One Hundred Twelfth Street Elementary vs Third Street Elementary

One Hundred Twelfth Street Elementary and Third Street Elementary are both Los Angeles elementary schools serving grades KG–05, separated by 10.6 miles, but they sit at starkly different positions in California's school rankings. Third Street Elementary holds an overall rating of 9.6/10 and ranks #8 of 9,533 California schools — placing it in the top 0.1 percent statewide. One Hundred Twelfth Street Elementary earns an 8.8/10 and ranks #363 of 9,533, which is still a strong top-4 percent standing, but trails Third Street by a meaningful 0.8-point gap overall.

The sharpest academic contrast sits in proficiency scores. Third Street Elementary earns a 10.0/10 academic score, a full 3.0 points above One Hundred Twelfth Street Elementary's 7.0/10. On growth, however, the two schools are identical — both post a 9.9/10, indicating that students at each campus are advancing at near-maximum rates relative to their peers. That growth parity is notable: One Hundred Twelfth Street Elementary is producing exceptional academic progress from students who enter further behind proficiency benchmarks, making its value-add among the strongest in the state.

The demographic profiles of the two schools diverge considerably. One Hundred Twelfth Street Elementary enrolls 336 students, all of whom qualify for free or reduced-price lunch (100% FRL), indicating a uniformly low-income student body. Third Street Elementary is more than twice the size at 691 students and serves a more mixed-income population, with 43% FRL eligibility. Classroom density also differs: Third Street Elementary's 22.3:1 student-teacher ratio is notably higher than One Hundred Twelfth Street Elementary's 19.8:1, meaning smaller class sizes at the latter despite its lower-income context.

Both campuses cover the same grade span — kindergarten through fifth grade — so families are comparing true apples-to-apples in terms of school structure. The differentiation lies in community composition and baseline proficiency levels rather than grade access or programmatic range.