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Main Street Elementary School in Los Angeles, CA
(KG-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 14
Address
 129 E. 53rd St.
Los Angeles, CA 90011
Telephone
(323) 232-4856
(make sure to verify first before calling)
City-data.com school rating
14
Students
862
Classroom Teachers (FTE)
39.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
783
Reduced-price lunch
eligible students
36
School district
Los Angeles Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Alliance Patti And Peter Neuwirth Leadership Academy (0.5 miles):

57
Synergy Quantum Academy (0.2 miles):

43
Summit Preparatory Charter (0.3 miles):

32
Alliance College-Ready Middle Academy 12 (0.2 miles):

23
Estrella Elementary (0.2 miles):

18
Aspire Inskeep Academy Charter (0.5 miles):

16
Aspire Slauson Academy Charter (0.5 miles):

16
Main Street Elementary School:

14
Dr. Maya Angelou Community High (0.2 miles):

13
Main Street Elementary School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
Main Street Elementary School:

14

Students & Teachers


Total enrollment:
Enrollment in 2016: 862
Enrollment in 2015: 855
Enrollment in 2014: 813
Enrollment in 2013: 808
Enrollment in 2012: 787
Enrollment in 2011: 796
Enrollment in 2010: 1,115
Enrollment in 2009: 1,182
Enrollment in 2008: 1,223
Enrollment in 2007: 1,235
Enrollment in 2006: 1,419
Enrollment in 2005: 1,638
Enrollment in 2004: 1,569
Enrollment in 2003: 1,605
Enrollment in 2002: 1,633
Enrollment in 2001: 1,629
Enrollment in 2000: 1,589
Enrollment in 1999: 1,538

Main Street Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeKGG01G02G03G04G05Total
All students161150133149141128862
Female students867566816767442
Male students757567687461420
Hispanic students147139127138133113797
Black students7651071247
White students641 - - 112
Two or More Races students11 - 1126

Enrollment by grade:
Kindergarten enrollment: 161
1st grade enrollment: 150
2nd grade enrollment: 133
3rd grade enrollment: 149
4th grade enrollment: 141
5th grade enrollment: 128

Main Street Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)

Female enrollment: 442 (51.3%)
Main Street Elementary School:

51.3%
State:

49.4%
Male enrollment: 420 (48.7%)
School:

48.7%
State:

49.6%

Main Street Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)

Hispanic enrollment: 797 (92.5%)
Main Street Elementary School:

92.5%
California:

46.0%
Black enrollment: 47 (5.5%)
Main Street Elementary School:

5.5%
California:

6.1%
White enrollment: 12 (1.4%)
School:

1.4%
State:

28.3%
Two or More Races enrollment: 6 (0.7%)
Main Street Elementary School:

0.7%
State:

4.5%

Main Street Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)

Free/reduced-price lunch eligible students: 819 (95.0%)
Main Street Elementary School:

95.0%
California:

61.2%
Free lunch eligible students: 783 (90.8%)
Main Street Elementary School:

90.8%
State:

52.8%
Reduced-price lunch eligible students: 36 (4.2%)
School:

4.2%
State:

8.6%

Main Street Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)

Classroom Teachers (FTE): 39

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 1
Number of FTE nurses: 2
Number of FTE psychologists: 2
Number of FTE social workers: 1

Student/Teacher Ratio
Here:

22.1
California:

22.8

Main Street Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,416,835
  • Full-time Equivalency Count of Teachers: 37.2 (Salary Expenditures: $2,951,487)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $79,975)
  • Full-time Equivalency Count of Support Services Staff: 1.7 (Salary Expenditures: $152,139)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $233,234)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $279,220
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,586,184
  • Salary Expenditures for Teachers: $3,459,880
  • Full-time Equivalency Count of Instructional Aides: 15.9 (Salary Expenditures: $390,220)
  • Full-time Equivalency Count of Support Services Staff: 2.7 (Salary Expenditures: $450,026)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $286,057)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $310,089

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 482 (male: 229, female: 253)
  • Hispanic: 478 (male: 227, female: 251)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 52 (male: 29, female: 23)

Students with disabilities:
Show data for

Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 84 (male: 56, female: 28)
  • Hispanic: 74 (male: 46, female: 28)
  • Black: 10 (all male)
  • Limited English Proficiency (LEP): 56 (male: 31, female: 25)

Students with disabilities served under Section 504: 2 (all male)
  • Hispanic: 2

Retention:
Show data for

(State average from 2,285 schools)

A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
School:

1.2%
California:

5.3%

Total number of students retained in 1st grade: 2 (all male)
  • Hispanic: 2

Percent of 1st grade students retained
School:

1.3%
State:

4.8%

Total number of students retained in 3rd grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 3rd grade students retained
Here:

1.3%
California:

2.3%


Gifted and Talented:
Show data for

(State average from 5,551 schools)

This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic7
  • Black2
  • Multirace2
  • LEP2
Gifted and Talented Student Enrollment: 11 (male: 4, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

Gifted and Talented Student Enrollment per 1,000 students
School:

12.8
California:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)

Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.

    ELA Standard Met and Above

  • All26%
  • Males24%
  • Females27%
  • Black26%
  • Hispanic25%
ELA students tested: 399
ELA students with scores: 399

Percentage Standard Met and Above:

26%
California:

49%

Standard Not Met: 52.4%
Standard Nearly Met: 22.1%
Standard Met: 16.8%
Standard Exceeded: 8.8%

All Grades:
52.4%
22.1%
16.8%
8.8%
3rd Grade: (Mean Scale Score: 2389.9, Students tested: 137, Standard Not Met: 44.5%, Nearly Met: 24.8%, Met: 18.3%, Exceeded: 12.4%)
44.5%
24.8%
18.3%
12.4%
4th Grade: (Mean Scale Score: 2398.2, Students tested: 133, Standard Not Met: 57.9%, Nearly Met: 21.8%, Met: 11.3%, Exceeded: 9.0%)
57.9%
21.8%
11.3%
9.0%
5th Grade: (Mean Scale Score: 2432.2, Students tested: 129, Standard Not Met: 55.0%, Nearly Met: 19.4%, Met: 20.9%, Exceeded: 4.7%)
55.0%
19.4%
20.9%
4.7%

Main Street Elementary School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All22%
  • Males23%
  • Females22%
  • Black15%
  • Hispanic23%
Math students tested: 403
Math students with scores: 403

Percentage Standard Met and Above:

22%
State:

38%

Standard Not Met: 46.9%
Standard Nearly Met: 30.8%
Standard Met: 14.1%
Standard Exceeded: 8.2%

All Grades:
46.9%
30.8%
14.1%
8.2%
3rd Grade: (Mean Scale Score: 2420.0, Students tested: 138, Standard Not Met: 31.9%, Nearly Met: 29.0%, Met: 21.7%, Exceeded: 17.4%)
31.9%
29.0%
21.7%
17.4%
4th Grade: (Mean Scale Score: 2401.3, Students tested: 136, Standard Not Met: 58.8%, Nearly Met: 26.5%, Met: 13.2%, Exceeded: 1.5%)
58.8%
26.5%
13.2%
1.5%
5th Grade: (Mean Scale Score: 2445.9, Students tested: 129, Standard Not Met: 50.4%, Nearly Met: 37.2%, Met: 7.0%, Exceeded: 5.4%)
50.4%
37.2%
7.0%
5.4%

Main Street Elementary School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,579 schools)

The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.
ELA students tested: 13
ELA students with scores: 13

Percentage Level 3:

0%
State:

15%

Level 1: 84.6% The student showed limited understanding of core concepts.
Level 2: 15.4% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
84.6%
15.4%

Math students tested: 13
Math students with scores: 13

Percentage Level 3:

8%
California:

6%

Level 1: 84.6% The student showed limited understanding of core concepts.
Level 2: 7.7% The student showed foundational understanding of core concepts.
Level 3: 7.7% The student showed understanding of core concepts.

All Grades:
84.6%
7.7%
7.7%

Paper-based CAASPP:
Show data for

(State average from 9,784 schools)

California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

Standards-based Tests in Spanish (STS) - The STS consists of multiple-choice tests in Spanish that assess RLA in grades two through eleven. Local education agencies had the option of administering the STS for RLA to the Spanish-speaking English learners (ELs) in grades two through eleven who either were receiving instruction in Spanish or had been enrolled in school in the United States for less than 12 months when testing began.

STS Reading-Language Arts students tested: 25
STS Reading-Language Arts students with scores: 25

Percentage At Or Above Proficient:

4%
California:

21%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 68.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 28.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 0.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 4.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 292.7, Students tested: 25, Far Below Basic: 0.0%, Below Basic: 68.0%, Basic: 28.0%, Proficient: 0.0%, Advanced: 4.0%)
68.0%
28.0%
4.0%

STS Reading-Language Arts students tested: 23
STS Reading-Language Arts students with scores: 23

Percentage At Or Above Proficient:

13%
State:

21%

Percentage Far Below Basic: 4.4% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 26.1% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 56.5% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 13.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

3rd Grade: (Mean Scale Score: 311.2, Students tested: 23, Far Below Basic: 4.4%, Below Basic: 26.1%, Basic: 56.5%, Proficient: 13.0%, Advanced: 0.0%)
4.4%
26.1%
56.5%
13.0%

STS Reading-Language Arts students tested: 12
STS Reading-Language Arts students with scores: 12

Percentage At Or Above Proficient:

17%
California:

21%

Percentage Far Below Basic: 8.3% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 41.7% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 33.3% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 8.3% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 8.3% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

4th Grade: (Mean Scale Score: 310.5, Students tested: 12, Far Below Basic: 8.3%, Below Basic: 41.7%, Basic: 33.3%, Proficient: 8.3%, Advanced: 8.3%)
8.3%
41.7%
33.3%
8.3%
8.3%

The Physical Fitness Test:
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
5th grade: (Students tested: 129, Needs Improvement - High Risk: 47.3%, Needs Improvement: 28.7%, Healthy Fitness Zone: 24.0%)
47.3%
28.7%
24.0%


Body Composition:
5th grade: (Students tested: 129, Needs Improvement - High Risk: 30.2%, Needs Improvement: 24.0%, Healthy Fitness Zone: 45.8%)
30.2%
24.0%
45.8%


Abdominal Strength:
5th grade: (Students tested: 129, Needs Improvement - High Risk: 28.7%, Needs Improvement: 71.3%, Healthy Fitness Zone: 0.0%)
28.7%
71.3%


Trunk Extension Strength:
5th grade: (Students tested: 129, Needs Improvement - High Risk: 85.3%, Needs Improvement: 14.7%, Healthy Fitness Zone: 0.0%)
85.3%
14.7%


Upper Body Strength:
5th grade: (Students tested: 129, Needs Improvement - High Risk: 50.4%, Needs Improvement: 49.6%, Healthy Fitness Zone: 0.0%)
50.4%
49.6%


Flexibility:
5th grade: (Students tested: 129, Needs Improvement - High Risk: 79.1%, Needs Improvement: 20.9%, Healthy Fitness Zone: 0.0%)
79.1%
20.9%


California English Language Development Test:
(State average from 9,932 schools)

Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).

Main Street Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 549
Number of students who met CELDT criterion: 101

Students who met CELDT criterion:

18.0%
California:

34.0%

Kindergarten:
Student Count: 152
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

5.0%
California:

13.0%
Listening Mean Scale Score:

315.4
State:

364.6
Reading Mean Scale Score:

258.5
State:

276.6
Speaking Mean Scale Score:

317.2
State:

375.9
Writing Mean Scale Score:

268.1
California:

286.0

Grade 1:
Student Count: 81
Number of students who met CELDT criterion: 25

Students who met CELDT criterion:

31.0%
California:

44.0%
Listening Mean Scale Score:

428.1
State:

439.9
Reading Mean Scale Score:

376.0
California:

383.8
Speaking Mean Scale Score:

434.7
California:

446.4
Writing Mean Scale Score:

384.7
California:

386.5

Grade 2:
Student Count: 102
Number of students who met CELDT criterion: 24

Students who met CELDT criterion:

24.0%
State:

27.0%
Listening Mean Scale Score:

471.8
California:

477.2
Reading Mean Scale Score:

423.6
State:

440.5
Speaking Mean Scale Score:

481.0
State:

483.0
Writing Mean Scale Score:

445.8
State:

456.4

Grade 3:
Student Count: 75
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

11.0%
California:

26.0%
Listening Mean Scale Score:

454.5
California:

475.9
Reading Mean Scale Score:

431.0
California:

459.6
Speaking Mean Scale Score:

494.7
State:

491.7
Writing Mean Scale Score:

451.8
California:

478.6

Grade 4:
Student Count: 69
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

19.0%
State:

37.0%
Listening Mean Scale Score:

455.7
State:

509.2
Reading Mean Scale Score:

460.6
State:

490.7
Speaking Mean Scale Score:

495.9
California:

515.2
Writing Mean Scale Score:

478.7
California:

502.2

Grade 5:
Student Count: 70
Number of students who met CELDT criterion: 23

Students who met CELDT criterion:

33.0%
California:

48.0%
Listening Mean Scale Score:

475.5
California:

533.7
Reading Mean Scale Score:

481.3
California:

514.0
Speaking Mean Scale Score:

520.9
State:

530.0
Writing Mean Scale Score:

499.5
State:

519.1

Accountability


Adequate Yearly Progress:
(State average from 9,846 schools)

Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Main Street Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Main Street Elementary School:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • Black100
  • White100
  • Multirace100
  • SED99
  • LEP99
  • With Disabilities100
  • Hispanic: 99% (tested 360 out of 364 enrolled)
  • Black: 100% (tested 28 out of 28 enrolled)
  • White: 100% (tested 2 out of 2 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 378 out of 381 enrolled)
  • English Learners: 99% (tested 300 out of 303 enrolled)
  • Students with Disabilities: 100% (tested 47 out of 47 enrolled)


Math Participation Rate
School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 371 out of 371 enrolled)
  • Black: 100% (tested 29 out of 29 enrolled)
  • White: 100% (tested 2 out of 2 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 388 out of 388 enrolled)
  • English Learners: 100% (tested 308 out of 308 enrolled)
  • Students with Disabilities: 100% (tested 49 out of 49 enrolled)

Health & Safety


Offenses:
(State average from 5,445 schools)

An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of threats of physical attack with a weapon: 1


Total incidents per 1,000 students
Main Street Elementary School:

1.2
State:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)

Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

4.6
State:

27.2


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)

A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic100
  • Black7
  • White7
  • Multirace2
  • LEP52
  • IDEA22
Chronic Student Absenteeism: 116 (male: 53, female: 63)
  • Hispanic: 100 (male: 44, female: 56)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 52 (male: 20, female: 32)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
Chronic Student Absenteeism per 1,000 students
Main Street Elementary School:

134.6
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)

Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 4 (all male)
  • Hispanic: 3
  • Black: 1
  • Individuals With Disabilities Education Act (IDEA): 1

Instances of out-of-school suspension (Students without disabilities): 2

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here:

2.3
California:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2

Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Instances of out-of-school suspension (Students with disabilities): 1

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Main Street Elementary School:

1.2
State:

28.1
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2

Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2

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