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Dolores Street Elementary School in Carson, 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 28
Address
 22526 Dolores St.
Carson, CA 90745
Telephone
(310) 834-2565
(make sure to verify first before calling)
City-data.com school rating
28
Students
598
Classroom Teachers (FTE)
24.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
372
Reduced-price lunch
eligible students
79
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:
Academy of Medical Arts at Carson High (0.1 miles):

62
Carson Street Elementary (0.7 miles):

54
Two Hundred Thirty-Second Place (0.8 miles):

53
Caroldale Learning Community (0.6 miles):

48
Catskill Avenue Elementary (0.7 miles):

35
Academies of Education and Empowerment at Carson High (0.2 miles):

34
Carson Senior High (0.2 miles):

33
Eagle Tree Continuation (0.3 miles):

29
Dolores Street Elementary School:

28
Dolores Street Elementary School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Carson:

36
Dolores Street Elementary School:

28

Students & Teachers


Total enrollment:
Enrollment in 2016: 598
Enrollment in 2015: 617
Enrollment in 2014: 605
Enrollment in 2013: 603
Enrollment in 2012: 613
Enrollment in 2011: 638
Enrollment in 2010: 700
Enrollment in 2009: 662
Enrollment in 2008: 669
Enrollment in 2007: 708
Enrollment in 2006: 773
Enrollment in 2005: 779
Enrollment in 2004: 774
Enrollment in 2003: 821
Enrollment in 2002: 872
Enrollment in 2001: 834
Enrollment in 2000: 832
Enrollment in 1999: 852

Dolores Street Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students12810889869889598
Female students705646435345313
Male students585243434544285
American Indian/Alaska Native students1 - - 1 - - 2
Asian students262318153019131
Hispanic students705753514954334
Black students96101011450
White students1019433443
Hawaiian Native/Pacific Islander students92465834
Two or More Races students31 - - - - 4

Enrollment by grade:
Kindergarten enrollment: 128
1st grade enrollment: 108
2nd grade enrollment: 89
3rd grade enrollment: 86
4th grade enrollment: 98
5th grade enrollment: 89

Dolores Street Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 313 (52.3%)
Here:

52.3%
California:

49.4%
Male enrollment: 285 (47.7%)
Here:

47.7%
California:

49.6%

Dolores Street Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
Dolores Street Elementary School:

0.3%
California:

1.0%
Asian enrollment: 131 (21.9%)
Dolores Street Elementary School:

21.9%
State:

9.4%
Hispanic enrollment: 334 (55.9%)
School:

55.9%
State:

46.0%
Black enrollment: 50 (8.4%)
Dolores Street Elementary School:

8.4%
California:

6.1%
White enrollment: 43 (7.2%)
Here:

7.2%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 34 (5.7%)
Dolores Street Elementary School:

5.7%
California:

0.6%
Two or More Races enrollment: 4 (0.7%)
Dolores Street Elementary School:

0.7%
California:

4.5%

Dolores Street Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 451 (75.4%)
Dolores Street Elementary School:

75.4%
State:

61.2%
Free lunch eligible students: 372 (62.2%)
Dolores Street Elementary School:

62.2%
California:

52.8%
Reduced-price lunch eligible students: 79 (13.2%)
Dolores Street Elementary School:

13.2%
State:

8.6%

Dolores Street Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 24.5

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

Student/Teacher Ratio
Dolores Street Elementary School:

24.4
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,361,126
  • Full-time Equivalency Count of Teachers: 25 (Salary Expenditures: $2,015,254)
  • Full-time Equivalency Count of Instructional Aides: 3.5 (Salary Expenditures: $53,460)
  • Full-time Equivalency Count of Support Services Staff: 0.9 (Salary Expenditures: $85,797)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $206,615)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $245,185
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,992,927
  • Salary Expenditures for Teachers: $2,264,573
  • Full-time Equivalency Count of Instructional Aides: 9.4 (Salary Expenditures: $180,238)
  • Full-time Equivalency Count of Support Services Staff: 2.4 (Salary Expenditures: $312,164)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $235,952)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $271,273

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic34
  • Asian16
  • Native Hawaiian2
  • White2
  • IDEA2
Students Enrolled in LEP Programs: 54 (male: 30, female: 24)
  • Hispanic: 34 (male: 17, female: 17)
  • Asian: 16 (male: 11, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

  • Hispanic23
  • Asian14
  • Native Hawaiian4
  • Black4
  • LEP7
Students with disabilities served under IDEA: 45 (male: 30, female: 15)
  • Hispanic: 23 (male: 16, female: 7)
  • Asian: 14 (male: 10, female: 4)
  • Native Hawaiian / Pacific Islander: 4 (all male)
  • Black: 4 (all female)
  • Limited English Proficiency (LEP): 7 (all male)
Students with disabilities served under Section 504: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)

Retention:
Show data for

(State average from 2,659 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: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of Kindergarten students retained
Dolores Street Elementary School:

3.1%
State:

5.3%
Total number of students retained in 1st grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 1st grade students retained
Dolores Street Elementary School:

1.9%
California:

4.8%
Total number of students retained in 2nd grade: 2 (all male)
  • Hispanic: 2

Percent of 2nd grade students retained
Dolores Street Elementary School:

2.2%
State:

2.9%

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: 2, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 5 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)

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

18.4
State:

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

  • All36%
  • Males32%
  • Females40%
  • Black27%
  • Asian60%
  • Hispanic29%
  • Native Hawaiian36%
ELA students tested: 265
ELA students with scores: 265

Percentage Standard Met and Above:

36%
State:

49%

Standard Not Met: 41.1%
Standard Nearly Met: 23.0%
Standard Met: 24.1%
Standard Exceeded: 11.7%

All Grades:
41.1%
23.0%
24.1%
11.7%
3rd Grade: (Mean Scale Score: 2400.2, Students tested: 85, Standard Not Met: 41.2%, Nearly Met: 21.2%, Met: 20.0%, Exceeded: 17.6%)
41.2%
21.2%
20.0%
17.6%
4th Grade: (Mean Scale Score: 2437.2, Students tested: 85, Standard Not Met: 40.0%, Nearly Met: 29.4%, Met: 21.2%, Exceeded: 9.4%)
40.0%
29.4%
21.2%
9.4%
5th Grade: (Mean Scale Score: 2473.0, Students tested: 95, Standard Not Met: 42.1%, Nearly Met: 18.9%, Met: 30.5%, Exceeded: 8.4%)
42.1%
18.9%
30.5%
8.4%

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

    Math Standard Met and Above

  • All30%
  • Males31%
  • Females28%
  • Black20%
  • Asian40%
  • Hispanic23%
  • Native Hawaiian36%
Math students tested: 270
Math students with scores: 270

Percentage Standard Met and Above:

30%
State:

38%

Standard Not Met: 39.6%
Standard Nearly Met: 30.7%
Standard Met: 21.9%
Standard Exceeded: 7.8%

All Grades:
39.6%
30.7%
21.9%
7.8%
3rd Grade: (Mean Scale Score: 2416.3, Students tested: 88, Standard Not Met: 29.6%, Nearly Met: 27.3%, Met: 30.7%, Exceeded: 12.5%)
29.6%
27.3%
30.7%
12.5%
4th Grade: (Mean Scale Score: 2438.4, Students tested: 85, Standard Not Met: 30.6%, Nearly Met: 41.2%, Met: 23.5%, Exceeded: 4.7%)
30.6%
41.2%
23.5%
4.7%
5th Grade: (Mean Scale Score: 2440.5, Students tested: 97, Standard Not Met: 56.7%, Nearly Met: 24.7%, Met: 12.4%, Exceeded: 6.2%)
56.7%
24.7%
12.4%
6.2%

Dolores Street 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.

CST Science students tested: 87
CST Science students with scores: 87

Percentage At Or Above Proficient:

44%
State:

54%

Percentage Far Below Basic: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 10.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 40.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 37.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 7.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 343.3, Students tested: 87, Far Below Basic: 6.0%, Below Basic: 10.0%, Basic: 40.0%, Proficient: 37.0%, Advanced: 7.0%)
6.0%
10.0%
40.0%
37.0%
7.0%

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: 96, Needs Improvement - High Risk: 69.8%, Needs Improvement: 19.8%, Healthy Fitness Zone: 10.4%)
69.8%
19.8%
10.4%
Body Composition:
5th grade: (Students tested: 96, Needs Improvement - High Risk: 40.6%, Needs Improvement: 28.1%, Healthy Fitness Zone: 31.3%)
40.6%
28.1%
31.3%
Abdominal Strength:
5th grade: (Students tested: 96, Needs Improvement - High Risk: 70.8%, Needs Improvement: 29.2%, Healthy Fitness Zone: 0.0%)
70.8%
29.2%
Trunk Extension Strength:
5th grade: (Students tested: 96, Needs Improvement - High Risk: 93.8%, Needs Improvement: 6.2%, Healthy Fitness Zone: 0.0%)
93.8%
6.2%
Upper Body Strength:
5th grade: (Students tested: 96, Needs Improvement - High Risk: 63.5%, Needs Improvement: 36.5%, Healthy Fitness Zone: 0.0%)
63.5%
36.5%
Flexibility:
5th grade: (Students tested: 96, Needs Improvement - High Risk: 63.5%, Needs Improvement: 36.5%, Healthy Fitness Zone: 0.0%)
63.5%
36.5%

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).

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

All Grades:
Student Count: 71
Number of students who met CELDT criterion: 31

Students who met CELDT criterion:

44.0%
State:

34.0%
Kindergarten:
Student Count: 27
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

44.0%
California:

13.0%
Listening Mean Scale Score:

423.0
California:

364.6
Reading Mean Scale Score:

296.7
State:

276.6
Speaking Mean Scale Score:

442.3
State:

375.9
Writing Mean Scale Score:

313.0
California:

286.0
Grade 1:
Student Count: 11
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

91.0%
State:

44.0%
Listening Mean Scale Score:

462.0
California:

439.9
Reading Mean Scale Score:

384.1
State:

383.8
Speaking Mean Scale Score:

488.9
California:

446.4
Writing Mean Scale Score:

412.5
State:

386.5
Grade 2:
Student Count: 11
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

45.0%
State:

27.0%
Listening Mean Scale Score:

480.2
California:

477.2
Reading Mean Scale Score:

461.7
California:

440.5
Speaking Mean Scale Score:

551.0
California:

483.0
Writing Mean Scale Score:

485.2
California:

456.4
Grade 3:
Student Count: 8
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

13.0%
California:

26.0%
Listening Mean Scale Score:

471.0
California:

475.9
Reading Mean Scale Score:

439.5
California:

459.6
Speaking Mean Scale Score:

485.3
State:

491.7
Writing Mean Scale Score:

502.1
California:

478.6
Grade 5:
Student Count: 8
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

38.0%
State:

48.0%
Listening Mean Scale Score:

495.8
State:

533.7
Reading Mean Scale Score:

488.8
State:

514.0
Speaking Mean Scale Score:

507.8
California:

530.0
Writing Mean Scale Score:

490.6
California:

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).

Dolores Street Elementary School - Adequate Yearly Progress status


ELA Participation Rate
School:

100.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • SED100
  • LEP98
  • With Disabilities100
  • Hispanic: 100% (tested 159 out of 159 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 50 out of 50 enrolled)
  • Filipino: 100% (tested 12 out of 12 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 19 out of 19 enrolled)
  • Black: 100% (tested 26 out of 26 enrolled)
  • White: 100% (tested 10 out of 10 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 204 out of 204 enrolled)
  • English Learners: 98% (tested 48 out of 49 enrolled)
  • Students with Disabilities: 100% (tested 20 out of 20 enrolled)

Math Participation Rate
School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 159 out of 159 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 50 out of 50 enrolled)
  • Filipino: 100% (tested 12 out of 12 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 19 out of 19 enrolled)
  • Black: 100% (tested 26 out of 26 enrolled)
  • White: 100% (tested 10 out of 10 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 204 out of 204 enrolled)
  • English Learners: 100% (tested 49 out of 49 enrolled)
  • Students with Disabilities: 100% (tested 20 out of 20 enrolled)

Health & Safety


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

  • Hispanic43
  • Asian7
  • Native Hawaiian2
  • Black7
  • White7
  • Multirace2
  • LEP7
  • IDEA4
Chronic Student Absenteeism: 68 (male: 35, female: 33)
  • Hispanic: 43 (male: 23, female: 20)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 2, female: 5)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Dolores Street Elementary School:

113.7
State:

172.7

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