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Rosemont Avenue 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 12
Address
 421 N. Rosemont Ave.
Los Angeles, CA 90026
Telephone
(213) 413-5310
(make sure to verify first before calling)
City-data.com school rating
12
Students
399
Classroom Teachers (FTE)
19.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
336
Reduced-price lunch
eligible students
29
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:
Camino Nuevo Charter Academy #4 (0.5 miles):

47
Camino Nuevo Academy #2 (0.8 miles):

44
Alliance Ted K. Tajima High (0.7 miles):

39
Union Avenue Elementary (0.6 miles):

29
Vista Charter Middle (0.5 miles):

21
Rosemont Avenue Elementary School:

12
New Village Girls Academy (0.5 miles):

9
Sal Castro Middle (0.8 miles):

8
Los Angeles Teacher Preparatory Academy (0.8 miles):

6
Rosemont Avenue Elementary School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
Rosemont Avenue Elementary School:

12

Students & Teachers


Total enrollment:
Enrollment in 2016: 399
Enrollment in 2015: 456
Enrollment in 2014: 507
Enrollment in 2013: 536
Enrollment in 2012: 577
Enrollment in 2011: 731
Enrollment in 2010: 769
Enrollment in 2009: 878
Enrollment in 2008: 959
Enrollment in 2007: 1,086
Enrollment in 2006: 1,174
Enrollment in 2005: 1,470
Enrollment in 2004: 1,580
Enrollment in 2003: 1,573
Enrollment in 2002: 1,688
Enrollment in 2001: 1,690
Enrollment in 2000: 1,577
Enrollment in 1999: 1,476

Rosemont Avenue Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG01G02G03G04G05Total
All students2288969598399
Female students643465241188
Male students1645504357211
Asian students5613101246
Hispanic students1678828381340
Black students - 2 - 125
White students111126
Two or More Races students - 1 - - 12

Enrollment by grade:
1st grade enrollment: 22
2nd grade enrollment: 88
3rd grade enrollment: 96
4th grade enrollment: 95
5th grade enrollment: 98

Rosemont Avenue Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 188 (47.1%)
Rosemont Avenue Elementary School:

47.1%
State:

49.4%
Male enrollment: 211 (52.9%)
Rosemont Avenue Elementary School:

52.9%
California:

49.6%

Rosemont Avenue Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 46 (11.5%)
Rosemont Avenue Elementary School:

11.5%
State:

9.4%
Hispanic enrollment: 340 (85.2%)
Here:

85.2%
State:

46.0%
Black enrollment: 5 (1.3%)
School:

1.3%
State:

6.1%
White enrollment: 6 (1.5%)
School:

1.5%
State:

28.3%
Two or More Races enrollment: 2 (0.5%)
Here:

0.5%
State:

4.5%

Rosemont Avenue Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 365 (91.5%)
Here:

91.5%
California:

61.2%
Free lunch eligible students: 336 (84.2%)
School:

84.2%
State:

52.8%
Reduced-price lunch eligible students: 29 (7.3%)
Rosemont Avenue Elementary School:

7.3%
California:

8.6%

Rosemont Avenue Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 19

Number of FTE nurses: 2
Number of FTE psychologists: 3

Student/Teacher Ratio
Rosemont Avenue Elementary School:

21.0
State:

22.8

Rosemont Avenue Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,664,545
  • Full-time Equivalency Count of Teachers: 15.5 (Salary Expenditures: $1,351,451)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $5,781)
  • Full-time Equivalency Count of Support Services Staff: 0.9 (Salary Expenditures: $106,858)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $200,454)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $109,560
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,528,231
  • Salary Expenditures for Teachers: $1,794,193
  • Full-time Equivalency Count of Instructional Aides: 6.6 (Salary Expenditures: $164,124)
  • Full-time Equivalency Count of Support Services Staff: 1.4 (Salary Expenditures: $335,083)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $234,831)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $123,013

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic172
  • Asian10
  • Black2
  • White2
  • IDEA31
Students Enrolled in LEP Programs: 186 (male: 102, female: 84)
  • Hispanic: 172 (male: 92, female: 80)
  • Asian: 10 (male: 8, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 23, female: 8)

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 served under IDEA: 47 (male: 37, female: 10)
  • Hispanic: 47 (male: 37, female: 10)
  • Limited English Proficiency (LEP): 32 (male: 25, female: 7)

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: 11 (male: 7, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

27.6
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

  • All25%
  • Males21%
  • Females30%
  • Filipino42%
  • Hispanic22%
ELA students tested: 248
ELA students with scores: 248

Percentage Standard Met and Above:

25%
State:

49%

Standard Not Met: 51.2%
Standard Nearly Met: 23.4%
Standard Met: 16.5%
Standard Exceeded: 8.9%

All Grades:
51.2%
23.4%
16.5%
8.9%
3rd Grade: (Mean Scale Score: 2365.2, Students tested: 74, Standard Not Met: 47.3%, Nearly Met: 28.4%, Met: 16.2%, Exceeded: 8.1%)
47.3%
28.4%
16.2%
8.1%
4th Grade: (Mean Scale Score: 2407.2, Students tested: 82, Standard Not Met: 59.8%, Nearly Met: 18.3%, Met: 11.0%, Exceeded: 11.0%)
59.8%
18.3%
11.0%
11.0%
5th Grade: (Mean Scale Score: 2446.6, Students tested: 92, Standard Not Met: 46.7%, Nearly Met: 23.9%, Met: 21.7%, Exceeded: 7.6%)
46.7%
23.9%
21.7%
7.6%

Rosemont Avenue Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All16%
  • Males17%
  • Females15%
  • Filipino17%
  • Hispanic13%
Math students tested: 255
Math students with scores: 255

Percentage Standard Met and Above:

16%
California:

38%

Standard Not Met: 60.0%
Standard Nearly Met: 24.3%
Standard Met: 12.6%
Standard Exceeded: 3.1%

All Grades:
60.0%
24.3%
12.6%
3.1%
3rd Grade: (Mean Scale Score: 2367.3, Students tested: 77, Standard Not Met: 55.8%, Nearly Met: 28.6%, Met: 13.0%, Exceeded: 2.6%)
55.8%
28.6%
13.0%
2.6%
4th Grade: (Mean Scale Score: 2410.2, Students tested: 84, Standard Not Met: 56.0%, Nearly Met: 20.2%, Met: 16.7%, Exceeded: 7.1%)
56.0%
20.2%
16.7%
7.1%
5th Grade: (Mean Scale Score: 2423.0, Students tested: 94, Standard Not Met: 67.0%, Nearly Met: 24.5%, Met: 8.5%, Exceeded: 0.0%)
67.0%
24.5%
8.5%

Rosemont Avenue Elementary School - Math Area Achievement Levels (all grades)


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.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CST Science students tested: 92
CST Science students with scores: 90

Percentage At Or Above Proficient:

20%
State:

54%

Percentage Far Below Basic: 26.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 23.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 31.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 14.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 6.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 308.3, Students tested: 92, Far Below Basic: 26.0%, Below Basic: 23.0%, Basic: 31.0%, Proficient: 14.0%, Advanced: 6.0%)
26.0%
23.0%
31.0%
14.0%
6.0%

The Physical Fitness Test:
Show data for
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: 95, Needs Improvement - High Risk: 56.8%, Needs Improvement: 31.6%, Healthy Fitness Zone: 11.6%)
56.8%
31.6%
11.6%
Body Composition:
5th grade: (Students tested: 95, Needs Improvement - High Risk: 54.7%, Needs Improvement: 26.3%, Healthy Fitness Zone: 19.0%)
54.7%
26.3%
19.0%
Abdominal Strength:
5th grade: (Students tested: 95, Needs Improvement - High Risk: 80.0%, Needs Improvement: 20.0%, Healthy Fitness Zone: 0.0%)
80.0%
20.0%
Trunk Extension Strength:
5th grade: (Students tested: 95, Needs Improvement - High Risk: 72.6%, Needs Improvement: 27.4%, Healthy Fitness Zone: 0.0%)
72.6%
27.4%
Upper Body Strength:
5th grade: (Students tested: 95, Needs Improvement - High Risk: 68.4%, Needs Improvement: 31.6%, Healthy Fitness Zone: 0.0%)
68.4%
31.6%
Flexibility:
5th grade: (Students tested: 95, Needs Improvement - High Risk: 63.2%, Needs Improvement: 36.8%, Healthy Fitness Zone: 0.0%)
63.2%
36.8%

California English Language Development Test:
Show data for

(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).

Rosemont Avenue Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 171
Number of students who met CELDT criterion: 53

Students who met CELDT criterion:

31.0%
California:

34.0%
Grade 2:
Student Count: 38
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

18.0%
State:

27.0%
Listening Mean Scale Score:

479.8
California:

477.2
Reading Mean Scale Score:

435.5
California:

440.5
Speaking Mean Scale Score:

494.6
California:

483.0
Writing Mean Scale Score:

459.4
State:

456.4
Grade 3:
Student Count: 33
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

24.0%
State:

26.0%
Listening Mean Scale Score:

454.5
State:

475.9
Reading Mean Scale Score:

453.9
California:

459.6
Speaking Mean Scale Score:

479.1
California:

491.7
Writing Mean Scale Score:

445.5
State:

478.6
Grade 4:
Student Count: 48
Number of students who met CELDT criterion: 15

Students who met CELDT criterion:

31.0%
State:

37.0%
Listening Mean Scale Score:

475.7
State:

509.2
Reading Mean Scale Score:

468.0
State:

490.7
Speaking Mean Scale Score:

557.2
State:

515.2
Writing Mean Scale Score:

479.9
California:

502.2
Grade 5:
Student Count: 52
Number of students who met CELDT criterion: 23

Students who met CELDT criterion:

44.0%
California:

48.0%
Listening Mean Scale Score:

512.4
State:

533.7
Reading Mean Scale Score:

518.4
State:

514.0
Speaking Mean Scale Score:

545.5
State:

530.0
Writing Mean Scale Score:

515.0
State:

519.1

Accountability


Adequate Yearly Progress:
Show data for

(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).

Rosemont Avenue Elementary School - Adequate Yearly Progress status


ELA Participation Rate
School:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP99
  • With Disabilities100
  • Hispanic: 99% (tested 237 out of 239 enrolled)
  • Asian: 100% (tested 17 out of 17 enrolled)
  • Filipino: 100% (tested 17 out of 17 enrolled)
  • Black: 100% (tested 3 out of 3 enrolled)
  • White: 100% (tested 5 out of 5 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 262 out of 263 enrolled)
  • English Learners: 99% (tested 169 out of 170 enrolled)
  • Students with Disabilities: 100% (tested 41 out of 41 enrolled)

Math Participation Rate
School:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED99
  • LEP99
  • With Disabilities98
  • Hispanic: 99% (tested 236 out of 238 enrolled)
  • Asian: 100% (tested 17 out of 17 enrolled)
  • Filipino: 100% (tested 17 out of 17 enrolled)
  • Black: 100% (tested 3 out of 3 enrolled)
  • White: 100% (tested 5 out of 5 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 260 out of 262 enrolled)
  • English Learners: 99% (tested 167 out of 169 enrolled)
  • Students with Disabilities: 98% (tested 39 out of 40 enrolled)

Health & Safety


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 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

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

10.0
State:

21.3
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

5.0
State:

7.2

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

  • Hispanic52
  • Asian4
  • Black2
  • White2
  • LEP31
  • IDEA10
Chronic Student Absenteeism: 60 (male: 29, female: 31)
  • Hispanic: 52 (male: 23, female: 29)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 31 (male: 17, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
Rosemont Avenue Elementary School:

150.4
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: 3 (all male)
  • Black: 3
Instances of out-of-school suspension (Students without disabilities): 1

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

2.5
California:

84.8
Students without disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • Asian: 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2

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