Edward R. Roybal Learning Center

Gratts is not the school it once was. Partly because the pandemic, but mainly because of the Principle. I have observed, when I come to the office, she is mainly concern with herself, and even raises her voice to office staff and to parents sometimes. The teachers my son has had tell me that she expects them to change/do everything, but doesn't know how to teach herself. So many things the school used to have are gone. Robotics, Run Club, Chorus, field trips - my children loved those and when those teachers left who did those activities they were gone. Of course yes, there was the Pandemic, but we could have those activities again. But the teachers won't do it because they know the Principle doesn't care all she cares about is testing and scores. She puts on a fake voice around parents at the gate but they know she doesn't care. Very sad.

This school has strengths and areas needing improvement. Learning (3/5): As a STEAM school, I expected more excitement around technology and innovation, but the outright cellphone ban (a district policy) feels like a missed opportunity for creative integration rather than just restriction. Teaching (5/5): The teachers are outstanding, they are supportive, patient, and clearly passionate about their students. Social-Emotional Support (3/5): While Wellness Wednesdays exist, my child doesn’t understand their purpose. I wish there were more consistent SEL activities during lunch a few days out of the week like how other schools offer. Safety (2/5): The principal’s dismissive attitude toward lockdowns is alarming; she often downplays them ("no big deal"), and parents are rarely notified in real time, we usually find out after school. Given the neighborhood’s challenges, this lack of transparency is unacceptable. If lockdowns are frequent, why isn’t there a better communication system, especially since kids can’t use phones to contact families. Family Engagement (2/5): While some teachers and staff make genuine efforts to build community, the principal’s leadership undermines trust. In a Title 1 school serving predominantly low-income families, her display of luxury-brand attire and accessories feels tone-deaf at best and at worst, reflects a disconnect from the realities of the families she serves. Combined with her dismissive approach to safety concerns, it creates an environment where parents don’t feel heard or valued. A leader who prioritized humility, transparency, and proactive communication could transform this school’s culture—but right now, those qualities are lacking.