The top reported proficiency rate is 50% in English language arts. The lowest is 31% in Science.
Original Research by School Decision on One Hundred Twenty-second Street Elementary
One Hundred Twenty-Second Street Elementary serves kindergarten through fifth grade in south Los Angeles, a neighborhood of working families with deep roots. The school sits at ground level in a city context: Los Angeles is fundamentally car-dependent, though the surrounding area has modest walkability tied to local transit and street commerce. The school itself draws from a community where the vast majority of families qualify for free or reduced-price meals and where the dominant languages are Spanish and English. In demographic terms, the student body is predominantly Hispanic, with a meaningful Black student population and very small numbers of white and multiracial students. This composition reflects the neighborhood's long-standing character.
On state assessments, the school shows proficiency rates in the lower half for the county's district schools. Math proficiency across third through fifth grades clusters around the mid-range for some cohorts, dipping notably in the upper grades. English language arts proficiency is comparable, ranging around the midpoint when averaged across tested grades. Science proficiency, measured at fifth grade, falls considerably lower. A parent may want to look into what the school is doing to support math and science progression, particularly as students move through the upper elementary years. The school has only one year of recent assessment data available, so trend direction is not yet clear.
The school is modestly sized for its grade band, enrolling students across six grades with fairly even distribution. The overwhelming concentration of economically disadvantaged students reflects the neighborhood's demographic profile. Notably, the data does not report rates for students with disabilities or English learners; that information may be available through the school directly.
The Los Angeles Unified School District, the school's parent district, is undergoing substantial structural change. A major school facilities bond was recently approved by voters, bringing long-term property tax increases to fund repairs and upgrades across aging buildings; families moving into the area should be aware this will affect property tax obligations. The district also implemented an all-day cellphone and smartwatch ban in February 2025, a daily reality that shapes how students communicate and how families stay in touch during the school day. Additionally, LAUSD has expanded its Black Student Achievement Plan with increased 2025-26 funding, supporting culturally responsive curriculum and counseling staff at designated schools, which may affect programming at various campuses across the district.
The school's neighborhood sits in a part of Los Angeles marked by significant redevelopment and housing cost pressure. The housing market shows substantial median values for the area, and median rents are steep relative to local household income. The city is in active growth mode, driven by state housing-shortage pressures and major capital projects tied to the 2026 World Cup and 2028 Olympics, though recent construction has slowed amid high interest rates and labor costs. This growth and affordability tension shapes the community context in which the school operates.
For a family considering this school, the core picture is a neighborhood elementary serving a predominantly low-income, Spanish-dominant community with mixed proficiency outcomes on state testing. The school's strengths and specific support systems would be worth exploring directly with the principal and staff, as would questions about how the school is addressing gaps in math and science preparation as students advance.
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