Public school · Los Angeles Unified

Westport Heights Elementary — Rating & test scores

6011 West 79th Street, Los Angeles · 166 students · Grades TK–5

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, with building heights from LA County. Volunteers map it, so a new building may be missing.

A picture of the campus, not an attendance boundary or a rating.

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

Scope Score 73

DevelopingScope Score · 38th percentile. Higher than 38 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

Near California in English, well below in math: 38% and 28% scored Proficient or Advanced in grades 3–5, spring 2026, 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: 89
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 Westport Heights a good elementary school?

Developing. Westport Heights is higher than most California elementary schools on progress in math. Westport Heights is lower than most on test results, progress in English and attendance.

Test results, spring 2026

English, Proficient or Advanced4038%
Math, Proficient or Advanced3128%
English, Advanced2912%
Math, Advanced299%

Progress in a year, 2025

English29−3 pts
Math52+3 pts

Showing up, 2025–26

Attendance2723 in 100
Westport Heights’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

In grades 3–5, spring 2026, 12% of students tested in English (reading and writing) scored Advanced, half California’s rate (24%). Advanced is the top of the state’s four levels.

Each bar is Westport Heights’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
California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grades 3–5. 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 tested).

In its own words

What does Westport Heights say about itself?

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

Open westportes.lausd.org (opens in a new tab)

Progress

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

About the same, in both subjects. In 2025, students here in grades 4 and 5 scored 3 points lower in English than California students who had the same score the year before. The state calls that Average. In math, they scored 3 points higher, which the state calls Average.

English

−3

points lower than California students who had the same score a year earlier. The state calls it Average, the third of its five growth levels.

By student group · students counted

Low-income36−5 points
Hispanic or Latino18−12 points
Black or African American14+6 points

Math

+3

points higher than California students who had the same score a year earlier. The state calls it Average, the third of its five growth levels.

By student group · students counted

Low-income36+6 points
Hispanic or Latino18−2 points
Black or African American140 points

Grades 4 and 5, 2025, 46 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 3 points below that expected score, and in math 3 points above it.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

Nearby

How does it compare with schools nearby?

4 of the 7 elementary schools nearby have a higher Scope Score than Westport Heights. Each school is compared with every California elementary school.

Scope Score

8 elementary schools within 1.6 miles, highest score first. Under each name is how the school takes students.

  1. KentwoodNeighborhood school · by addressScope Score 8993rd
  2. WISH CommunityCharter · its own lotteryScope Score 8891st
  3. Open Charter MagnetCharter · its own lotteryScope Score 8278th
  4. Cowan AvenueNeighborhood school · by addressScope Score 8176th
  5. Westport HeightsScope Score 7338th
  6. Frank D. ParentInglewood Unified · by addressScope Score 6913th
  7. Oak StreetInglewood Unified · by addressScope Score 6810th
  8. La Tijera Academy of Excellence CharterCharter · its own lotteryScope Score 687th
Los Angeles UnifiedA neighborhood school in another districtCharter

A neighborhood school in another district takes students who live in its area. Ask that district about a transfer. A charter school takes applications from any family and holds a lottery when it has more applicants than seats.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 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%75%0%25%50%75%100%

5 of 8 schools are named on the chart. Point at a dot or tap it to read any school.

English results: California Department of Education state tests (CAASPP), spring 2026, grades 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 Westport Heights compare with schools like it?

Westport Heights’s Scope Score is 73. 1,305 California elementary schools, counting Westport Heights, have a similar share of students from low-income families. Their typical score is 72. Westport Heights’s result is higher than 783 of them.

The five schools with the highest results of the 1,305

  1. Students from low-income families: 85%

    Scope Score 94Strong · 97th percentile

  2. Students from low-income families: 88%

    Scope Score 89Strong · 92nd percentile

  3. Students from low-income families: 76%

    Scope Score 87Strong · 90th percentile

  4. Students from low-income families: 88%

    Scope Score 87Strong · 89th percentile

  5. Students from low-income families: 79%

    Scope Score 87Strong · 89th percentile

1,305 California public elementary schools where 76% to 88% 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 76% to 88% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Westport Heights’s share. The count includes Westport Heights. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

English results were higher than in 2025; math results were similar. English went from 33% to 38% and math from 29% to 28%.

Share at the state’s top two test levels, 2017 to 2026

Grades 3–5. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo tests25%50%75%2017201820192022202320242025202638%36%46%CaliforniaCalifornia46%Los Angeles UnifiedDistrict38%Westport HeightsThis school

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202633%30%45%Los Angeles UnifiedDistrict42%CaliforniaCalifornia28%Westport HeightsThis school

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Los Angeles Unified’s line combines its 576 elementary schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).

Each year’s results

The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now. Los Angeles Unified’s figure weights each school by the students it tested.

English, grades 3–5: share at the top two levels
SpringWestport HeightsLos Angeles UnifiedCaliforniaTested here
201736%38%45%151
201841%43%49%139
201947%44%50%120
202238%40%45%92
202340%40%44%80
202444%42%45%79
202533%45%46%84
202638%46%46%89
Math, grades 3–5: share at the top two levels
SpringWestport HeightsLos Angeles UnifiedCaliforniaTested here
201730%33%40%151
201828%36%42%139
201934%38%44%120
202228%34%38%92
202327%37%40%81
202436%39%41%78
202529%42%41%83
202628%45%42%89

Tests

How did students here do on state tests?

Below California in English; well below it in math.

English

38%

scored Proficient or Advanced.

47152612
Los Angeles Unified46%California46%

Math

28%

scored Proficient or Advanced.

3636199
Los Angeles Unified44%California42%
MinimalDeveloping levelProficientAdvanced

In grades 3–5, spring 2026, 38% scored Proficient or Advanced in English and 28% 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).

How does math compare with English?

In grades 3–5, spring 2026, math trails English by 10 percentage points in the share who scored Proficient or Advanced, against 4 points across California. The grades 3–5 cards above give each subject’s share.

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 Advanced38%38%40%
Advanced6%16%16%
Proficient32%22%24%
Developing level18%6%20%
Minimal44%56%40%
Tested323225
California44%46%49%
Difference−6−8−9

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 Advanced25%22%40%
Advanced6%6%16%
Proficient19%16%24%
Developing level37%44%24%
Minimal38%34%36%
Tested323225
California47%42%37%
Difference−22−20+3

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 school12%26%15%47%89
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 school9%19%36%36%89
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: 89 tested in English, 89 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?

Black or African American students are the largest group here, at 39% of students. 47 of 208 students missed 10% or more of school days.

Missing school, 2025–26

23in 100

students were chronically absent. That means they missed 10% or more of school days (47 of 208 students).

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

Students, 2024–25

166

students in grades TK–5.

Black or African American 39%Hispanic or Latino 30%Not reported 12%Two or more races 9%White 5%

Family income

82%

of students qualified for free or reduced-price meals in 2024–25, 136 of 166. California: 63%.

Teachers, 2024–25

9

teachers, with 20 years of experience on average.

0% were in their first year.

100% of teaching positions had the right credential, 2021–22.

Suspensions, 2025–26

0

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

Sources: California Department of Education. Each tile names its year.

Full student mix, 2025–26
StudentsHere
Black or African American39%
Hispanic or Latino30%
Not reported12%
Two or more races9%
White5%
Asian—
Filipino—
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. 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: 8 of 8 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

One student group at Westport Heights has test results. Each bar compares one group with the same group across California.

This schoolThe same group, California
  • Low-incomeEnglish · 80 tested36%California 36%
  • Low-incomeMath · 80 tested26%California 31%

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 · 80 tested
English36%−440%036%
Math26%−1339%−531%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. No group that is behind across California does 10 or more points better here.

Black or African American students, 37 tested: no rate for grade 5 in our records, and fewer than 30 tested in the grades with one. No published rate here for Hispanic or Latino, Asian, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners, students with disabilities and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

What people say

What do students, families and staff say?

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

51

students answered

114

family surveys came back

29

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

51 answered

Feeling safe80%
Belonging65%
Caring adults70%
Having a say70%
High expectations86%
  • Higher than Los Angeles Unified
  • Teachers give students a chance to take part in classroom discussions or activities90%district 81%
  • Teachers encourage students to make decisions78%district 72%
  • 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 activities65%district 59%
  • Lower than Los Angeles Unified
  • The teachers at this school treat students fairly52%district 69%
  • Teachers care if I'm absent from school56%district 70%
  • 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?38%district 30%
  • Had mean rumors or lies spread about you?33%district 31%

Families

Parents and guardians · 114 surveys came back

Child is safe98%
Feeling welcome99%
Caring adults99%
Being included96%
Bullying handled79%
  • Higher than Los Angeles Unified
  • My child is safe on school grounds98%district 91%
  • Clerical/office staff treat me with respect in-person and online99%district 92%
  • This school includes me in important decisions about my child's education96%district 89%

Staff

Teachers and other staff · 29 answered, 7 of them teachers

Feeling safe100%
Caring adults82%
High expectations94%
Little bullying83%
  • Higher than Los Angeles Unified
  • I feel safe on school grounds during the day100%district 97%
  • Lower than Los Angeles Unified
  • Adults at this school treat all students with respect82%district 94%
  • This school sets high standards for academic performance for all students92%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 sessions80%77%51
Belonging
This school is a supportive and inviting place for students to learn67%78%49
I am happy to be at this school71%74%51
I feel like I am part of this school70%72%50
I feel accepted for who I am at this school76%72%49
Most kids at this school are kind to each other40%42%50
Caring adults
Teachers go out of their way to help students74%78%50
The teachers at this school treat students fairly52%69%50
Teachers care if I'm absent from school56%70%50
Adults at this school treat all students with respect66%73%50
There is an adult at my school whom I trust and can talk to no matter what is bothering me71%71%51
There is at least one adult at my school who supports me80%80%51
Teachers at my school know me82%78%49
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me76%79%50
Engagement
Teachers give students a chance to take part in classroom discussions or activities90%81%50
My teachers make learning fun59%67%49
Students have a voice in decision making at this school50%55%50
Teachers encourage students to make decisions78%72%50
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class78%74%49
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 activities65%59%49
High expectations
In my classes, my teachers tell me how I can make my work better92%88%50
Adults at this school encourage me to work hard so I can be successful in college or at the job I choose80%81%49
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.33%31%49
Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it.38%30%47
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it.32%25%47
Been bullied online?A lower share means fewer students reported it.8%12%47
Other questions
The teachers at this school grade me fairly82%82%50
Students know how they are expected to act40%54%50
Adults at this school clearly inform students what would happen if they break school rules79%80%47
What is the highest level of education that you plan to complete?——0
I can change my intelligence with hard work72%78%50
I can increase my intelligence by challenging myself74%75%51
I am capable of learning anything82%74%50
I feel safe in the neighborhood around this school76%64%50
I can do well on all my tests, even when they're difficult77%61%48
I can master the hardest topics in my classes65%49%49
I can meet all the learning goals my teachers set73%65%48
I came to class prepared74%72%51
I remembered and followed directions82%75%49
I paid attention, even when there were distractions70%56%50
How well did you get along with students who are different from you?69%72%51
When others disagreed with you, how respectful were you of their views?69%70%51
How carefully did you listen to other people's points of view?82%78%51

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 grounds98%91%108
Belonging
Clerical/office staff treat me with respect in-person and online99%92%110
Teachers treat me with respect in-person and online98%96%110
I am greeted by school staff when I visit this school99%94%108
I feel welcome to participate at this school98%94%114
Caring adults
Teachers take my concerns seriously99%94%111
Teachers at this school let me know about my child's progress98%95%111
Engagement
This school informs me about school activities in different ways96%94%114
This school includes me in important decisions about my child's education96%89%114
This school recruits and organizes parents to help and support the school96%91%111
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this school79%80%111
Other questions
Clerical/office staff take my concerns seriously96%89%110
Clerical/office staff respond to my needs in a timely manner100%90%111
Teachers respond to my needs in a timely manner97%94%111
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school86%85%111
I am satisfied with my school's communication about how to support my child's learning95%91%111
This school encourages my child to explore different career choices83%79%114
This school provides instructional resources to help me support my child's education91%89%114
This school offers extra activities for my child's personal growth89%87%113
This school provides high quality instruction to my child99%92%114
I am satisfied with how much my child is learning at this school96%91%112
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances97%95%111
I feel comfortable supporting my child’s use of technology at home to access and complete school assignments86%87%111
I have visited my child's school website to get information and/or access resources92%88%111
This school provides me with information (verbal and written) I can understand98%95%114
School staff provide translation and interpretation services when I need them81%87%90
This school provides information on grade level requirements for my child96%91%108
This school informs me about activities sponsored by the parent and family center97%91%106
I can easily find information about parent workshops or other programs offered at this school94%91%111
This school offers extra academic support for my child87%86%114
I have visited or received assistance from the parent and family center personnel, website or resource pages available online82%83%102
I have received information about my child's progress as an English Learner86%88%83
My child is clearly informed about the consequences of breaking school rules96%92%111
Discipline is fair at this school87%82%111

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 day100%97%28
Caring adults
At this school, decisions are made based on students’ needs and interests83%84%29
Adults at this school treat all students with respect82%94%28
High expectations
This school sets high standards for academic performance for all students92%95%26
This school emphasizes teaching lessons in ways relevant to students96%95%25
Bullying called a mild or insignificant problem
Harassment or bullying among students83%86%29
Other questions
I have the materials I need to do my job well86%84%28
Generally speaking, my technology issues are resolved within an acceptable time period57%84%28
I get the help I need to communicate with parents82%81%28
The child abuse training I receive adequately prepares me to address child abuse at my school100%95%28
I feel safe in the neighborhood around my school100%88%28
At this school, parents treat me with respect.71%85%28
This school is a supportive and inviting place for staff to work89%82%28
This school promotes personnel participation in decision-making that affects the school practices and policies82%75%28
How many adults at this school support and treat each other with respect?85%86%27
How many adults at this school feel a responsibility to improve this school?85%80%27
Students treat adults at this school with respect68%81%28
This school clearly communicates to students the consequences of breaking school rules79%80%28
This school effectively handles student discipline and behavioral problems64%75%28
Racial/ethnic conflict among students96%93%28
The MyPGS informal observation process has helped me improve my teaching (teachers)—75%6
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)——5
I use ELPAC scores to plan instruction for my English learner students (teachers)—75%5
I know how to determine progress towards reclassification for my students who are English Learners (teachers)—84%5
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)—86%5
I know which of my students are long-term English learners (LTELs) (teachers)—88%2
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)—16%7
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)—50%7
Worked in grade-level or department-level teams to review and align grading practices (teachers)—59%7
Teachers meet to examine student performance data (teachers)—51%7
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)—66%7
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)—79%7
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)—79%7
I integrate technology into my instructional practices to meet the needs of my students (teachers)—94%7
I feel confident integrating technology into my instruction (teachers)—91%7
What I learn in our school professional development meetings addresses my students' needs (teachers)—74%7
The professional development I received this year has made a positive impact on my teaching practice (teachers)—74%7
The professional development I received this year has helped me improve students’ engagement in my class (teachers)—71%7
The professional development I received this year has helped me improve my students' learning outcomes (teachers)—75%7
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)—77%7
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)—81%7
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)—76%7
I enjoy teaching at this school (teachers)—88%7

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 Westport Heights. 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?

Westport Heights 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

17

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?

$31,221 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.

$31,221

for each student at this school, 2024–25
Spent at the school
$26,205
The school’s share of district office costs
$5,016
Of the total, from federal funds
$2,778
  • Westport Heights$31,221
  • 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 Westport Heights like?

These figures are for everyone who lives in ZIP code 90045. They are not figures for the families at Westport Heights.

Typical household income in a year

$135,032

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 90045.

Typical home value
$1,399,100
People who live in this ZIP code
41,786
Typical age
36.4 years
Adults 25 and older with a four-year college degree
63%

What you can do

Who can act on Westport Heights’ results?

Los Angeles Unified’s board decides Westport Heights’ plan.

How to take part

  1. Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  2. Send written comments on the actions and spending the plan proposes.
  3. Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  4. Read the midyear report, due by February 28.

State support

The state hasn’t placed Westport Heights in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source 

Extra state help for the district

The state is giving Los Angeles Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Los Angeles Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source 

Reading screening in kindergarten through grade 2

California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.

Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.

If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.

Ask how many K–2 students screening found at risk last year, and how many got extra reading help.

California Education Code § 53008. Source 

Questions to ask

What should I ask, and when?

Bring these 6 questions to Westport Heights. Confirm anything about applying with the school itself.

On a tour

  1. When a child starts missing school, who calls the family, and how soon?23 in 100 chronically absent, 2025–26 (47 of 208 students); average Los Angeles Unified elementary school: 20 in 100
  2. What changes for a student who falls behind in English?3 points lower in English than California students who had the same score the year before, grades 4 and 5, 2025 (46 students)
  3. When a bullying report comes in, who handles it, and how is the family told?28% (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 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 Westport Heights, and how do I get in?

Ask Los Angeles Unified which school serves your address. Next comes Katherine Johnson STEM Academy.

  1. Elementary · this school
    Westport Heights Elementary
    Grades TK–5Scope Score 73Developing · 38th percentile
  2. Middle · assigned
    Katherine Johnson STEM Academy
    Scope Score 72Developing · 31st percentile · 2026
  3. High · by application
    Families choose by application
    1 options for this area: WESM Health/Sports Medicine · district-published, source year 2026

Each school’s standing compares it with California schools at its own level.

From the district’s 2026 attendance boundaries. 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

All recorded links and nearby alternatives

Middle-school links

High-school links

  • WESM Health/Sports Medicine

    Option for this area, by application · district-published, source year 2026; no single school is assigned · Check how it admits students.

    Scope Score 72 · Developing · 32nd percentile · high · 2025

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.

Applying to Westport Heights for 2027–28

  1. If Westport Heights is the school for your address, you don’t apply. You register with Los Angeles Unified (LAUSD). Check which school serves your address first.

    LAUSD Resident School Identifier 

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

    apply.lausd.net 

Compare with other schools

How Choices, lotteries and waitlists work

Where it is

Where is Westport Heights?

Address
6011 West 79th Street, Los Angeles 90045Get directions (opens Google Maps in a new tab)
Administrator
Jacqueline HughesAs the state’s school directory lists it, last updated April 3, 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 8 common questions

How do I get in?

If Westport Heights is the school for your address, you don’t apply. You register with Los Angeles Unified (LAUSD). Check which school serves your address first. See the details ↓

Is Westport Heights a good elementary school?

Westport Heights Elementary has a Scope Score of 73. It scored higher than 38 in 100 of California’s 5,726 scored public elementary schools (Developing, 38th percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 23 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 0 of 213 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?

About the same, in both subjects. In 2025, students here in grades 4 and 5 scored 3 points lower in English than California students who had the same score the year before. The state calls that Average. In math, they scored 3 points higher, which the state calls Average.

  • Included in this measure: 46 students

See the details ↓

How do kids like mine do here?

In spring 2026, 36% of low-income students in grades 3–5 at Westport Heights 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?

98% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD elementary schools 91%, 108 answered).

  • 80% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD elementary schools 77%, 51 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

See the details ↓

Where does it lead?

By the district’s published 2026 attendance boundaries, Westport Heights Elementary is zoned to Katherine Johnson STEM Academy. Boundaries change, are approximate at the edges and don’t guarantee placement, so confirm your address with the district.

  • Katherine Johnson STEM Academy: Scope Score 72, Developing, 31st percentile among California’s regular public and charter middle schools, 2026 results

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 #3,545 of 5,726 California elementary schools we score · #443 of 581 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math11%4042%
Proficient or Advancedaverage of English and math34%4323%
Chronically absent23 in 100425%
Suspension rate0 of 213625%
English learners: top level33%735%
Grade gap (G3→G5, different students)+8.8pp—not scored

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. The weights above add to 80%: the remaining 20%, for measures with no value here, is shared out among the measures above.

Scope Score by year2018–19 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School yearScope ScorePercentileRankComparison group
2025–267338#3545California elementary schools · 5,726 schools · current formula

2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School yearChronic absenceSuspensionGrade gap (points)
2018–1926 in 1000.4% (1 of 283)−34
2021–22not on filenot on file−26
2022–23not on filenot on file−22
2023–2426 in 1001.0% (2 of 209)−3
2024–2526 in 1000 of 200−22
2025–2623 in 1000 of 213+9

Chronic absence and suspension are CDE’s all-students school rates for each year.

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English8912%38%
2026 · Math899%28%
2025 · English8419%33%
2025 · Math8313%29%
2024 · English7923%44%
2024 · Math7817%36%
2023 · English8015%40%
2023 · Math816%27%
2022 · English9218%38%
2022 · Math929%28%
2019 · English12020%47%
2019 · Math12014%34%
2018 · English13916%41%
2018 · Math13910%28%
2017 · English15113%36%
2017 · Math1519%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 · English2241%
2025 · Grade 4 · English2635%
2025 · Grade 5 · English3628%
2025 · Grade 3 · Math2245%
2025 · Grade 4 · Math2536%
2025 · Grade 5 · Math3614%
2024 · Grade 3 · English2245%
2024 · Grade 4 · English3037%
2024 · Grade 5 · English2752%
2024 · Grade 3 · Math2250%
2024 · Grade 4 · Math2924%
2024 · Grade 5 · Math2737%
2023 · Grade 3 · English2250%
2023 · Grade 4 · English2536%
2023 · Grade 5 · English3336%
2023 · Grade 3 · Math2348%
2023 · Grade 4 · Math2520%
2023 · Grade 5 · Math3318%
2022 · Grade 3 · English2756%
2022 · Grade 4 · English3132%
2022 · Grade 5 · English3429%
2022 · Grade 3 · Math2741%
2022 · Grade 4 · Math3132%
2022 · Grade 5 · Math3415%
2019 · Grade 3 · English3468%
2019 · Grade 4 · English3142%
2019 · Grade 5 · English5536%
2019 · Grade 3 · Math3459%
2019 · Grade 4 · Math3129%
2019 · Grade 5 · Math5522%
2018 · Grade 3 · English3661%
2018 · Grade 4 · English5527%
2018 · Grade 5 · English4842%
2018 · Grade 3 · Math3644%
2018 · Grade 4 · Math5426%
2018 · Grade 5 · Math4918%
2017 · Grade 3 · English5833%
2017 · Grade 4 · English4931%
2017 · Grade 5 · English4448%
2017 · Grade 3 · Math5838%
2017 · Grade 4 · Math4924%
2017 · Grade 5 · Math4427%

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
Schoolwide268%19%54%19%

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-income8036%−40
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−346Average+346Average
English-only students−237not categorized+137not categorized
Low-income−536Average+636Accelerated
Hispanic or Latino−1218Moderate−218Average
Black or African American+614Accelerated014Average

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
California growth model · points vs expected

State model · English−3 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

46 students

CDE growth category: Average

California growth model, English: −3 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's +2-point median for California elementary school records.

State model · math+3 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

46 students

CDE growth category: Average

California growth model, math: +3 scale-score points versus the state's expectation, CDE category Average, 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 · 26 in 100 → 2025–26 · 23 in 100 · −3 in 100
Suspension rate2024–25 · 0 of 200 → 2025–26 · 0 of 213 · 0.0 percentage points
Group2018–192025–26Change
Female29 in 10021 in 100−8 in 100
Male22 in 10023 of 95—
Asian6 of 23——
Black or African American32 in 10019 of 82—
Hispanic or Latino24 in 10014 of 62—
Two or more races3 of 193 of 19—
White3 of 142 of 11—
Students with disabilities10 of 4013 of 43—
English learners5 of 292 of 13—
Low-income28 in 10023 in 100−5 in 100
All students26 in 10023 in 100−3 in 100
Homeless—7 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$2,225 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 166

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 166

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 holders0.0%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 90045 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90045 area
MeasureEstimate
Median household income$135,032
Bachelor's degree or higher (adults 25+)63%
ZIP-area population41,786
Median age36.4 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 90045 →

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

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<iframe
  src="https://schoolscope.co/embed/school/westport-heights-elementary-9921"
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  title="Westport Heights Elementary — SchoolScope scorecard">
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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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