In 2010, the Los Angeles Unified School District spent $11,386 per student. In 2010 the district spent 58% on instruction, 38% on support services, and 4% on other services.
My kids both started at at Kittridge, in Pre-K. When my son was first there, they were a Program Improvement school, with scores in the mid 500 range. In other words, not so good. I'm not sure exactly when Ms. Blair, the principal, came in, but I believe that she came in with heavy emphasis on the basics, and I think a large portion of the school's score improvement can be attributed to her, in conjunction with the the great teachers. In the 5 years since my son started there, Kittride has brought up their average scores on the state test to over 800, which is excellent. The school now has a uniform policy, which is not followed by a lot of the kids, but I have to admit, is quite a relief in terms of no battles over what to wear to school. There is one major drawback to this school, which is that if your kid is a native English-speaker, there is a possibility that s/he may be somewhat overlooked in the first year or two. I literally had two teachers tell me that my kid didn't get much attention because so very much time and attention is spent on English-learners. I also had one wonderful teacher who went out of her way to make sure that one of my kids was always challenged, regardless. I understand the necessity of teaching kids with other native tongues to speak English, but if the effect of this is to put my kid at a disadvantage, I don't approve. Just in general, why can't LAUSD teach English-speaking kids a second language while they're teaching English to the English-learners? The base is certainly there among the teachers, why not capitalize on this natural advantage (LA's diversity) for ALL THE KIDS? I don't even care what the language is-- Spanish, Tagalog, Armenian, whatever. There are so many proven lifelong advantages to being bilingual in childhood, that the school system shouldn't leave native-English-speakers out in the cold.
The California Standards Test (CST) is an annual exam used to measure a student's mastery of the state's grade-level academic standards. The CST is one of the five components of the STAR Program.Which Grades and Subjects?
Students are assessed in grades 2 through 11 in English language arts and math, in grades 5, 8 and 10 in science, and in grades 8, 10 and 11 in history/social science. In grades 9 through 11, students may also be assessed in math and science, depending on course enrollment.How is it Scored?
Students receive one of five ratings: far below basic, below basic, basic, proficient or advanced. The goal is for all students to score at or above the proficient level.
The California Achievement Test (CAT/6) is a series of nationally norm-referenced tests that assess general academic knowledge in core subjects, as well as providing national comparisons. The CAT/6 test is one of the five components of the STAR Program.Which Grades and Subjects?
Students in grades 3 and 7 are assessed in reading, language arts, spelling and math.How is it Scored?
Students receive a percentile rank, which indicates how well they performed in comparison to their peers in other states. The goal is for all students to score at or above the national average, or 50th percentile, on the test.
Boundary information was provided by the SABINS project (College of William and Mary and the Minnesota Population Center) and is from 2009-2010 school year. This data will not be updated in the future as SABINS has discontinued its services indefinitely.
Disclaimer: please note, not all school boundaries are included. Data and visualization tools presented are approximations and are for general information purposes only. While continuous efforts are made to ensure the accuracy of school district boundaries and school locations, school district boundaries change frequently. Closest schools to homes may not be designated for attendance. To determine exact school locations or current boundaries, you must contact the school district directly.
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