Public school with a magnet program · Los Angeles Unified · Marina Del Rey, California

Westside Global Awareness Magnet — Rating & test scores

Marina Del Rey · K–8 · 241 students (2024–25)

104 Anchorage Street, 90292westsideglobalmag.lausd.org ↗(310) 821-2039

Missed LAUSD Choices? Late applications open , and join the end of the waitlist.

Applying for 2027–28. From LAUSD’s Choices brochure ↗.

How to apply ↓

63rdpercentileSolid

The dots are California’s 5,726 scored public elementary schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score
42

Weighted composite · 2025–26
A weighted mix of five of the six elementary school measures.

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Near California in English and math: 58% and 58% scored Proficient or Advanced in grades 3 and 4, spring 2026, against 45% and 45%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3 and 4: 31
Comparison
California: CDE’s grade 3 and 4 rows for the whole state combined, weighted by students tested (our calculation; 798,645 in English and 800,621 in math tested).

From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).

For grades 6–8, the standing among California middle schools is in Academic achievement ↓

How to enroll
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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.

29 in 100 students (55 of 187) missed 10% or more of school days in 2025–26. That is about one and a half times the rate at the average Los Angeles Unified elementary school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 187. District and California figures are averages of school rates (581 Los Angeles Unified schools; 5,726 scored California elementary schools), our calculation.

Common questions

How do I get in?

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

Is Westside Global Awareness Magnet a good school?

Westside Global Awareness Magnet scores higher than 63 in 100 of California’s 5,726 scored public elementary schools: 63rd percentile, Solid, spring 2026.

  • Grades 6–8: higher than 37 in 100 California middle schools we score (37th percentile, Developing, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 29 in 100 students missed 10% or more of school days, against 20 in 100 at the average Los Angeles Unified elementary school. 0 of 203 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

More questions (4)

Did students here score above what the state expected?

In English, about as expected; in math, below what the state expected. In 2025, students here in grades 4 and 6–8 scored −5 points against the state’s expected score in English, which the state calls Average. In math, they scored −6 points, which it calls Moderate.

  • Included in this measure: 146 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 45% of low-income students in grades 3, 4, 6, 7 and 8 at Westside Global Awareness Magnet in Marina Del Rey scored Proficient or Advanced in English, against 37% for the same group across California. Evidence ↓

What do families and students say?

83% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD elementary schools 91%, 52 answered).

  • 57% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD elementary schools 77%, 28 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

What should I ask on a visit?

The questions drawn from this page are under Next steps, ready to copy. Evidence ↓

Academic achievement

How did students here do on state tests?

Well above California in both subjects.

State tests (CAASPP), spring 2026

In grades 3 and 4, spring 2026, 58% scored Proficient or Advanced in English and 58% in math, against 45% and 45% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 3 and 4: 31
Comparison
California: CDE’s grades 3 and 4 rows for the whole state combined, weighted by students tested (our calculation; 798,645 in English, 800,621 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 3 and 4 · spring 2026 · 31 tested

Advanced
19%
Proficient
39%
Below the standard
42%
This school58%
California45%
Los Angeles Unified45%

58% Proficient or Advanced in grades 3 and 4.

Math

Grades 3 and 4 · spring 2026 · 31 tested

Advanced
16%
Proficient
42%
Below the standard
42%
This school58%
California45%
Los Angeles Unified47%

58% Proficient or Advanced in grades 3 and 4.

Results for each grade, spring 2026English and math · grades 3–8 · every level, with tested counts

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 Advanced54%61%suppressed
Advanced8%28%suppressed
Proficient46%33%suppressed
Developing level23%22%suppressed
Minimal23%17%suppressed
Tested131810
California44%46%49%
Difference+10+15—
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced65%38%30%
Advanced9%11%8%
Proficient56%27%22%
Developing level20%19%35%
Minimal15%43%35%
Tested343740
California48%51%49%
Difference+17−13−19

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 Advanced69%50%suppressed
Advanced8%22%suppressed
Proficient61%28%suppressed
Developing level8%39%suppressed
Minimal23%11%suppressed
Tested131810
California47%42%37%
Difference+22+8—
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced35%11%22%
Advanced9%11%10%
Proficient26%0%12%
Developing level39%30%30%
Minimal26%59%48%
Tested343740
California37%38%36%
Difference−2−27−14

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.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

How do the middle grades do?

Below California in English; well below it in math. In grades 6–8, spring 2026, 43% scored Proficient or Advanced in English and 23% in math, against 49% and 37% across California. The middle grades are placed separately: 37th percentile (Developing) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 111 tested

Advanced
9%
Proficient
34%
Below the standard
57%
This school43%
California49%
Los Angeles Unified47%

43% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 111 tested

Advanced
10%
Proficient
13%
Below the standard
77%
This school23%
California37%
Los Angeles Unified35%

23% Proficient or Advanced in grades 6–8.

Have results changed?

English results were higher than in 2025; math results were similar. English went from 42% to 58% and math stayed at 58%.

English · top two levels · grades 3 and 4

202542%33 tested
→
202658%31 tested

This school

California, same grades45% → 45%2025 → 2026 · 814,372 → 798,645 tested

Math · top two levels · grades 3 and 4

202558%33 tested
→
202658%31 tested

This school

California, same grades44% → 45%2025 → 2026 · 820,989 → 800,621 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, about as expected; in math, below what the state expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4 and 6–8 scored −5 points against that expected score in English, which the state calls Average. In math, they scored −6 points, which it calls Moderate.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 4 and 6–8: 146
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 4 and 6–8 · 2025 · 146 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 Average, the third of its five growth levels.

−6 pts

Math

The state calls it Moderate, the second of its five growth levels.

Ask: How do you help children who need more support in reading or math, and those ready for more challenge?

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
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 3 and 4 · This school19%39%23%19%31
English, grades 3 and 4 · California24%21%21%34%798,645
English, grades 3 and 4 · Los Angeles Unified24%21%22%33%71,579
Math, grades 3 and 4 · This school16%42%26%16%31
Math, grades 3 and 4 · California21%24%25%30%800,621
Math, grades 3 and 4 · Los Angeles Unified23%24%25%28%71,707
English, grades 6–8 · This school9%34%25%32%111
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school10%13%32%45%111
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%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.

English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.

Each grade’s results: English ↑ · Math ↑

Results since 20177 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 3 and 4
This schoolCalifornia
0%50%100%20172022202658%45%
Math top two levels, grades 3 and 4
This schoolCalifornia
0%50%100%20172022202658%45%

The lines break across the COVID years, when state testing was waived or optional.

In grades 3 and 4, the share at the state’s top two levels in English went from 28% in 2017 to 58% in 2026. In math, it went from 28% in 2017 to 58% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3 and 4
YearThis schoolCalifornia
201728%
43 tested		44%
910,288 tested
201863%
38 tested		48%
887,698 tested
201938%
50 tested		49%
877,983 tested
202325%
44 tested		43%
826,129 tested
202452%
33 tested		43%
817,082 tested
202542%
33 tested		45%
814,372 tested
202658%
31 tested		45%
798,645 tested
Math · top two levels · grades 3 and 4
YearThis schoolCalifornia
201728%
43 tested		44%
915,443 tested
201866%
38 tested		46%
891,560 tested
201936%
50 tested		48%
882,280 tested
202348%
44 tested		43%
832,264 tested
202467%
33 tested		43%
826,737 tested
202558%
33 tested		44%
820,989 tested
202658%
31 tested		45%
800,621 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 below that expected score, and in math 6 points below 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.

What you can do

Who can act on Westside Global Awareness Magnet’s results?

Los Angeles Unified’s board decides Westside Global Awareness Magnet’s plan.

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

What has the state flagged?

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 

When is the plan set, and how can you take part?

Los Angeles Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.

How to take part

  • Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  • Send written comments on the actions and spending the plan proposes.
  • Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  • Read the midyear report, due by February 28.
  • Read Los Angeles Unified’s 2026–27 plan (LCAP, PDF) 
Reading screening in kindergarten through grade 2What the law requires, and what to ask

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 

Life at school

How often do students miss school or get suspended?

29 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 elementary school, 20 in 100 were. 0 of 203 students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 55 of 187 students counted for it; suspension: 0 of 203 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 elementary school 0.2%.

Chronically absent, 2025–26

29 in 100This school
20 in 100At the average Los Angeles Unified elementary school
17 in 100At the average California elementary school

55 of 187 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 203

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

Ask: When a student is suspended, what happens before and after, and who talks with the family?

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grades K–3: not in the records we hold
  • Grades 4–6: 22 in 100, 14 of 65
  • Grades 7–8: 30 in 100, 24 of 79

What people say

What do students, families and staff say?

On safety, students, families and staff here all answered less positively than at LAUSD schools in 2025–26.

LAUSD School Experience Survey, 2025–26

This schoolLAUSD schools at the same level, same questionsEach bar 0–100%

Students

Elementary grades

28 of 28 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question57%LAUSD elementary 77% · 28 answered
Belonging · average of 5 questions59%LAUSD elementary 68% · 27–28 answered each
Caring adults · average of 8 questions58%LAUSD elementary 75% · 28 answered
Engagement · average of 6 questions56%LAUSD elementary 68% · 28 answered
High expectations · average of 2 questions70%LAUSD elementary 84% · 28 answered
Bullied 2 or more times in the past 30 days · average of 4 questions18%LAUSD elementary 24% · 28 answeredShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.
All 43 student questionseach with its answer count, beside LAUSD elementary schools
QuestionHereLAUSD elementary schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed57%77%28
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed75%78%28
I am happy to be at this schoolShare who agreed or strongly agreed57%74%28
I feel like I am part of this schoolShare who agreed or strongly agreed71%72%28
I feel accepted for who I am at this schoolShare who agreed or strongly agreed61%72%28
Most kids at this school are kind to each otherShare who agreed or strongly agreed30%42%27
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed61%78%28
The teachers at this school treat students fairlyShare who agreed or strongly agreed57%69%28
Teachers care if I'm absent from schoolShare who agreed or strongly agreed54%70%28
Adults at this school treat all students with respectShare who agreed or strongly agreed68%73%28
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed54%71%28
There is at least one adult at my school who supports meShare who agreed or strongly agreed61%80%28
Teachers at my school know meShare who agreed or strongly agreed46%78%28
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 agreed64%79%28
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed61%81%28
My teachers make learning funShare who agreed or strongly agreed54%67%28
Students have a voice in decision making at this schoolShare who agreed or strongly agreed54%55%28
Teachers encourage students to make decisionsShare who agreed or strongly agreed50%72%28
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 agreed61%74%28
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 agreed57%59%28
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed71%88%28
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 agreed68%81%28
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 it18%31%28
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 it29%30%28
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 it18%25%28
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 it7%12%28
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed71%82%28
Students know how they are expected to actShare who agreed or strongly agreed36%54%28
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed71%80%28
What is the highest level of education that you plan to complete?Share who answered “Four-year college degree” or “Graduate degree”——0
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”68%78%28
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”71%75%28
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”79%74%28
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed50%64%28
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”54%61%28
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”50%49%28
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”57%65%28
I came to class preparedShare who answered “Often” or “Almost all the time”57%72%28
I remembered and followed directionsShare who answered “Often” or “Almost all the time”75%75%28
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”68%56%28
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”57%72%28
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”59%70%27
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”71%78%28

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.

Middle grades

111 of 111 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question60%LAUSD middle 64% · 111 answered
Belonging · average of 6 questions52%LAUSD middle 55% · 77–110 answered each
Caring adults · average of 8 questions63%LAUSD middle 61% · 104–111 answered each
Engagement · average of 6 questions61%LAUSD middle 58% · 106–108 answered each
High expectations · average of 2 questions72%LAUSD middle 73% · 107 answered
Bullied 2 or more times in the past 30 days · average of 5 questions24%LAUSD middle 19% · 76–111 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
QuestionHereLAUSD middle schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed60%64%111
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed64%63%106
I am happy to be at this schoolShare who agreed or strongly agreed56%64%110
I feel like I am part of this schoolShare who agreed or strongly agreed52%58%108
I feel accepted for who I am at this schoolShare who agreed or strongly agreed64%62%109
Most kids at this school are kind to each otherShare who agreed or strongly agreed32%31%110
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed44%53%77
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed64%61%107
The teachers at this school treat students fairlyShare who agreed or strongly agreed52%52%109
Teachers care if I'm absent from schoolShare who agreed or strongly agreed60%55%105
Adults at this school treat all students with respectShare who agreed or strongly agreed61%59%111
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed66%57%106
There is at least one adult at my school who supports meShare who agreed or strongly agreed69%69%106
Teachers at my school know meShare who agreed or strongly agreed67%64%104
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 agreed62%68%110
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed74%75%107
My teachers make learning funShare who agreed or strongly agreed61%44%106
Students have a voice in decision making at this schoolShare who agreed or strongly agreed42%48%108
Teachers encourage students to make decisionsShare who agreed or strongly agreed60%61%107
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 agreed72%75%108
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 agreed58%44%108
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed78%75%107
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 agreed66%70%107
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 it34%25%111
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 it32%30%110
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 it26%17%108
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 it8%10%110
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 it21%16%76
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed55%61%106
Students know how they are expected to actShare who agreed or strongly agreed49%45%111
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed77%76%108
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——70
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”69%72%107
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”73%71%105
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”73%68%105
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed70%62%109
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”45%50%105
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”52%42%105
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”61%54%105
I came to class preparedShare who answered “Often” or “Almost all the time”75%76%107
I remembered and followed directionsShare who answered “Often” or “Almost all the time”80%79%107
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”67%59%107
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”73%67%109
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”68%67%108
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”75%75%109

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Families

Elementary grades

55 of 55 family surveys came back (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question83%LAUSD elementary 91% · 52 answered
Belonging · average of 4 questions93%LAUSD elementary 94% · 52–55 answered each
Caring adults · average of 2 questions91%LAUSD elementary 94% · 55 answered
Engagement · average of 3 questions79%LAUSD elementary 91% · 55 answered
Bullying reports taken seriously · 1 question68%LAUSD elementary 80% · 53 answered
All 34 family questionseach with its answer count, beside LAUSD elementary schools
QuestionHereLAUSD elementary schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed83%91%52
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed94%92%55
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed93%96%55
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed96%94%52
I feel welcome to participate at this schoolShare who agreed or strongly agreed87%94%55
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed89%94%55
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed93%95%55
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed87%94%55
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed74%89%55
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed74%91%55
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed68%80%53
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed91%89%55
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed89%90%55
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed89%94%55
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed83%85%53
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed83%91%53
This school encourages my child to explore different career choicesShare who agreed or strongly agreed73%79%55
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed84%89%55
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed73%87%55
This school provides high quality instruction to my childShare who agreed or strongly agreed80%92%55
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed80%91%55
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed91%95%53
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed89%87%55
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed83%88%53
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed91%95%55
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed73%87%44
This school provides information on grade level requirements for my childShare who agreed or strongly agreed83%91%52
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed80%91%50
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed82%91%55
This school offers extra academic support for my childShare who agreed or strongly agreed76%86%55
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed74%83%50
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed80%88%44
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed89%92%53
Discipline is fair at this schoolShare who agreed or strongly agreed70%82%53

Each share counts the answer its row names.

Middle grades

95 of 104 family surveys came back (91%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question78%LAUSD middle 82% · 92 answered
Belonging · average of 4 questions90%LAUSD middle 89% · 91–94 answered each
Caring adults · average of 2 questions86%LAUSD middle 87% · 93 answered
Engagement · average of 3 questions78%LAUSD middle 84% · 93–94 answered each
High expectations · average of 2 questions80%LAUSD middle 84% · 82–90 answered each
Bullying reports taken seriously · 1 question73%LAUSD middle 74% · 93 answered
All 38 family questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed78%82%92
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed94%89%93
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed90%90%93
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed91%88%91
I feel welcome to participate at this schoolShare who agreed or strongly agreed84%88%94
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed85%86%93
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed87%88%93
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed86%89%94
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed77%82%94
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed71%81%93
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed76%82%90
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed85%86%82
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed73%74%93
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed88%84%93
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed88%84%93
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed86%85%93
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed84%83%93
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed82%85%93
This school encourages my child to explore different career choicesShare who agreed or strongly agreed71%77%94
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed66%69%80
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed75%75%77
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed75%82%93
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed84%84%94
This school provides high quality instruction to my childShare who agreed or strongly agreed84%87%95
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed77%86%94
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed85%86%91
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed90%89%93
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed86%87%93
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed90%90%94
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed88%82%75
This school provides information on grade level requirements for my childShare who agreed or strongly agreed80%86%90
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed81%84%90
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed78%83%93
This school offers extra academic support for my childShare who agreed or strongly agreed82%84%94
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed69%77%84
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed84%82%73
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed91%91%93
Discipline is fair at this schoolShare who agreed or strongly agreed71%72%93

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Staff

Elementary grades

36 of 36 staff answered (100%), 12 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question91%LAUSD elementary 97% · 35 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions80%LAUSD elementary 89% · 34–36 answered each
High expectations · average of 2 questions93%LAUSD elementary 95% · 32–35 answered each
Bullying called a mild or insignificant problem · 1 question63%LAUSD elementary 86% · 35 answeredShare who called it a mild or insignificant problem.
All 43 staff questionseach with its answer count, beside LAUSD elementary schools
QuestionHereLAUSD elementary schoolsAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers91%97%35
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed72%84%36
Adults at this school treat all students with respectShare who agreed or strongly agreed88%94%34
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed91%95%35
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed94%95%32
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem63%86%35
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed77%84%35
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed80%84%35
I get the help I need to communicate with parentsShare who agreed or strongly agreed77%81%35
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed97%95%35
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers97%88%34
At this school, parents treat me with respect.Share who agreed or strongly agreed71%85%35
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed77%82%35
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed63%75%35
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”91%86%34
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”74%80%34
Students treat adults at this school with respectShare who agreed or strongly agreed60%81%35
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed67%80%33
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed53%75%34
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem63%93%35
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—75%7
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”——9
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—75%9
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—84%9
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed—86%9
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—88%7
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”—16%12
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”—50%12
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”—59%12
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”—51%11
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”—66%11
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed—79%11
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—79%11
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed—94%11
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed—91%11
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed—74%12
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed—74%12
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed—71%12
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed—75%12
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed—77%12
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—81%12
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed—76%12
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed—88%11

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.

Middle grades

36 of 36 staff answered (100%), 12 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question91%LAUSD middle 94% · 35 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions80%LAUSD middle 84% · 34–36 answered each
High expectations · average of 2 questions93%LAUSD middle 92% · 32–35 answered each
Bullying called a mild or insignificant problem · 1 question63%LAUSD middle 71% · 35 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers91%94%35
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed72%78%36
Adults at this school treat all students with respectShare who agreed or strongly agreed88%90%34
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed91%91%35
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed94%92%32
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem63%71%35
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed77%77%35
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed80%81%35
I get the help I need to communicate with parentsShare who agreed or strongly agreed77%77%35
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed97%93%35
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers97%86%34
At this school, parents treat me with respect.Share who agreed or strongly agreed71%81%35
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed77%78%35
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed63%72%35
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”91%86%34
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”74%75%34
Students treat adults at this school with respectShare who agreed or strongly agreed60%70%35
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed67%74%33
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed53%67%34
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem63%81%35
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed—79%7
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed—80%7
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%7
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—68%7
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”——9
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—54%9
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—64%9
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%9
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—78%7
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”—17%12
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%12
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”—42%12
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”—33%11
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%11
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%11
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%11
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed—92%11
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed—90%11
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed—65%12
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed—63%12
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed—60%12
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed—64%12
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed—69%12
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%12
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed—66%12
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed—85%11

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Know this school? Add your answers

Have a child here? Answer 7 questions about how Westside Global Awareness Magnet works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Westside Global Awareness Magnet as a workplace, with your Los Angeles Unified work email.

Answer the staff questions

Ask: What has the school changed after its survey answers on safety?

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?

Student groups, grades 3, 4 and 6–8, spring 2026

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 3, 4 and 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).
Westside Global Awareness MagnetSame group, California
  • Low-incomeEnglish · 130 tested45%Same group, California 37%
  • Low-incomeMath · 130 tested31%Same group, California 29%
  • Hispanic or LatinoEnglish · 74 tested50%Same group, California 39%
  • Hispanic or LatinoMath · 74 tested30%Same group, California 27%
  • Black or African AmericanEnglish · 40 tested35%Same group, California 33%
  • Black or African AmericanMath · 40 tested17%Same group, California 20%

Proficient or Advanced, grades 3, 4 and 6–8, spring 2026. Hispanic or Latino students: grades 4 and 6–8 only. Black or African American students: grades 6–8 only.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 54%2. Black or African American: 37%Unallocated share: 9%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino54%
  2. Black or African American37%
  3. White—
  4. Asian—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share9%
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.

Who are the families and teachers?

87%of students qualified for free or reduced-price meals in 2024–25, 210 of 241. California: 63%.

13teachers, 2024–25

17 yearsaverage experience, 2024–25

0%in their first year, 2024–25

90%of teaching positions with proper credential and placement, 2021–22

Ask: Which student groups does the school track most closely, and what does it do when one falls behind?

All group results, district comparisons and sources
Proficient or Advancedgrades 3, 4 and 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 130 tested
English45%+441%+837%
Math31%−536%+229%
Hispanic or Latino · 74 tested · grades 4 and 6–8 only
English50%+842%+1139%
Math30%−333%+327%
Black or African American · 40 tested · grades 6–8 only
English35%−237%+233%
Math17%−825%−320%

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.

No published rate here for Asian, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, 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.

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Hispanic or Latino54%
Black or African American37%
White—
Asian—
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: 90% of teaching positions, 12.6 properly credentialed teaching-position FTE out of 14 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Westside Global Awareness Magnet, and how do I get in?

Westside Global Awareness Magnet has no attendance area in Los Angeles Unified’s published boundaries. It is a magnet school that families apply to through eChoices. A student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Look up an address with Los Angeles Unified ↗

  1. Grades K–8 · this school
    Westside Global Awareness Magnet
  2. High
    Follows home address
    Check which high school serves that address.

Explore schools on the map

Families apply to Westside Global Awareness Magnet through Los Angeles Unified.

Applying to Westside Global Awareness Magnet for 2027–28

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

    apply.lausd.net ↗

  2. Magnets select by priority points. A child who isn’t selected is waitlisted only at their first-choice magnet, so list first the one you want most.

  3. Choices letters go out February 8–12, 2027. Accept or decline by March 5, 2027: no answer counts as a decline.

Compare with other schools

How Choices, lotteries and waitlists work

School website: westsideglobalmag.lausd.org ↗Office: (310) 821-2039Administrator: Lorraine Machado

Location and visiting

Get directions  (opens Google Maps in a new tab)
104 Anchorage Street, Marina Del Rey 90292

Directory location · Explore nearby schools on the map. Confirm enrollment with Los Angeles Unified.

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 29 in 100 chronically absent, 2025–26 (55 of 187 students); average California elementary school: 17 in 100
  2. How do you help children who need more support in reading or math, and those ready for more challenge?
  3. When a student is suspended, what happens before and after, and who talks with the family?
  4. What has the school changed after its survey answers on safety?
  5. Which student groups does the school track most closely, and what does it do when one falls behind?
  6. When a bullying report comes in, who handles it, and how is the family told? 18% (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%

Office (310) 821-2039104 Anchorage Street, directions  (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

The closest elementary schools, by straight-line distance from this campus. Distance isn’t an attendance boundary.

Nearby elementary schoolsPercentile among California elementary schools, 2026

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

Source records

Every figure on this page, with its source, grades, year and count.

Score factorssource values, index and weights · 2025–26 · ranked #2,081 of 5,726 California elementary schools we score · #237 of 581 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math16%4542%
Proficient or Advancedaverage of English and math58%6123%
Chronically absent29 in 100365%
Suspension rate0 of 203595%
English learners: top level46%815%

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
2025–264263#2081California 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)
2018–1927 in 1000 of 403+26
2021–22not on filenot on file—
2022–23not on filenot on file+2
2023–2426 in 1000.4% (1 of 228)−15
2024–2536 in 1002.8% (7 of 253)−17
2025–2629 in 1000 of 203—

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 · English15211%47%
2026 · Math15212%33%
2025 · English1759%38%
2025 · Math17512%31%
2024 · English17112%46%
2024 · Math17111%30%
2023 · English18810%39%
2023 · Math18810%26%
2022 · English21010%37%
2022 · Math2058%18%
2019 · English31613%47%
2019 · Math31610%31%
2018 · English31020%56%
2018 · Math31112%40%
2017 · English32013%54%
2017 · Math32210%31%

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 · English2138%
2025 · Grade 4 · English1250%
2025 · Grade 5 · English1926%
2025 · Grade 6 · English4622%
2025 · Grade 7 · English4330%
2025 · Grade 8 · English3471%
2025 · Grade 3 · Math2148%
2025 · Grade 4 · Math1275%
2025 · Grade 5 · Math1926%
2025 · Grade 6 · Math4626%
2025 · Grade 7 · Math439%
2025 · Grade 8 · Math3444%
2024 · Grade 3 · English1242%
2024 · Grade 4 · English2157%
2024 · Grade 5 · English1833%
2024 · Grade 6 · English4342%
2024 · Grade 7 · English3853%
2024 · Grade 8 · English3944%
2024 · Grade 3 · Math1250%
2024 · Grade 4 · Math2176%
2024 · Grade 5 · Math1828%
2024 · Grade 6 · Math4314%
2024 · Grade 7 · Math3834%
2024 · Grade 8 · Math3913%
2023 · Grade 3 · English2025%
2023 · Grade 4 · English2425%
2023 · Grade 5 · English2055%
2023 · Grade 6 · English4042%
2023 · Grade 7 · English4050%
2023 · Grade 8 · English4432%
2023 · Grade 3 · Math2055%
2023 · Grade 4 · Math2442%
2023 · Grade 5 · Math2030%
2023 · Grade 6 · Math4025%
2023 · Grade 7 · Math4018%
2023 · Grade 8 · Math4411%
2022 · Grade 3 · English10—
2022 · Grade 4 · English1828%
2022 · Grade 5 · English2357%
2022 · Grade 6 · English4436%
2022 · Grade 7 · English4529%
2022 · Grade 8 · English7036%
2022 · Grade 3 · Math10—
2022 · Grade 4 · Math1817%
2022 · Grade 5 · Math2348%
2022 · Grade 6 · Math4112%
2022 · Grade 7 · Math459%
2022 · Grade 8 · Math6815%
2019 · Grade 3 · English2317%
2019 · Grade 4 · English2756%
2019 · Grade 5 · English2255%
2019 · Grade 6 · English8540%
2019 · Grade 7 · English7853%
2019 · Grade 8 · English8153%
2019 · Grade 3 · Math2330%
2019 · Grade 4 · Math2741%
2019 · Grade 5 · Math2245%
2019 · Grade 6 · Math8531%
2019 · Grade 7 · Math7827%
2019 · Grade 8 · Math8130%
2018 · Grade 3 · English2060%
2018 · Grade 4 · English1867%
2018 · Grade 5 · English2650%
2018 · Grade 6 · English7556%
2018 · Grade 7 · English8652%
2018 · Grade 8 · English8559%
2018 · Grade 3 · Math2065%
2018 · Grade 4 · Math1867%
2018 · Grade 5 · Math2635%
2018 · Grade 6 · Math7636%
2018 · Grade 7 · Math8630%
2018 · Grade 8 · Math8545%
2017 · Grade 3 · English1625%
2017 · Grade 4 · English2730%
2017 · Grade 5 · English2744%
2017 · Grade 6 · English8157%
2017 · Grade 7 · English8965%
2017 · Grade 8 · English8055%
2017 · Grade 3 · Math1638%
2017 · Grade 4 · Math2722%
2017 · Grade 5 · Math2730%
2017 · Grade 6 · Math8132%
2017 · Grade 7 · Math8938%
2017 · Grade 8 · Math8226%

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
Schoolwide500%18%72%10%

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-income13045%+4+8
Hispanic or Latino (grades 4 and 6–8 only)7450%+8+11
Black or African American (grades 6–8 only)4035%−2+2
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−5146Average−6146Moderate
Low-income−7133Moderate−6133Moderate
English-only students−6106not categorized−8106not categorized
Hispanic or Latino−185Average−385Average
Black or African American−948Moderate−748Moderate
Students with disabilities−1525Moderate+125Average
English learners−419Average+1019Accelerated
Recently reclassified as fluent in English−616not categorized+516not categorized

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 6–8. 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−5 pts vs expected

matched students, grades 4 and 6–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 4 and 6–8

146 students

CDE growth category: Average

California growth model, English: −5 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−6 pts vs expected

matched students, grades 4 and 6–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 4 and 6–8

146 students

CDE growth category: Moderate

California growth model, math: −6 scale-score points versus the state's expectation, CDE category Moderate, 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 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 · 36 in 100 → 2025–26 · 29 in 100 · −7 in 100
Suspension rate2024–25 · 2.8% (7 of 253) → 2025–26 · 0 of 203 · −2.8 percentage points
Group2018–192025–26Change
Female25 in 10032 in 100+7 in 100
Male29 in 10027 in 100−2 in 100
Black or African American27 in 10026 in 100−1 in 100
Hispanic or Latino24 in 10034 in 100+10 in 100
Two or more races42 in 100——
White34 in 100——
Students with disabilities34 in 10031 in 100−3 in 100
English learners26 in 10023 in 100−3 in 100
Low-income27 in 10031 in 100+4 in 100
All students27 in 10029 in 100+2 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$1,895 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 241

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 241

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 90292 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90292 area
MeasureEstimate
Median household income$146,167
Bachelor's degree or higher (adults 25+)72%
ZIP-area population23,982
Median age38.7 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 90292 →

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

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  • Its Scope Score is an elementary school score; results for its other grades are in these records.

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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