Frequently Asked Questions
Where exactly are located?
We have our own site located at Panorama Baptist Church at 8755 Woodman Avenue, Arleta, CA 91331. Our entrance is in the alley directly behind our buildings. You can enter the alley via Woodman Avenue or Chase Street.
What does a day in the life of a student look like?
Please visit the bottom of the Academic Program page for a sample student schedule.
Does my daughter have to be an athlete to go to GALS LA?
Absolutely, not! At GALS LA, we believe if you have a body, you are an athlete.
The role of movement serves two primary purposes for GALS: To optimize learning potential and to boost students’ overall physical health and wellness through positive self-image and strong self-esteem.
I see Movement is part of the morning. How is Movement integrated into the rest of the school day?
GALS believes in the connection between mind and body. Throughout the day, students and teachers take "brain breaks" that re-charge the brain through short periods of movement. We implement techniques such as using a fraction dance in the middle of math class, or having the girls stand up and find partners across the room to discuss their reading assignment or leaving the classroom entirely to run sprints in the halls for a couple of minutes -- all this, in service to the brain. We do whatever it takes to ensure that the girls are active and engaged students throughout the day.
Why All Girls?
GIRLS IN THE BUBBLE MYTH Whether they want to be astronauts, ambassadors, or accountants, girls need to know — not just think, but really know, deep down in their gut — that nothing can stand in their way. Girls' schools send that message to girls every day. Girls’ schools are a place where girls take center stage. And we think that's just where they belong.
THE EVIDENCE OF ENVIRONMENT In a single-sex school, a girl can comprehend her value and her capabilities in ways that have nothing to do with how she looks or whom she dates. She can be free to experiment and explore, trying out new things and trying on new roles. She can follow her ambitions without wasting a second thought or a backward glance on how her male counterparts might perceive her.
GIRLS’ SCHOOL GRADS HAVE AN EDGE In an all-girls' atmosphere, classroom dynamics shift. Alumnae often report that they could not "hide" in their school. Without the distraction of boys, girls can have a greater ability to focus on their work—and teachers can demand that such work meet the highest standards.
-When rating their computer skills, 36% of graduates of independent girls' schools consider themselves strong students, compared to 26% of their co-ed peers.
-48% of girls' school alumnae rate themselves great at math versus 37% for girls in co-ed schools.
-Three times as many alumnae of single-sex schools plan to become engineers.
-Girls' schools create a culture of achievement in which academic progress is of great importance, and the discovery and development of a girls' individual potential is paramount. Time in the classroom is spent learning.
-When you combine strong female mentors and positive role models, reduced sex stereotyping in curriculum and classroom, and abundant learning opportunities, the results are clear. In the 1990s, a national study of secondary schools and colleges, The Case for Single-Sex Schools showed that single-sex schools for females provide greater opportunity for educational attainment as measured by standardized cognitive tests, curriculum and course placement, leadership behavior, number of years of formal education, and occupational achievement.
The benefit of the all-girls schools’ option is underscored by national, state, and local research that illustrates that United States’ society is at-risk of compromising the potential of a generation of young women, particularly young women of color. In fact, the National Women’s Law Center’s report, When Girls Don’t Graduate, We All Fail: A Call to Improve High School Graduation Rates for Girls, highlights the dropout crisis for girls in U.S. nation’s schools. One of every four girls fails to complete her high school diploma in four years, and the statistics are more dismal for girls of color. These dropout patterns result in severe economic consequences for girls and their families, and consequently for U.S. society as a whole. Compared to their male peers who drop out of school, girls who do not complete high school experience higher rates of unemployment, earn significantly lower wages, and are more likely to rely on public support programs to provide for their families. When schools fail to meet the needs of young women, they may turn to drugs, become pregnant, and get caught-up in the criminal justice system. Research confirms that single-gender schools benefit students that are the most educationally at-risk, including girls and particularly those girls who are historically underserved.
What about gifted and talented students?
Our curriculum is designed to challenge and develop the learning needs of every student. Individual learning plans provide support for students accelerating beyond the curriculum in the same way that they do for students with particular learning needs. GALS is committed to providing the best education for every student. GALS instructional staff will receive training in differentiated instruction based on Carol Ann Tomlinson’s model. Differentiated instruction was originally created to specifically address the needs of gifted and talented students – providing them with tasks that are offer more abstraction, complexity, open-endedness, and/or independence. Learning materials will be differentiated so that students will have access to materials offering more challenging reading and less structure. Additionally, the structure of intensives will also provide opportunity for GT students to self-select enrichment experiences.