Grand View Boulevard Elementary vs Third Street Elementary

Third Street Elementary outranks Grand View Boulevard Elementary by a significant margin in California's statewide standings: Third Street sits at #8 of 9,533 California elementary schools while Grand View Boulevard ranks #72 — still an exceptional position, but 64 spots back. Their overall ratings reflect a tighter gap on paper, 9.6 vs. 9.3, but the state rank context reveals just how rare Third Street's performance is. Both schools serve kindergarten through fifth grade in Los Angeles, 7.2 miles apart.

On academics, the delta is substantial. Third Street Elementary earns a perfect 10.0 academic score versus Grand View Boulevard Elementary's 8.7 — a 1.3-point gap that places Third Street among California's absolute elite performers. Growth scores are closer: Third Street posts 9.9 versus Grand View Boulevard's 9.7, a 0.2-point difference that indicates both schools accelerate student learning at unusually high rates. Grand View Boulevard's growth figure is particularly notable given that it serves a higher-need population.

The two schools differ sharply on demographics and student-teacher ratio. Grand View Boulevard Elementary enrolls 525 students with 65% qualifying for free or reduced lunch, compared to Third Street Elementary's 691 students and 43% FRL rate — a 22-percentage-point gap indicating meaningfully different economic compositions. Grand View Boulevard also provides more staffing intensity: its 18.1:1 student-teacher ratio gives it a 4.2-student-per-teacher advantage over Third Street's 22.3:1. For a school with a majority economically disadvantaged population, that lower ratio represents a real resource commitment.

Both schools cap at fifth grade and operate within the same Los Angeles district framework. Despite Third Street's higher absolute academic score, Grand View Boulevard's 9.7 growth score demonstrates it is moving students forward at a pace that nearly matches the #8 school in the state — a meaningful signal for families whose children may be entering below grade level or who prioritize learning acceleration over starting-point proficiency.