Walnut Park Middle A School of Social Justice and Service Learninghigher than 77 of the 100 California dots
California’s public middle schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Walnut Park Middle A School of Social Justice and Service Learninghigher than 77 of the 100 California dots
California’s public middle schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Walnut Park Middle A School of Social Justice and Service Learninghigher than 77 of the 100 California dots
California’s public middle schools · 1 dot = 1 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Near California in English (reading and writing) and math: 55% and 38% scored Proficient or Advanced in grades 6–8, spring 2026, against 49% and 37%.
Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 321 in English, 320 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).
From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).
In grades 6–8, spring 2026, 20% of students tested in math scored Advanced, against 21% across California. Advanced is the top of the state’s four levels.
Sources
The sentence above
California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grades 6–8. California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,800 in math tested).
Common questions
How do I get in?
Walnut Park Middle A School of Social Justice and Service Learning is on LAUSD’s list of Schools for Advanced Studies (grades 6–8). 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 58, 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). Evidence ↓
Is Walnut Park Middle A School of Social Justice and Service Learning a good middle school?
Walnut Park Middle A School of Social Justice and Service Learning scores higher than 77 in 100 of California’s 2,529 scored public middle schools: 77th percentile, Strong, spring 2026. Evidence ↓
How often do students miss school or get suspended?
In 2025–26, 17 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 0.3% of students (1 of 353) were suspended at least once in 2025–26, against 3.7% at the average California middle school. Evidence ↓
More questions (5)
Did students here score above what the state expected?
In English, yes; in math, about as expected. In 2025, students here in grades 6–8 scored +5 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored +4 points, which it calls Average.
Grade 6 stands apart in math: 24% scored Proficient or Advanced, against 38% across grades 6–8 here, spring 2026. Each grade is a different group of students, so this describes one year’s class. Evidence ↓
How do kids like mine do here?
In spring 2026, 53% of low-income students in grades 6–8 at Walnut Park Middle A School of Social Justice and Service Learning scored Proficient or Advanced in English, against 39% for the same group across California.Evidence ↓
What do families and students say?
92% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 276 answered).
76% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 322 answered)
Source: Los Angeles Unified School District School Experience Survey, 2025–26
The questions drawn from this page are under Next steps, ready to copy. Evidence ↓
Academic achievement
How did students here do on state tests?
Above California in English; near it in math.
State tests (CAASPP), spring 2026
In grades 6–8, spring 2026, 55% scored Proficient or Advanced in English and 38% in math, against 49% and 37% across California.
Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 321 in English, 320 in math
Comparison
California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English, 1,254,800 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard
English
Grades 6–8 · spring 2026 · 321 tested
Advanced
20%
Proficient
35%
Below the standard
45%
This school55%
California49%
Los Angeles Unified47%
55% Proficient or Advanced in grades 6–8.
Math
Grades 6–8 · spring 2026 · 320 tested
Advanced
20%
Proficient
18%
Below the standard
62%
This school38%
California37%
Los Angeles Unified35%
38% Proficient or Advanced in grades 6–8.
Grade 6 stands apart in math: 24% scored Proficient or Advanced, against 38% across grades 6–8 here, spring 2026. Each grade is a different group of students, so this describes one year’s class. Each grade’s results ↓
Results for each grade, spring 2026English and math · grades 6–8 · every level, with tested counts
English, grades 6–8: share of students tested, spring 2026
Measure
Grade 6
Grade 7
Grade 8
Proficient or Advanced
50%
56%
56%
Advanced
15%
16%
26%
Proficient
35%
40%
30%
Developing level
24%
21%
23%
Minimal
26%
23%
21%
Tested
80
115
126
California
48%
51%
49%
Difference
+2
+5
+7
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 6–8: share of students tested, spring 2026
Measure
Grade 6
Grade 7
Grade 8
Proficient or Advanced
24%
46%
40%
Advanced
14%
20%
24%
Proficient
10%
26%
16%
Developing level
31%
22%
21%
Minimal
45%
32%
39%
Tested
80
114
126
California
37%
38%
36%
Difference
−13
+8
+4
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.
Grade-to-grade gainsFrom grade 6 in spring 2024 to grade 8 in spring 2026, results here rose more than at the average California middle school. Students move in and out, so these are partly different children. The Score factors record below gives the figure.
How does math compare with English?
In grades 6–8, spring 2026, math trails English by 17 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.
Have results changed?
Results in both subjects were higher than in 2025. English went from 46% to 55% and math from 32% to 38%.
Did students here score above what the state expected?
In English, yes; in math, about as expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 6–8 scored +5 points against that expected score in English, which the state calls Accelerated. In math, they scored +4 points, which it calls Average.
Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 6–8: 329
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.
Grades 6–8 · 2025 · 329 students with scores in both years
Points above or below what the state expected from the same students’ earlier scores.
+5 pts
English
The state calls it Accelerated, the fourth of its five growth levels.
+4 pts
Math
The state calls it Average, the third of its five growth levels.
Ask: What extra help do students who are behind get, and how do you know it’s working?
All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
Students
Advanced
Proficient
Developing level
Minimal
Tested
English, grades 6–8 · This school
20%
35%
22%
23%
321
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
20%
18%
24%
38%
320
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
Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.
Read English and math separately, then look at progress and the courses students can take.
Chart and table: 2017–2026. Hover, tap or focus a chart and use the arrow keys to see each year.
English top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202655%49%
This schoolCalifornia
Math top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202638%37%
This schoolCalifornia
The lines break across the COVID years, when state testing was waived or optional.
2026 was the highest year in this series in both subjects. Each year is a different group of students.
Each year’s results and tested counts
English · top two levels · grades 6–8
Year
This school
California
2017
29% 478 tested
48% 1,377,836 tested
2018
32% 490 tested
49% 1,391,379 tested
2019
43% 480 tested
50% 1,390,416 tested
2022
52% 395 tested
47% 1,277,584 tested
2023
47% 363 tested
46% 1,267,562 tested
2024
48% 316 tested
46% 1,269,432 tested
2025
46% 353 tested
49% 1,266,619 tested
2026
55% 321 tested
49% 1,254,039 tested
Math · top two levels · grades 6–8
Year
This school
California
2017
16% 501 tested
37% 1,383,609 tested
2018
18% 490 tested
37% 1,394,516 tested
2019
23% 486 tested
38% 1,394,239 tested
2022
21% 402 tested
31% 1,279,506 tested
2023
23% 366 tested
32% 1,272,024 tested
2024
25% 329 tested
33% 1,277,570 tested
2025
32% 354 tested
36% 1,272,526 tested
2026
38% 320 tested
37% 1,254,800 tested
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores
California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 5 points above that expected score, and in math 4 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 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.
Life at school
How often do students miss school or get suspended?
17 in 100 students were chronically absent in 2025–26.
State attendance and suspension records, 2025–26
That means they missed 10% or more of school days. At the average Los Angeles Unified middle school, 24 in 100 were. 0.3% of students were suspended at least once in 2025–26, against 3.7% at the average California middle school.
Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 58 of 338 students counted for it; suspension: 1 of 353 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Los Angeles Unified middle school 0.8%.
Chronically absent, 2025–26
17 in 100This school
24 in 100At the average Los Angeles Unified middle school
18 in 100At the average California middle school
58 of 338 students were chronically absent, meaning they missed 10% or more of school days.
Suspensions, 2025–26
0.3%
of students were suspended at least once (1 of 353). Average California middle school 3.7%.
Ask: When a child starts missing school, who calls the family, and how soon?
Chronic absence by grade2025–26 · per 100 students, with counts
Grade 6: 22 in 100, 18 of 81
Grades 7–8: 16 in 100, 40 of 257
What people say
What do students, families and staff say?
On high expectations and safety, students, families and staff here all answered more positively than at LAUSD middle schools in 2025–26.
LAUSD School Experience Survey, 2025–26
This schoolLAUSD middle schools, same questionsEach bar 0–100%
Students
322 of 322 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise
Belonging · average of 6 questions64%LAUSD middle 55% · 240–321 answered each
Caring adults · average of 8 questions73%LAUSD middle 61% · 307–321 answered each
Engagement · average of 6 questions70%LAUSD middle 58% · 310–316 answered each
High expectations · average of 2 questions84%LAUSD middle 73% · 316 answered
Bullied 2 or more times in the past 30 days · average of 5 questions15%LAUSD middle 19% · 238–320 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.
All 45 student questionseach with its answer count, beside LAUSD middle schools
Question
Here
LAUSD middle schools
Answers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed
76%
64%
322
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed
78%
63%
314
I am happy to be at this schoolShare who agreed or strongly agreed
74%
64%
321
I feel like I am part of this schoolShare who agreed or strongly agreed
70%
58%
320
I feel accepted for who I am at this schoolShare who agreed or strongly agreed
70%
62%
320
Most kids at this school are kind to each otherShare who agreed or strongly agreed
38%
31%
318
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed
54%
53%
240
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed
79%
61%
316
The teachers at this school treat students fairlyShare who agreed or strongly agreed
74%
52%
321
Teachers care if I'm absent from schoolShare who agreed or strongly agreed
61%
55%
321
Adults at this school treat all students with respectShare who agreed or strongly agreed
80%
59%
321
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed
70%
57%
313
There is at least one adult at my school who supports meShare who agreed or strongly agreed
72%
69%
313
Teachers at my school know meShare who agreed or strongly agreed
70%
64%
307
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed
76%
68%
319
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed
87%
75%
313
My teachers make learning funShare who agreed or strongly agreed
57%
44%
310
Students have a voice in decision making at this schoolShare who agreed or strongly agreed
68%
48%
316
Teachers encourage students to make decisionsShare who agreed or strongly agreed
72%
61%
315
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of classShare who agreed or strongly agreed
81%
75%
314
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activitiesShare who agreed or strongly agreed
56%
44%
315
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed
86%
75%
316
Adults at this school encourage me to work hard so I can be successful in college or at the job I chooseShare who agreed or strongly agreed
82%
70%
316
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it
22%
25%
320
Been made fun of because of your looks or the way you talk?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it
23%
30%
320
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it
11%
17%
318
Been bullied online?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it
8%
10%
318
Had sexual jokes, comments, or gestures made to you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it
11%
16%
238
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed
76%
61%
315
Students know how they are expected to actShare who agreed or strongly agreed
58%
45%
320
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed
87%
76%
318
What is the highest level of education that you plan to complete?The survey file we hold gives no share for this question, so none is shown
—
—
229
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”
79%
72%
315
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”
76%
71%
313
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”
77%
68%
314
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed
63%
62%
321
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”
60%
50%
308
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”
50%
42%
307
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”
62%
54%
307
I came to class preparedShare who answered “Often” or “Almost all the time”
86%
76%
317
I remembered and followed directionsShare who answered “Often” or “Almost all the time”
88%
79%
314
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”
69%
59%
315
How well did you get along with students who are different from you?Share who answered “Got along pretty well” or “Got along extremely well”
63%
67%
317
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”
72%
67%
318
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”
All 38 family questionseach with its answer count, beside LAUSD middle schools
Question
Here
LAUSD middle schools
Answers
Safety
My child is safe on school groundsShare who agreed or strongly agreed
92%
82%
276
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed
94%
89%
280
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed
96%
90%
282
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed
94%
88%
277
I feel welcome to participate at this schoolShare who agreed or strongly agreed
94%
88%
293
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed
91%
86%
281
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed
95%
88%
279
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed
92%
89%
291
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed
91%
82%
290
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed
86%
81%
283
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed
93%
82%
271
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed
96%
86%
267
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed
86%
74%
280
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed
90%
84%
281
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed
91%
84%
281
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed
91%
85%
281
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed
82%
83%
280
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed
92%
85%
279
This school encourages my child to explore different career choicesShare who agreed or strongly agreed
94%
77%
292
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed
82%
69%
261
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed
86%
75%
262
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed
90%
82%
292
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed
90%
84%
289
This school provides high quality instruction to my childShare who agreed or strongly agreed
92%
87%
292
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed
94%
86%
292
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed
81%
86%
280
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed
95%
89%
282
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed
72%
87%
279
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed
92%
90%
291
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed
91%
82%
258
This school provides information on grade level requirements for my childShare who agreed or strongly agreed
94%
86%
278
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed
90%
84%
276
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed
88%
83%
282
This school offers extra academic support for my childShare who agreed or strongly agreed
90%
84%
292
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed
82%
77%
262
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed
94%
82%
224
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed
98%
91%
279
Discipline is fair at this schoolShare who agreed or strongly agreed
52 of 52 staff answered (100%), 15 of them teachers · share who agreed or strongly agreed, unless a row says otherwise
Safety · 1 question100%LAUSD middle 94% · 52 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions97%LAUSD middle 84% · 52 answered
High expectations · average of 2 questions100%LAUSD middle 92% · 51–52 answered each
Bullying called a mild or insignificant problem · 1 question88%LAUSD middle 71% · 52 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count, beside LAUSD middle schools
Question
Here
LAUSD middle schools
Answers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers
100%
94%
52
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed
96%
78%
52
Adults at this school treat all students with respectShare who agreed or strongly agreed
98%
90%
52
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed
100%
91%
52
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed
100%
92%
51
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem
88%
71%
52
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed
86%
77%
52
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed
83%
81%
52
I get the help I need to communicate with parentsShare who agreed or strongly agreed
85%
77%
52
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed
96%
93%
51
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers
96%
86%
52
At this school, parents treat me with respect.Share who agreed or strongly agreed
96%
81%
52
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed
90%
78%
52
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed
86%
72%
52
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”
98%
86%
51
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”
94%
75%
51
Students treat adults at this school with respectShare who agreed or strongly agreed
100%
70%
52
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed
96%
74%
52
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed
90%
67%
52
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem
98%
81%
52
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed
—
79%
14
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed
—
80%
14
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)Share who agreed or strongly agreed
—
86%
14
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed
—
68%
13
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)Share who answered “Two times this year” or “Three or more times this year”
—
—
11
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed
—
54%
10
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed
—
64%
10
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed
—
70%
10
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed
—
78%
10
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”
—
17%
14
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”
—
35%
14
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”
—
42%
14
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”
—
33%
14
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)Share who answered “Once a week” or “Twice a week or more”
—
45%
14
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed
—
77%
14
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed
—
76%
14
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed
—
92%
14
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed
—
90%
14
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed
—
65%
14
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed
—
63%
14
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed
—
60%
14
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed
—
64%
14
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed
—
69%
14
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)Share who agreed or strongly agreed
—
73%
14
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed
—
66%
14
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed
—
85%
14
“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.
Work here? Answer 8 questions about Walnut Park Middle A School of Social Justice and Service Learning as a workplace, with your Los Angeles Unified work email.
Ask: Does the school share its survey results with families, and what has it changed because of them?
About the survey and these figuresWho answers, what we show, and how a theme figure is made
Los Angeles Unified School District, School Experience Survey 2025–26 (researcher file). Students in grades 4–12 take it; some questions go only to older grades.
LAUSD publishes no minimum number of answers. We show a question only when at least 20 people answered it, and a group only when at least 10% of it responded, so the answers speak for more than the few who chose to reply.
Each row shows the percentage its label describes. For a theme, such as one marked “average of 5 questions”, we average the percentages for its questions, the way LAUSD averages its own topics. Each lane lists every question with its own percentage.
Every learner
How do kids like mine do here?
Hispanic or Latino and low-income students here scored well above the same groups across California.
Student groups, grades 6–8, spring 2026
Both groups score below California’s rate for all students statewide. 55% of Hispanic or Latino students scored Proficient or Advanced in English and 38% in math (grades 6–8, spring 2026), against 39% and 25% for the same group across California. Low-income students: 53% in English and 38% in math, against 39% and 26% for the same group across California.
Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 6–8; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
Walnut Park Middle A School of Social Justice and Service LearningSame group, California■Ahead of the same group across California, where that group scores below California’s rate for all students
Low-incomeEnglish · 307 tested■Ahead of the same group across California, where that group scores below California’s rate for all students: 53%Same group, California 39%
Low-incomeMath · 306 tested■Ahead of the same group across California, where that group scores below California’s rate for all students: 38%Same group, California 26%
Hispanic or LatinoEnglish · 319 tested■Ahead of the same group across California, where that group scores below California’s rate for all students: 55%Same group, California 39%
Hispanic or LatinoMath · 318 tested■Ahead of the same group across California, where that group scores below California’s rate for all students: 38%Same group, California 25%
0%50%100%
Proficient or Advanced, grades 6–8, spring 2026.
Who are the students?
2025–26 · students counted
1Hispanic or Latino99%
2White—
3Asian—
4Black or African American—
5Filipino—
6Two or more races—
7American Indian or Alaska Native—
8Pacific Islander—
9Not reported—
–Unallocated share1%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.
Are English learners moving up on the state’s English test?
63% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.
Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years
This school · 22 of 35 English learners63%
Los Angeles Unified · 24,781 of 47,33052%
California · 355,274 of 748,91647%
It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.
Who are the families and teachers?
92%of students qualified for free or reduced-price meals in 2024–25, 343 of 371. California: 63%.
21teachers, 2024–25
14 yearsaverage experience, 2024–25
0%in their first year, 2024–25
76%of teaching positions with proper credential and placement, 2021–22
Ask: How does the school keep Hispanic or Latino and low-income students on track as they move up through the grades?
All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subject
Here
vs Los Angeles Unified
vs California
Low-income · 307 tested in English, 306 in math
English
53%
+1043%
■+1439%
Math
38%
+731%
■+1226%
Hispanic or Latino · 319 tested in English, 318 in math
English
55%
+1342%
■+1639%
Math
38%
+731%
■+1325%
Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.
English learners, 34 tested: no rate for grade 8 in our records, and fewer than 30 tested in the grades with one. Students with disabilities, 36 tested: no rate for grade 7 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.
Full student mix, comparisons and sources, 2025–26
Students, 2025–26
Here
Hispanic or Latino
99%
White
—
Asian
—
Black or African American
—
Filipino
—
Two or more races
—
American Indian or Alaska Native
—
Pacific Islander
—
Not reported
—
Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.
How the credential rate is counted
CDE SARC report 2024–25, measured 2021–22: 76% of teaching positions, 17 properly credentialed teaching-position FTE out of 22.3 total position FTE. This measures positions, not individual teachers.
Next steps
What comes after Walnut Park Middle A School of Social Justice and Service Learning, and how do I get in?
In the district’s boundaries, Walnut Park Middle A School of Social Justice and Service Learning draws from 6 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.
Walnut Park Middle A School of Social Justice and Service Learning
From the district’s 2026 attendance boundaries. Shares are our estimate of where the zone’s children live, from 2020 Census child counts, or land area where few children were counted; they describe children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee placement: transfers, permits, magnets and Choices can change the path. Check your child’s address and current assignment with the district. Explore schools on the map
Option for this area, by application · district-published, source year 2026; no single school is assigned
37th percentile · Developing · high · 2025
43% 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.
Ask Los Angeles Unified which school serves your address.
Applying to Walnut Park Middle A School of Social Justice and Service Learning for 2027–28
Walnut Park Middle A School of Social Justice and Service Learning is on LAUSD’s list of Schools for Advanced Studies (grades 6–8). 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 58, read November 2, 2026.
If Walnut Park Middle A School of Social Justice and Service Learning is the school for your address, you don’t apply: you register with LAUSD, and a child who meets the SAS criteria joins its SAS/GATE program. Check which school serves your address first.
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.
What extra help do students who are behind get, and how do you know it’s working? 62% in math scored at the Developing or Minimal level, grades 6–8, spring 2026 (320 students tested); California: 63%
When a child starts missing school, who calls the family, and how soon?
Does the school share its survey results with families, and what has it changed because of them?
When a bullying report comes in, who handles it, and how is the family told? 15% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
What is the school doing about this survey result? 72% of families agreed that “I have visited my child's school website to get information and/or access resources” (279 answered); LAUSD middle: 87%
Which math courses can students take, and how are placements decided?
Every figure on this page, with its source, grades, year and count.
Score factorssource values, index and weights · 2025–26 · ranked #565 of 2,529 California middle schools we score · #37 of 225 in Los Angeles Unified
Score factors, 2025–26
Factor
School
Index
Weight
Advancedaverage of English and math
19%
52
42%
Proficient or Advancedaverage of English and math
45%
54
23%
8th graders in 2026 against 6th graders in 2024 (partly different children)
+69 scale-score pts
78
20%
Chronically absent
17 in 100
51
5%
Suspension rate
0.3% (1 of 353)
63
5%
English learners: top level
29%
59
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.
Scope Score by year2018–19 to 2025–26 · each year’s inputs, and the score for each year we could verify
Scope Score
School year
Scope Score
Percentile
Rank
Comparison group
2025–26
52
77
#565
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
18 in 100
0.2% (1 of 531)
−8
2021–22
not on file
not on file
+4
2022–23
not on file
not on file
+14
2023–24
14 in 100
0.5% (2 of 371)
+4
2024–25
15 in 100
0 of 384
0
2025–26
17 in 100
0.3% (1 of 353)
+12
Chronic absence and suspension are CDE’s all-students school rates for each year.
Grade gap: the same year’s grade 6 and grade 8 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade
English and math by test year · all tested grades
Year · subject
Students with scores
Top level
Top two levels
2026 · English
321
20%
55%
2026 · Math
320
20%
38%
2025 · English
353
14%
46%
2025 · Math
354
16%
32%
2024 · English
316
10%
48%
2024 · Math
329
7%
25%
2023 · English
363
14%
47%
2023 · Math
366
10%
23%
2022 · English
395
17%
52%
2022 · Math
402
7%
21%
2019 · English
480
11%
43%
2019 · Math
486
8%
23%
2018 · English
490
6%
32%
2018 · Math
490
5%
18%
2017 · English
478
4%
29%
2017 · Math
501
5%
16%
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
87
47%
2025 · Grade 7 · English
133
46%
2025 · Grade 8 · English
133
45%
2025 · Grade 6 · Math
87
26%
2025 · Grade 7 · Math
134
37%
2025 · Grade 8 · Math
133
29%
2024 · Grade 6 · English
76
45%
2024 · Grade 7 · English
128
49%
2024 · Grade 8 · English
112
48%
2024 · Grade 6 · Math
80
18%
2024 · Grade 7 · Math
136
30%
2024 · Grade 8 · Math
113
23%
2023 · Grade 6 · English
110
34%
2023 · Grade 7 · English
111
49%
2023 · Grade 8 · English
142
55%
2023 · Grade 6 · Math
109
19%
2023 · Grade 7 · Math
114
24%
2023 · Grade 8 · Math
143
26%
2022 · Grade 6 · English
83
42%
2022 · Grade 7 · English
144
64%
2022 · Grade 8 · English
168
47%
2022 · Grade 6 · Math
84
14%
2022 · Grade 7 · Math
148
28%
2022 · Grade 8 · Math
170
17%
2019 · Grade 6 · English
133
43%
2019 · Grade 7 · English
176
53%
2019 · Grade 8 · English
171
33%
2019 · Grade 6 · Math
136
24%
2019 · Grade 7 · Math
179
28%
2019 · Grade 8 · Math
171
17%
2018 · Grade 6 · English
128
38%
2018 · Grade 7 · English
177
25%
2018 · Grade 8 · English
185
36%
2018 · Grade 6 · Math
124
19%
2018 · Grade 7 · Math
182
21%
2018 · Grade 8 · Math
184
15%
2017 · Grade 6 · English
141
23%
2017 · Grade 7 · English
168
36%
2017 · Grade 8 · English
169
27%
2017 · Grade 6 · Math
138
15%
2017 · Grade 7 · Math
189
21%
2017 · Grade 8 · Math
174
11%
Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.
Science (CAST)schoolwide · spring 2026
Science (CAST)
Tested
Advanced
Proficient
Developing level
Minimal
Schoolwide
126
13%
25%
53%
9%
CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.
Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California
Group · English
Tested
Proficient or Advanced
vs district
vs California
Low-income
307
53%
+10
+14
Hispanic or Latino
319
55%
+13
+16
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
Group
English
n
CDE category
Math
n
CDE category
All students
+5
329
Accelerated
+4
329
Average
Hispanic or Latino
+6
326
Accelerated
+4
326
Average
Low-income
+4
304
Average
+2
304
Average
English-only students
+9
154
not categorized
+9
154
not categorized
English learners
−4
77
Average
−6
77
Moderate
Recently reclassified as fluent in English
+5
46
not categorized
−3
46
not categorized
Students with disabilities
−1
36
Average
−16
36
Moderate
English learners only
−21
31
not categorized
−9
31
not categorized
Long-term English learners (grades 6–8 only)
−22
24
Minimal
−21
24
Minimal
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. 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.
Growth recordsthe state’s student-by-student measure, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures
Grade 8 in 2026 against grade 6 in 2024 · English
English · 2024 · Grade 6
9%
exceeded standard · 45% met or exceeded
CDE CAASPP 2024 · 76 English test records with scores
→
English · 2026 · Grade 8
26%
Advanced · 56% Proficient or Advanced
CDE CAASPP 2026 · 126 English test records with scores
Minimum rounded subject-mean records with scores at the endpoints: 78 (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+5 pts vs expected
matched students, grades 6–8
CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 6–8
329 students
CDE growth category: Accelerated
California growth model, English: +5 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's −2-point median for California middle school records.
State model · math+4 pts vs expected
matched students, grades 6–8
CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 6–8
329 students
CDE growth category: Average
California growth model, math: +4 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's −3-point median for California middle 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 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.
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 · 15 in 100 → 2025–26 · 17 in 100 · +2 in 100
Suspension rate2024–25 · 0 of 384 → 2025–26 · 0.3% (1 of 353) · +0.3 percentage points
Group
2018–19
2025–26
Change
Female
20 in 100
15 in 100
−5 in 100
Male
16 in 100
19 in 100
+3 in 100
Hispanic or Latino
18 in 100
17 in 100
−1 in 100
Students with disabilities
24 in 100
20 in 100
−4 in 100
English learners
33 in 100
26 in 100
−7 in 100
Foster youth
25 in 100
—
—
Homeless
33 in 100
—
—
Low-income
18 in 100
18 in 100
0 in 100
All students
18 in 100
17 in 100
−1 in 100
Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure
Per-pupil spending
District · current expense$18,180 per pupil
NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 pupils
California · selected district mean$14,491 per pupil
NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records
School-level federal expenditures$3,372 per pupil
CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 371
Central federal expenditures attributed here$553 per pupil
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 371
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
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
Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year
Additional workforce records
Properly assigned intern credential holders12.7%
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 90255 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90255 area
Measure
Estimate
Median household income
$64,766
Bachelor's degree or higher (adults 25+)
9%
ZIP-area population
69,349
Median age
35.0 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 90255 →
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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 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