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Merle L. Fuller Elementary School in Chowchilla, CA
(KG-02 • Public • Regular School)

Address
 1101 Monterey Ave.
Chowchilla, CA 93610
Telephone
(559) 665-8050
(make sure to verify first before calling)
Students
475
Classroom Teachers (FTE)
23.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
363
Reduced-price lunch
eligible students
30
School district
Chowchilla Elementary
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 475
Enrollment in 2015: 503
Enrollment in 2014: 493
Enrollment in 2013: 456
Enrollment in 2012: 453
Enrollment in 2011: 463
Enrollment in 2010: 462
Enrollment in 2009: 462
Enrollment in 2008: 393
Enrollment in 2007: 428
Enrollment in 2006: 428
Enrollment in 2005: 434
Enrollment in 2004: 468
Enrollment in 2003: 436
Enrollment in 2002: 404
Enrollment in 2001: 423
Enrollment in 2000: 467
Enrollment in 1999: 433

Merle L. Fuller Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02Total
All students1221253475
Female students - 118123241
Male students1103130234
American Indian/Alaska Native students - - 11
Asian students - 6713
Hispanic students1147159307
Black students - 347
White students - 6479143
Hawaiian Native/Pacific Islander students - 112
Two or More Races students - - 22

Enrollment by grade:
Kindergarten enrollment: 1
1st grade enrollment: 221
2nd grade enrollment: 253

Merle L. Fuller Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 241 (50.7%)
School:

50.7%
California:

49.4%
Male enrollment: 234 (49.3%)
Here:

49.3%
California:

49.6%

Merle L. Fuller Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Here:

0.2%
California:

1.0%
Asian enrollment: 13 (2.7%)
Merle L. Fuller Elementary School:

2.7%
State:

9.4%
Hispanic enrollment: 307 (64.6%)
Merle L. Fuller Elementary School:

64.6%
State:

46.0%
Black enrollment: 7 (1.5%)
Here:

1.5%
State:

6.1%
White enrollment: 143 (30.1%)
Merle L. Fuller Elementary School:

30.1%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.4%)
School:

0.4%
California:

0.6%
Two or More Races enrollment: 2 (0.4%)
School:

0.4%
State:

4.5%

Merle L. Fuller Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 393 (82.7%)
Merle L. Fuller Elementary School:

82.7%
State:

61.2%
Free lunch eligible students: 363 (76.4%)
Here:

76.4%
State:

52.8%
Reduced-price lunch eligible students: 30 (6.3%)
Merle L. Fuller Elementary School:

6.3%
State:

8.6%

Merle L. Fuller Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 23

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 0.1
Number of FTE teachers who were absent more than 10 school days during the school years: 8
Number of FTE sworn law enforcement officers: 0.1
Number of FTE nurses: 0.1
Number of FTE psychologists: 0.2

Student/Teacher Ratio
Merle L. Fuller Elementary School:

20.7
California:

22.8

Merle L. Fuller Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,073,308
  • Full-time Equivalency Count of Teachers: 24.7 (Salary Expenditures: $1,758,745)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $115,947)
  • Full-time Equivalency Count of School Administration Staff: 2.9 (Salary Expenditures: $198,616)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $142,937
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,212,081
  • Salary Expenditures for Teachers: $1,789,409
  • Full-time Equivalency Count of Instructional Aides: 7.3 (Salary Expenditures: $208,311)
  • Full-time Equivalency Count of Support Services Staff: 0.2 (Salary Expenditures: $15,745)
  • Full-time Equivalency Count of School Administration Staff: 2.9 (Salary Expenditures: $198,616)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $142,937

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic178
  • Asian7
  • Native Hawaiian2
  • White7
  • IDEA7
Students Enrolled in LEP Programs: 194 (male: 101, female: 93)
  • Hispanic: 178 (male: 95, female: 83)
  • Asian: 7 (male: 2, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 25 (male: 17, female: 8)
  • Hispanic: 11 (male: 7, female: 4)
  • White: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 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 1st grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Percent of 1st grade students retained
Here:

1.8%
State:

4.8%

    Total number of students retained in 2nd grade

  • Hispanic4
  • White2
  • LEP2
  • IDEA4
Total number of students retained in 2nd grade: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 2nd grade students retained
Merle L. Fuller Elementary School:

2.4%
State:

2.9%

Statewide Student Assessments


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).

Merle L. Fuller Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 193
Number of students who met CELDT criterion: 54

Students who met CELDT criterion:

28.0%
California:

34.0%
Grade 1:
Student Count: 98
Number of students who met CELDT criterion: 41

Students who met CELDT criterion:

42.0%
State:

44.0%
Listening Mean Scale Score:

436.7
State:

439.9
Reading Mean Scale Score:

377.6
State:

383.8
Speaking Mean Scale Score:

455.3
State:

446.4
Writing Mean Scale Score:

384.2
California:

386.5
Grade 2:
Student Count: 95
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

14.0%
California:

27.0%
Listening Mean Scale Score:

469.2
State:

477.2
Reading Mean Scale Score:

431.8
California:

440.5
Speaking Mean Scale Score:

479.8
California:

483.0
Writing Mean Scale Score:

452.5
State:

456.4

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).

Merle L. Fuller Elementary School - Adequate Yearly Progress status

Met all AYP Criteria: Yes
Number of AYP criteria met: 3
Number of AYP criteria possible: 3
(Note: The criteria includes only the participation rate and additional indicators.)

Attendance rate (calculated by using average daily attendance data) : 95
Met Attendance rate Target: Yes

Met ELA Participation Rate: Yes

ELA Participation Rate
Merle L. Fuller Elementary School:

99.0%
California:

95.2%

Percent of ELA students scoring Proficient or Above
School:

25.7%
State:

42.6%
Met Math Participation Rate: Yes

Math Participation Rate
Merle L. Fuller Elementary School:

99.0%
State:

94.9%

Percent of Math students scoring Proficient or Above
Merle L. Fuller Elementary School:

20.4%
State:

33.3%

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

  • Hispanic34
  • Black2
  • White31
  • LEP19
  • IDEA10
Chronic Student Absenteeism: 67 (male: 30, female: 37)
  • Hispanic: 34 (male: 17, female: 17)
  • Black: 2 (all male)
  • White: 31 (male: 11, female: 20)
  • Limited English Proficiency (LEP): 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
Merle L. Fuller Elementary School:

141.1
California:

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: 2 (all male)
  • Asian: 1
  • White: 1
Instances of out-of-school suspension (Students without disabilities): 2

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

4.2
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Asian: 2
  • White: 2

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