welcome to participate at this school98%94%346
Caring adults
Teachers take my concerns seriously97%94%335
Teachers at this school let me know about my child's progress99%95%335
Engagement
This school informs me about school activities in different ways97%94%341
This school includes me in important decisions about my child's education94%89%343
This school recruits and organizes parents to help and support the school94%91%337
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this school86%80%331
Other questions
Clerical/office staff take my concerns seriously95%89%336
Clerical/office staff respond to my needs in a timely manner96%90%333
Teachers respond to my needs in a timely manner97%94%333
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school73%85%333
I am satisfied with my school's communication about how to support my child's learning95%91%333
This school encourages my child to explore different career choices91%79%341
This school provides instructional resources to help me support my child's education96%89%343
This school offers extra activities for my child's personal growth93%87%341
This school provides high quality instruction to my child96%92%342
I am satisfied with how much my child is learning at this school96%91%345
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances96%95%332
I feel comfortable supporting my child’s use of technology at home to access and complete school assignments91%87%337
I have visited my child's school website to get information and/or access resources90%88%334
This school provides me with information (verbal and written) I can understand98%95%344
School staff provide translation and interpretation services when I need them94%87%312
This school provides information on grade level requirements for my child96%91%325
This school informs me about activities sponsored by the parent and family center93%91%318
I can easily find information about parent workshops or other programs offered at this school96%91%336
This school offers extra academic support for my child95%86%345
I have visited or received assistance from the parent and family center personnel, website or resource pages available online89%83%318
I have received information about my child's progress as an English Learner96%88%307
My child is clearly informed about the consequences of breaking school rules96%92%333
Discipline is fair at this school90%82%334

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 43 staff questions
QuestionHereLos Angeles Unified elementary schoolsAnswers
Safety
I feel safe on school grounds during the day99%97%83
Caring adults
At this school, decisions are made based on students’ needs and interests87%84%84
Adults at this school treat all students with respect96%94%82
High expectations
This school sets high standards for academic performance for all students98%95%85
This school emphasizes teaching lessons in ways relevant to students94%95%85
Bullying called a mild or insignificant problem
Harassment or bullying among students96%86%84
Other questions
I have the materials I need to do my job well85%84%85
Generally speaking, my technology issues are resolved within an acceptable time period95%84%85
I get the help I need to communicate with parents88%81%84
The child abuse training I receive adequately prepares me to address child abuse at my school98%95%85
I feel safe in the neighborhood around my school92%88%83
At this school, parents treat me with respect.87%85%85
This school is a supportive and inviting place for staff to work85%82%85
This school promotes personnel participation in decision-making that affects the school practices and policies76%75%85
How many adults at this school support and treat each other with respect?94%86%84
How many adults at this school feel a responsibility to improve this school?94%80%84
Students treat adults at this school with respect93%81%83
This school clearly communicates to students the consequences of breaking school rules89%80%83
This school effectively handles student discipline and behavioral problems87%75%84
Racial/ethnic conflict among students98%93%83
The MyPGS informal observation process has helped me improve my teaching (teachers)80%75%30
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)——31
I use ELPAC scores to plan instruction for my English learner students (teachers)87%75%31
I know how to determine progress towards reclassification for my students who are English Learners (teachers)94%84%31
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)90%86%31
I know which of my students are long-term English learners (LTELs) (teachers)—88%12
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)21%16%33
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)70%50%33
Worked in grade-level or department-level teams to review and align grading practices (teachers)84%59%32
Teachers meet to examine student performance data (teachers)85%51%33
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)97%66%33
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)74%79%34
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)74%79%34
I integrate technology into my instructional practices to meet the needs of my students (teachers)94%94%33
I feel confident integrating technology into my instruction (teachers)94%91%34
What I learn in our school professional development meetings addresses my students' needs (teachers)65%74%34
The professional development I received this year has made a positive impact on my teaching practice (teachers)68%74%34
The professional development I received this year has helped me improve students’ engagement in my class (teachers)68%71%34
The professional development I received this year has helped me improve my students' learning outcomes (teachers)74%75%34
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)76%77%34
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)85%81%34
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)73%76%33
I enjoy teaching at this school (teachers)85%88%34

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

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.

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

What would families and staff tell you?

Families and staff can answer a short set of questions about Twenty-Fourth Street. These are not star ratings or reviews.

  1. Staff answers show once 5 people have answered.Until then this page shows no staff answers.
  2. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  3. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  4. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.
  5. Staff confirm a work email.Staff answers come only from people who confirmed an email address at Los Angeles Unified.

Families

No family answers yet

0 of 20 needed before answers show

  • Does the school tell you how your child is doing, in a way you understand, before report cards arrive?Usually · Sometimes · Rarely
  • When you contact the school with a question, do you hear back within two school days?Usually · Sometimes · Rarely · Haven’t contacted them
  • Can you get school information in the language you read best?Yes · Mostly · No
  • And 4 more questions.

Answer the family questionsResponder en españolHow family answers work

Staff

No staff answers yet

5 answers needed before they show

  • Would you send your own child to this school?Yes · Maybe · No
  • Do you plan to work at this school next year?Yes · Not sure · No
  • Do you have the materials and supplies you need to teach?Usually · Sometimes · Rarely
  • And 5 more questions.

Answer the staff questionsHow staff answers work

The school day

What is the school day like?

Twenty-Fourth Street 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

42

TK students in 2025–26.

TK is California’s free public program for four-year-olds.

TK count: California Department of Education, Census Day enrollment, 2025–26. Find TK schools near you

Money

Where does the money go?

$34,180 for each student in 2024–25. California’s elementary schools spent $20,288 for each student. Los Angeles Unified’s plan for 2026–27 covers $7.9 billion.

$34,180

for each student at this school, 2024–25
Spent at the school
$29,168
The school’s share of district office costs
$5,012
Of the total, from federal funds
$3,221
  • Twenty-Fourth Street$34,180
  • Los Angeles Unified elementary schools$27,571
  • California elementary schools$20,288

The district and California figures combine their elementary schools, weighted by enrollment (our calculation, 5,053 California schools). Spending does not show how well money is used. Source: California Department of Education, per-school spending report, 2024–25. Funding records ↓

Los Angeles Unified’s yearly plan

$7.9billion

in the district’s plan for 2026–27

$1.8billion

planned for services for English learners, low-income students and foster youth
  • Academic Excellence$5.8 billion
  • Operational Effectiveness$1.0 billion
  • Joy and Wellness$521 million
  • Investing in Staff$268 million
  • Black Student Achievement Plan Implementation$135 million
  • Engagement and Collaboration$68 million
  • Equity Multiplier$35 million
  • English Learner Supports$30 million

This 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

What is the area around Twenty-Fourth Street like?

These figures are for everyone who lives in ZIP code 90018. They are not figures for the families at Twenty-Fourth Street.

Typical household income in a year

$62,864

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 90018.

Typical home value
$923,300
People who live in this ZIP code
48,745
Typical age
37.7 years
Adults 25 and older with a four-year college degree
23%

Questions to ask

What should I ask, and when?

Bring these 8 questions to Twenty-Fourth Street. Confirm anything about applying with the school itself.

On a tour

  1. How many K–2 students did screening find at risk last year, and how many got extra reading help?
  2. What extra help do English learners get, and how do you know it’s working?22% of English learners scored Proficient or Advanced in English, grades 3–5, spring 2026 (63 students tested); the same group across California: 13%
  3. When a bullying report comes in, who handles it, and how is the family told?20% (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%
  4. What is the school doing about this survey result?73% of families agreed that “Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school” (333 answered); LAUSD elementary: 85%
  5. What extra help do students who are behind get, and how do you know it’s working?51% in math scored at the Developing or Minimal level, grades 3–5, spring 2026 (208 students tested); California: 58%
  6. What are the school-day hours and after-school care options?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. Is there care before or after school, and what does it cost?

Getting in

What comes after Twenty-Fourth Street, and how do I get in?

Ask Los Angeles Unified which school serves your address. Next comes Johnnie Cochran, Jr., Middle, then West Adams Preparatory High.

  1. Elementary · this school
    Twenty-Fourth Street Elementary
    Grades TK–5Scope Score 83Strong · 80th percentile
  2. Middle · part of the zone
    Johnnie Cochran, Jr., Middle
    Scope Score 69Needs Support · 14th percentile · 202658% of the zone’s children

    Or Pio Pico Middle for the other 42%. Scope Score 75 · Solid · 52nd percentile · 2026.

  3. High · assigned
    West Adams Preparatory High
    Scope Score 68Needs Support · 14th percentile · 2025

The district splits Twenty-Fourth Street’s attendance zone. 58% of its children are assigned to Johnnie Cochran, Jr., Middle and the other 42% to Pio Pico Middle. Each school’s standing compares it with California schools at its own level.

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

Not a next step: the school sharing this address. Crown Preparatory Academy (59th percentile, Solid, among middle schools, 2026) has the same street address in the state’s school directory.

All recorded links and nearby alternatives

Middle-school links

  • Johnnie Cochran, Jr., Middle

    Assigned for part of the zone

    Scope Score 69 · Needs Support · 14th percentile · middle · 2026

    58% of the zone’s children

  • Pio Pico Middle

    Assigned for part of the zone

    Scope Score 75 · Solid · 52nd percentile · middle · 2026

    42% of the zone’s children

High-school links

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: West Adams Preparatory High
West Adams Preparatory HighScope Score 68 · Needs Support · 14th percentile · 2025district-published assignment

The road from this school ends at West Adams Preparatory High. UC records 28 enrollees from West Adams Preparatory High for fall 2025. The AP Course Audit lists 14 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach West Adams Preparatory High around 2036, and a school can change a lot in 10 years. By the state’s 2023 count, 55% of the students who finished high school at West Adams Preparatory High enrolled in college within 12 months, UC or not.

28 UC enrollees (fall 2025) · 14 authorized AP courses (AP Course Audit 2025–26) → full record on West Adams Preparatory High's page
Source: UC & College Board AP Course Ledger

Applying to Twenty-Fourth Street for 2027–28

  1. Twenty-Fourth Street is on LAUSD’s list of Schools for Advanced Studies (grades K–5). In LAUSD’s words: “Schools for Advanced Studies (SAS) are Los Angeles Unified schools that have received a designation for equitable and exemplary Gifted and Talented Education (GATE) programs.” From the Choices brochure, pages 55 and 56, read November 2, 2026.

    LAUSD Choices brochure 

  2. If Twenty-Fourth Street is the school for your address, you don’t apply. You register with Los Angeles Unified (LAUSD), and a child who meets the SAS criteria joins its SAS/GATE program. Check which school serves your address first.

    LAUSD Resident School Identifier 

  3. On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026, join the end of the waiting list, and the school itself checks SAS eligibility when it contacts you about a seat.

    apply.lausd.net 

Compare with other schools

How Choices, lotteries and waitlists work

Where it is

Where is Twenty-Fourth Street?

Address
2055 West 24th Street, Los Angeles 90018Get directions (opens Google Maps in a new tab)
Administrator
Veronica BrownAs the state’s school directory lists it, last updated September 18, 2025.

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

Short answers to 7 common questions

How do I get in?

Twenty-Fourth Street is on LAUSD’s list of Schools for Advanced Studies (grades K–5). In LAUSD’s words: “Schools for Advanced Studies (SAS) are Los Angeles Unified schools that have received a designation for equitable and exemplary Gifted and Talented Education (GATE) programs.” From the Choices brochure, pages 55 and 56, read November 2, 2026. It is one of LAUSD’s Schools for Advanced Studies: from elsewhere in LAUSD, a child who meets the SAS criteria can apply for a seat through Choices (late applications from December 1, 2026). See the details ↓

Is Twenty-Fourth Street a good elementary school?

Twenty-Fourth Street Elementary has a Scope Score of 83. It scored higher than 80 in 100 of California’s 5,726 scored public elementary schools (Strong, 80th percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 11 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 0 of 517 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school. See the details ↓

Did students here score higher than students who started at the same place?

Yes, in both subjects. In 2025, students here in grades 4 and 5 scored 19 points higher in English than California students who had the same score the year before. The state calls that Accelerated. In math, they scored 34 points higher, which the state calls Exceptional.

  • Included in this measure: 86 students

See the details ↓

How do kids like mine do here?

In spring 2026, 55% of low-income students in grades 3–5 at Twenty-Fourth Street Elementary in Los Angeles scored Proficient or Advanced in English, against 36% for the same group across California. See the details ↓

What do families and students say?

95% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD elementary schools 91%, 317 answered).

  • 82% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD elementary schools 77%, 137 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

See the details ↓

What should I ask on a visit?

The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓

The full record

Source records

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

Record sets on this page
12
Sources
California Department of EducationU.S. Census Bureau
State test years
2017–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #1,125 of 5,726 California elementary schools we score · #96 of 581 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math28%5642%
Proficient or Advancedaverage of English and math52%5723%
5th graders in 2026 against 3rd graders in 2024 (partly different children)+90 scale-score pts7520%
Chronically absent11 in 100595%
Suspension rate0 of 517635%
English learners: top level18%525%

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 year2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School yearScope ScorePercentileRankComparison group
2025–268380#1125California elementary schools · 5,726 schools · current formula
School yearChronic absenceSuspensionGrade gap (points)
2025–2611 in 1000 of 517+5

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

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English20829%55%
2026 · Math20826%49%
2025 · English17831%48%
2025 · Math17826%48%
2024 · English16323%41%
2024 · Math16412%40%
2023 · English17018%37%
2023 · Math17214%41%
2022 · English18915%32%
2022 · Math19011%28%
2019 · English21010%24%
2019 · Math2115%22%
2018 · English20810%31%
2018 · Math2107%29%
2017 · English2378%26%
2017 · Math2415%30%

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 · subjectStudents with scoresMet or exceeded
2025 · Grade 3 · English8250%
2025 · Grade 4 · English9647%
2025 · Grade 3 · Math8246%
2025 · Grade 4 · Math9650%
2024 · Grade 3 · English9040%
2024 · Grade 4 · English7342%
2024 · Grade 3 · Math9142%
2024 · Grade 4 · Math7337%
2023 · Grade 3 · English7436%
2023 · Grade 4 · English9638%
2023 · Grade 3 · Math7649%
2023 · Grade 4 · Math9634%
2022 · Grade 3 · English9328%
2022 · Grade 4 · English9636%
2022 · Grade 3 · Math9327%
2022 · Grade 4 · Math9730%
2019 · Grade 3 · English12318%
2019 · Grade 4 · English8733%
2019 · Grade 3 · Math12319%
2019 · Grade 4 · Math8827%
2018 · Grade 3 · English9840%
2018 · Grade 4 · English11024%
2018 · Grade 3 · Math9938%
2018 · Grade 4 · Math11120%
2017 · Grade 3 · English11228%
2017 · Grade 4 · English12525%
2017 · Grade 3 · Math11634%
2017 · Grade 4 · Math12526%

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)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide6411%27%50%12%

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 · EnglishTestedProficient or Advancedvs districtvs California
Low-income20255%+15+19
Hispanic or Latino17958%+17+22
English learners6322%+10+9
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+1986Accelerated+3486Exceptional
Low-income+2085Exceptional+3485Exceptional
Hispanic or Latino+1776Accelerated+3576Exceptional
English-only students+2441not categorized+4441not categorized
English learners+1139Accelerated+1739Accelerated
English learners only+222not categorized+822not categorized
Recently reclassified as fluent in English+1717not categorized+2717not categorized
Students with disabilities+511Accelerated+1911Accelerated

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
28%
exceeded standard · 40% met or exceeded
CDE CAASPP 2024 · 90 English test records with scores
English · 2026 · Grade 5
30%
Advanced · 63% Proficient or Advanced
CDE CAASPP 2026 · 64 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 64 (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+19 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

86 students

CDE growth category: Accelerated

California growth model, English: +19 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's +2-point median for California elementary school records.

State model · math+34 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

86 students

CDE growth category: Exceptional

California growth model, math: +34 scale-score points versus the state's expectation, CDE category Exceptional, against SchoolScope's +2-point median for California elementary school records.

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 · 14 in 100 → 2025–26 · 11 in 100 · −3 in 100
Suspension rate2024–25 · 0 of 491 → 2025–26 · 0 of 517 · 0.0 percentage points
Group2018–192025–26Change
Female19 in 1009 in 100−10 in 100
Male18 in 10013 in 100−5 in 100
Black or African American25 of 6915 of 63—
Hispanic or Latino16 in 1008 in 100−8 in 100
White2 of 11——
Students with disabilities17 of 8514 in 100—
English learners12 in 1006 in 100−6 in 100
Foster youth2 of 10——
Low-income19 in 10011 in 100−8 in 100
All students18 in 10011 in 100−7 in 100
Homeless—3 of 12—

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.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure

Per-pupil spending

District · current expense$18,180 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 pupils

California · selected district mean$14,491 per pupil

NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records

School-level federal expenditures$2,668 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 441

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 441

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
GroupDollarsShare, to two decimalsPrinted
Instruction$5,655,379,38451.81%52%
Instruction support$1,791,152,34816.41%17%
Student services$1,344,873,23212.32%12%
Administration$763,652,7807.00%7%
Buildings & maintenance$1,099,649,06210.07%10%
Other$260,356,5952.39%2%
Total$10,915,063,400100.00%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 holders4.0%

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 90018 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90018 area
MeasureEstimate
Median household income$62,864
Bachelor's degree or higher (adults 25+)23%
ZIP-area population48,745
Median age37.7 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 90018 →

Downloads, embed and methodologyCSV · embed code · sources · corrections

Embed this scorecard

<iframe
  src="https://schoolscope.co/embed/school/twenty-fourth-street-elementary-9608"
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  title="Twenty-Fourth Street Elementary — SchoolScope scorecard">
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Free to embed with the credit link. Data updates automatically.

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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