Taper 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 80
- Address
- 1824 Taper Ave.
Los Angeles, CA 90731
- Telephone
- (310) 832-3056
(make sure to verify first before calling)
- City-data.com school rating
- 80
- Students
- 649
- Classroom Teachers (FTE)
- 27.5
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 214
- Reduced-price lunch
eligible students - 83
- School district
- Los Angeles Unified
- Charter school
- No
- Title I status
- Not a Title I school
- Magnet School Indicator
- Yes
- Shared Time Indicator
- Missing
- Adult education offered
- No
No street view available for this location
Ratings
This school rating compared to other nearby schools ratings:
Taper Avenue Elementary School rating compared to average state, county and city schools ratings:California: | 46 |
Los Angeles County: | 44 |
Los Angeles: | 36 |
Taper Avenue Elementary School: | 80 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 649
Enrollment in 2015: 626
Enrollment in 2014: 633
Enrollment in 2013: 630
Enrollment in 2012: 625
Enrollment in 2011: 691
Enrollment in 2010: 651
Enrollment in 2009: 668
Enrollment in 2008: 635
Enrollment in 2007: 674
Enrollment in 2006: 697
Enrollment in 2005: 733
Enrollment in 2004: 802
Enrollment in 2003: 704
Enrollment in 2002: 685
Enrollment in 2001: 666
Enrollment in 2000: 740
Enrollment in 1999: 697
Taper Avenue Elementary School - Historical enrollment
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | KG | G01 | G02 | G03 | G04 | G05 | Total |
---|
All students | 139 | 104 | 97 | 91 | 119 | 99 | 649 |
Female students | 74 | 57 | 47 | 51 | 52 | 48 | 329 |
Male students | 65 | 47 | 50 | 40 | 67 | 51 | 320 |
Asian students | 15 | 11 | 10 | 7 | 5 | 10 | 58 |
Hispanic students | 82 | 53 | 52 | 43 | 71 | 46 | 347 |
Black students | 6 | 6 | 4 | 7 | 7 | 9 | 39 |
White students | 33 | 25 | 27 | 28 | 30 | 31 | 174 |
Hawaiian Native/Pacific Islander students | 1 | - | - | - | 1 | - | 2 |
Two or More Races students | 2 | 9 | 4 | 6 | 5 | 3 | 29 |
Enrollment by grade:
Kindergarten enrollment: 139
1st grade enrollment: 104
2nd grade enrollment: 97
3rd grade enrollment: 91
4th grade enrollment: 119
5th grade enrollment: 99
Taper Avenue Elementary School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 329 (50.7%)Here: | 50.7% |
California: | 49.4% |
Male enrollment: 320 (49.3%)Taper Avenue Elementary School: | 49.3% |
State: | 49.6% |
Taper Avenue Elementary School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 58 (8.9%)Taper Avenue Elementary School: | 8.9% |
State: | 9.4% |
Hispanic enrollment: 347 (53.5%)
Black enrollment: 39 (6.0%)School: | 6.0% |
California: | 6.1% |
White enrollment: 174 (26.8%)Taper Avenue Elementary School: | 26.8% |
State: | 28.3% |
Hawaiian Native/Pacific Islander enrollment: 2 (0.3%)
Two or More Races enrollment: 29 (4.5%)
Taper Avenue Elementary School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 297 (45.8%)Here: | 45.8% |
California: | 61.2% |
Free lunch eligible students: 214 (33.0%)Taper Avenue Elementary School: | 33.0% |
California: | 52.8% |
Reduced-price lunch eligible students: 83 (12.8%)Taper Avenue Elementary School: | 12.8% |
California: | 8.6% |
Taper Avenue Elementary School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 27.5
Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 1
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE psychologists: 2
Student/Teacher RatioTaper Avenue Elementary School: | 23.6 |
State: | 22.8 |
Taper Avenue Elementary School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds:
$2,519,153- Full-time Equivalency Count of Teachers: 25.8 (Salary Expenditures: $2,189,380)
- Full-time Equivalency Count of Instructional Aides: 1.8 (Salary Expenditures: $28,297)
- Full-time Equivalency Count of Support Services Staff: 0.9 (Salary Expenditures: $109,054)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $192,422)
Salary Expenditures for Non-Personnel Funded with State and Local Funds:
$242,350Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,:
$3,063,269- Salary Expenditures for Teachers: $2,466,593
- Full-time Equivalency Count of Instructional Aides: 5.5 (Salary Expenditures: $180,752)
- Full-time Equivalency Count of Support Services Staff: 0.9 (Salary Expenditures: $191,345)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $224,579)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds:
$267,383 Limited English Proficiency:
Students Enrolled in LEP Programs
- Hispanic7
- Asian10
- White2
- IDEA2
Students Enrolled in LEP Programs: 19 (male: 7, female: 12)
- Hispanic: 7 (male: 2, female: 5)
- Asian: 10 (male: 5, female: 5)
- White: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
Students with disabilities:
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: 46 (male: 32, female: 14)
- Hispanic: 32 (male: 22, female: 10)
- White: 14 (male: 10, female: 4)
Students with disabilities served under Section 504
- Hispanic10
- Asian2
- Black2
- White10
- Multirace2
Students with disabilities served under Section 504: 26 (male: 22, female: 4)
- Hispanic: 10 (male: 8, female: 2)
- Asian: 2 (all male)
- Black: 2 (all male)
- White: 10 (male: 8, female: 2)
- Two or More Races: 2 (all male)
Students with disabilities served under IDEA: 40 (male: 33, female: 7)
- Hispanic: 20 (male: 13, female: 7)
- Black: 4 (all male)
- White: 16 (all male)
Students with disabilities served under Section 504
- Hispanic7
- Asian2
- White4
- LEP2
Students with disabilities served under Section 504: 13 (male: 9, female: 4)
- Hispanic: 7 (male: 5, female: 2)
- Asian: 2 (all male)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all female)
Retention:
(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: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2
Percent of Kindergarten students retainedTaper Avenue Elementary School: | 1.4% |
State: | 5.3% |
Total number of students retained in 1st grade: 6 (male: 2, female: 4)
- Hispanic: 2 (all male)
- Asian: 2 (all female)
- White: 2 (all female)
Percent of 1st grade students retained
Total number of students retained in 2nd grade: 2 (all male)
Percent of 2nd grade students retained
Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 2 (all male)
Percent of 3rd grade students retainedTaper Avenue Elementary School: | 4.4% |
State: | 2.3% |
Total number of students retained in Kindergarten: 4 (all male)
Percent of Kindergarten students retained
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
- Hispanic: 2 (all male)
- White: 2 (all female)
Percent of 1st grade students retainedTaper Avenue Elementary School: | 3.8% |
California: | 5.5% |
Gifted and Talented:
(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
- Hispanic13
- Asian4
- Black2
- White19
- Multirace2
- IDEA2
Gifted and Talented Student Enrollment: 40 (male: 21, female: 19)
- Hispanic: 13 (male: 8, female: 5)
- Asian: 4 (male: 2, female: 2)
- Black: 2 (all female)
- White: 19 (male: 11, female: 8)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Gifted and Talented Student Enrollment per 1,000 students
Gifted and Talented Student Enrollment
- Hispanic22
- American Indian2
- Asian13
- Black2
- White22
- LEP2
- IDEA5
Gifted and Talented Student Enrollment: 61 (male: 32, female: 29)
- Hispanic: 22 (male: 11, female: 11)
- American Indian / Alaska Native: 2 (all male)
- Asian: 13 (male: 5, female: 8)
- Black: 2 (all female)
- White: 22 (male: 14, female: 8)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 5 (all male)
Gifted and Talented Student Enrollment per 1,000 studentsTaper Avenue Elementary School: | 94.0 |
State: | 93.6 |
Statewide Student Assessments
Smarter Balanced Summative Assessments:
(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
- All69%
- Males66%
- Females72%
- Black57%
- Hispanic61%
- White69%
ELA students tested: 308
ELA students with scores: 308
Percentage Standard Met and Above: | 69% |
California: | 49% |
Standard Not Met:
11.4%Standard Nearly Met:
19.5%Standard Met:
35.4%Standard Exceeded:
33.8%All Grades:
3rd Grade:
(Mean Scale Score: 2463.8, Students tested: 102, Standard Not Met: 10.8%, Nearly Met: 22.6%, Met: 28.4%, Exceeded: 38.2%)4th Grade:
(Mean Scale Score: 2515.9, Students tested: 90, Standard Not Met: 14.4%, Nearly Met: 15.6%, Met: 31.1%, Exceeded: 38.9%)5th Grade:
(Mean Scale Score: 2538.7, Students tested: 116, Standard Not Met: 9.5%, Nearly Met: 19.8%, Met: 44.8%, Exceeded: 25.9%)Taper Avenue Elementary School - ELA Area Achievement Levels (all grades)
Math Standard Met and Above
- All63%
- Males65%
- Females61%
- Black64%
- Hispanic51%
- White62%
Math students tested: 308
Math students with scores: 308
Percentage Standard Met and Above: | 63% |
State: | 38% |
Standard Not Met:
11.0%Standard Nearly Met:
26.0%Standard Met:
33.1%Standard Exceeded:
29.9%All Grades:
3rd Grade:
(Mean Scale Score: 2470.4, Students tested: 102, Standard Not Met: 8.8%, Nearly Met: 13.7%, Met: 47.1%, Exceeded: 30.4%)4th Grade:
(Mean Scale Score: 2518.3, Students tested: 90, Standard Not Met: 10.0%, Nearly Met: 25.6%, Met: 24.4%, Exceeded: 40.0%)5th Grade:
(Mean Scale Score: 2524.1, Students tested: 116, Standard Not Met: 13.8%, Nearly Met: 37.1%, Met: 27.6%, Exceeded: 21.6%)Taper Avenue Elementary School - Math Area Achievement Levels (all grades)
ELA Standard Met and Above
- All60%
- Males52%
- Females69%
- Black46%
- Hispanic46%
- White62%
ELA students tested: 304
ELA students with scores: 303
Percentage Standard Met and Above: | 60% |
State: | 48% |
Standard Not Met:
13.0%Standard Nearly Met:
27.0%Standard Met:
28.0%Standard Exceeded:
32.0%All Grades:
3rd Grade:
(Mean Scale Score: 2475.8, Students tested: 90, Standard Not Met: 7.0%, Nearly Met: 24.0%, Met: 22.0%, Exceeded: 47.0%)4th Grade:
(Mean Scale Score: 2488.1, Students tested: 117, Standard Not Met: 16.0%, Nearly Met: 26.0%, Met: 30.0%, Exceeded: 28.0%)5th Grade:
(Mean Scale Score: 2525.5, Students tested: 97, Standard Not Met: 14.0%, Nearly Met: 30.0%, Met: 31.0%, Exceeded: 25.0%)Taper Avenue Elementary School - ELA Area Achievement Levels (all grades)
Math Standard Met and Above
- All54%
- Males52%
- Females57%
- Black38%
- Hispanic41%
- White46%
Math students tested: 303
Math students with scores: 303
Percentage Standard Met and Above: | 54% |
California: | 37% |
Standard Not Met:
13.0%Standard Nearly Met:
33.0%Standard Met:
33.0%Standard Exceeded:
21.0%All Grades:
3rd Grade:
(Mean Scale Score: 2473.4, Students tested: 90, Standard Not Met: 4.0%, Nearly Met: 24.0%, Met: 41.0%, Exceeded: 30.0%)4th Grade:
(Mean Scale Score: 2497.4, Students tested: 116, Standard Not Met: 6.0%, Nearly Met: 37.0%, Met: 37.0%, Exceeded: 20.0%)5th Grade:
(Mean Scale Score: 2501.6, Students tested: 97, Standard Not Met: 28.0%, Nearly Met: 37.0%, Met: 22.0%, Exceeded: 13.0%)Taper Avenue Elementary School - Math Area Achievement Levels (all grades)
ELA Standard Met and Above
- All54%
- Males48%
- Females59%
- Black18%
- Hispanic41%
- White45%
ELA students tested: 312
ELA students with scores: 312
Percentage Standard Met and Above: | 54% |
State: | 44% |
Standard Not Met:
21.0%Standard Nearly Met:
25.0%Standard Met:
34.0%Standard Exceeded:
20.0%All Grades:
3rd Grade:
(Mean Scale Score: 2421.1, Students tested: 112, Standard Not Met: 24.0%, Nearly Met: 29.0%, Met: 33.0%, Exceeded: 14.0%)4th Grade:
(Mean Scale Score: 2471.7, Students tested: 100, Standard Not Met: 26.0%, Nearly Met: 26.0%, Met: 27.0%, Exceeded: 21.0%)5th Grade:
(Mean Scale Score: 2525.5, Students tested: 100, Standard Not Met: 14.0%, Nearly Met: 20.0%, Met: 42.0%, Exceeded: 24.0%)Taper Avenue Elementary School - ELA Area Achievement Levels (all grades)
Math Standard Met and Above
- All46%
- Males42%
- Females49%
- Black36%
- Hispanic29%
- White40%
Math students tested: 312
Math students with scores: 312
Percentage Standard Met and Above: | 46% |
California: | 34% |
Standard Not Met:
14.0%Standard Nearly Met:
40.0%Standard Met:
31.0%Standard Exceeded:
14.0%All Grades:
3rd Grade:
(Mean Scale Score: 2429.7, Students tested: 112, Standard Not Met: 17.0%, Nearly Met: 34.0%, Met: 40.0%, Exceeded: 9.0%)4th Grade:
(Mean Scale Score: 2478.2, Students tested: 100, Standard Not Met: 8.0%, Nearly Met: 49.0%, Met: 29.0%, Exceeded: 14.0%)5th Grade:
(Mean Scale Score: 2513.9, Students tested: 100, Standard Not Met: 18.0%, Nearly Met: 38.0%, Met: 23.0%, Exceeded: 21.0%)Taper Avenue Elementary School - Math Area Achievement Levels (all grades)
Paper-based CAASPP:
(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: 97
CST Science students with scores: 97
Percentage At Or Above Proficient: | 62% |
California: | 54% |
Percentage Far Below Basic:
1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.Percentage Below Basic:
2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.Percentage Basic:
35.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment. Percentage Proficient:
38.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment. Percentage Advanced:
24.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.5th Grade:
(Mean Scale Score: 376.6, Students tested: 97, Far Below Basic: 1.0%, Below Basic: 2.0%, Basic: 35.0%, Proficient: 38.0%, Advanced: 24.0%) CST Science students tested: 101
CST Science students with scores: 101
Percentage At Or Above Proficient: | 82% |
State: | 56% |
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:
2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.Percentage Basic:
16.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment. Percentage Proficient:
50.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment. Percentage Advanced:
33.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.5th Grade:
(Mean Scale Score: 390.2, Students tested: 101, Far Below Basic: 0.0%, Below Basic: 2.0%, Basic: 16.0%, Proficient: 50.0%, Advanced: 33.0%) CST Science students tested: 97
CST Science students with scores: 97
Percentage At Or Above Proficient: | 85% |
State: | 60% |
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:
1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.Percentage Basic:
14.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment. Percentage Proficient:
42.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment. Percentage Advanced:
42.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.5th Grade:
(Mean Scale Score: 404.2, Students tested: 97, Far Below Basic: 0.0%, Below Basic: 1.0%, Basic: 14.0%, Proficient: 42.0%, Advanced: 42.0%) 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: 119, Needs Improvement - High Risk: 78.2%, Needs Improvement: 12.6%, Healthy Fitness Zone: 9.2%)
Body Composition:5th grade:
(Students tested: 119, Needs Improvement - High Risk: 45.4%, Needs Improvement: 30.3%, Healthy Fitness Zone: 24.3%)
Abdominal Strength:5th grade:
(Students tested: 119, Needs Improvement - High Risk: 92.4%, Needs Improvement: 7.6%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:5th grade:
(Students tested: 119, Needs Improvement - High Risk: 95.8%, Needs Improvement: 4.2%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:5th grade:
(Students tested: 119, Needs Improvement - High Risk: 67.2%, Needs Improvement: 32.8%, Healthy Fitness Zone: 0.0%)
Flexibility:5th grade:
(Students tested: 119, Needs Improvement - High Risk: 76.5%, Needs Improvement: 23.5%, Healthy Fitness Zone: 0.0%)
Aerobic Capacity:5th grade:
(Students tested: 99, Needs Improvement - High Risk: 80.8%, Needs Improvement: 13.1%, Healthy Fitness Zone: 6.1%)
Body Composition:5th grade:
(Students tested: 99, Needs Improvement - High Risk: 64.6%, Needs Improvement: 19.2%, Healthy Fitness Zone: 16.2%)
Abdominal Strength:5th grade:
(Students tested: 99, Needs Improvement - High Risk: 93.9%, Needs Improvement: 6.1%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:5th grade:
(Students tested: 99, Needs Improvement - High Risk: 96.0%, Needs Improvement: 4.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:5th grade:
(Students tested: 99, Needs Improvement - High Risk: 67.7%, Needs Improvement: 32.3%, Healthy Fitness Zone: 0.0%)
Flexibility:5th grade:
(Students tested: 99, Needs Improvement - High Risk: 75.8%, Needs Improvement: 24.2%, Healthy Fitness Zone: 0.0%)
Aerobic Capacity:5th grade:
(Students tested: 102, Needs Improvement - High Risk: 86.3%, Needs Improvement: 9.8%, Healthy Fitness Zone: 3.9%)
Body Composition:5th grade:
(Students tested: 102, Needs Improvement - High Risk: 60.8%, Needs Improvement: 21.6%, Healthy Fitness Zone: 17.6%)
Abdominal Strength:5th grade:
(Students tested: 102, Needs Improvement - High Risk: 99.0%, Needs Improvement: 1.0%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:5th grade:
(Students tested: 102, Needs Improvement - High Risk: 99.0%, Needs Improvement: 1.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:5th grade:
(Students tested: 102, Needs Improvement - High Risk: 93.1%, Needs Improvement: 6.9%, Healthy Fitness Zone: 0.0%)
Flexibility:5th grade:
(Students tested: 102, Needs Improvement - High Risk: 88.2%, Needs Improvement: 11.8%, Healthy Fitness Zone: 0.0%)
Aerobic Capacity:5th grade:
(Students tested: 98, Needs Improvement - High Risk: 73.5%, Needs Improvement: 20.4%, Healthy Fitness Zone: 6.1%)
Body Composition:5th grade:
(Students tested: 98, Needs Improvement - High Risk: 54.1%, Needs Improvement: 27.6%, Healthy Fitness Zone: 18.3%)
Abdominal Strength:5th grade:
(Students tested: 98, Needs Improvement - High Risk: 95.9%, Needs Improvement: 4.1%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:5th grade:
(Students tested: 98, Needs Improvement - High Risk: 96.9%, Needs Improvement: 3.1%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:5th grade:
(Students tested: 98, Needs Improvement - High Risk: 85.7%, Needs Improvement: 14.3%, Healthy Fitness Zone: 0.0%)
Flexibility:5th grade:
(Students tested: 98, Needs Improvement - High Risk: 77.6%, Needs Improvement: 22.4%, Healthy Fitness Zone: 0.0%)
Aerobic Capacity:5th grade:
(Students tested: 100, Needs Improvement - High Risk: 81.0%, Needs Improvement: 10.0%, Healthy Fitness Zone: 9.0%)
Body Composition:5th grade:
(Students tested: 100, Needs Improvement - High Risk: 50.0%, Needs Improvement: 15.0%, Healthy Fitness Zone: 35.0%)
Abdominal Strength:5th grade:
(Students tested: 100, Needs Improvement - High Risk: 97.0%, Needs Improvement: 3.0%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:5th grade:
(Students tested: 100, Needs Improvement - High Risk: 98.0%, Needs Improvement: 2.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:5th grade:
(Students tested: 100, Needs Improvement - High Risk: 97.0%, Needs Improvement: 3.0%, Healthy Fitness Zone: 0.0%)
Flexibility:5th grade:
(Students tested: 100, Needs Improvement - High Risk: 71.0%, Needs Improvement: 29.0%, Healthy Fitness Zone: 0.0%)
Aerobic Capacity:5th grade:
(Students tested: 94, Needs Improvement - High Risk: 81.9%, Needs Improvement: 10.6%, Healthy Fitness Zone: 7.5%)
Body Composition:5th grade:
(Students tested: 94, Needs Improvement - High Risk: 58.5%, Needs Improvement: 16.0%, Healthy Fitness Zone: 25.5%)
Abdominal Strength:5th grade:
(Students tested: 94, Needs Improvement - High Risk: 95.7%, Needs Improvement: 4.3%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:5th grade:
(Students tested: 94, Needs Improvement - High Risk: 97.9%, Needs Improvement: 2.1%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:5th grade:
(Students tested: 94, Needs Improvement - High Risk: 91.5%, Needs Improvement: 8.5%, Healthy Fitness Zone: 0.0%)
Flexibility:5th grade:
(Students tested: 94, Needs Improvement - High Risk: 54.3%, Needs Improvement: 45.7%, Healthy Fitness Zone: 0.0%)
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).
Taper Avenue Elementary School - students who met CELDT criterion (all grades)
All Grades:Student Count: 37
Number of students who met CELDT criterion: 20
Students who met CELDT criterion: | 54.0% |
California: | 34.0% |
Kindergarten:Student Count: 14
Number of students who met CELDT criterion: 4
Students who met CELDT criterion: | 29.0% |
California: | 13.0% |
Listening Mean Scale Score: | 347.3 |
California: | 364.6 |
Reading Mean Scale Score: | 291.4 |
California: | 276.6 |
Speaking Mean Scale Score: | 272.1 |
California: | 375.9 |
Writing Mean Scale Score: | 289.7 |
State: | 286.0 |
Grade 1:Student Count: 13
Number of students who met CELDT criterion: 11
Students who met CELDT criterion: | 85.0% |
State: | 44.0% |
Listening Mean Scale Score: | 510.1 |
State: | 439.9 |
Reading Mean Scale Score: | 489.0 |
California: | 383.8 |
Speaking Mean Scale Score: | 476.2 |
California: | 446.4 |
Writing Mean Scale Score: | 449.2 |
State: | 386.5 |
Grade 3:Student Count: 4
Number of students who met CELDT criterion: 1
Students who met CELDT criterion: | 25.0% |
California: | 26.0% |
Listening Mean Scale Score: | 474.0 |
California: | 475.9 |
Reading Mean Scale Score: | 428.0 |
California: | 459.6 |
Speaking Mean Scale Score: | 455.0 |
State: | 491.7 |
Writing Mean Scale Score: | 426.0 |
State: | 478.6 |
Grade 4:Student Count: 4
Number of students who met CELDT criterion: 3
Students who met CELDT criterion: | 75.0% |
California: | 37.0% |
Listening Mean Scale Score: | 593.5 |
California: | 509.2 |
Reading Mean Scale Score: | 549.3 |
State: | 490.7 |
Speaking Mean Scale Score: | 573.5 |
California: | 515.2 |
Writing Mean Scale Score: | 567.5 |
California: | 502.2 |
All Grades:Student Count: 26
Number of students who met CELDT criterion: 16
Students who met CELDT criterion: | 62.0% |
California: | 34.0% |
Kindergarten:Student Count: 17
Number of students who met CELDT criterion: 9
Students who met CELDT criterion: | 53.0% |
State: | 13.0% |
Listening Mean Scale Score: | 439.9 |
State: | 365.6 |
Reading Mean Scale Score: | 332.1 |
California: | 279.1 |
Speaking Mean Scale Score: | 434.5 |
California: | 374.5 |
Writing Mean Scale Score: | 346.9 |
California: | 285.8 |
All Grades:Student Count: 16
Number of students who met CELDT criterion: 14
Students who met CELDT criterion: | 88.0% |
State: | 34.0% |
Kindergarten:Student Count: 6
Number of students who met CELDT criterion: 6
Students who met CELDT criterion: | 100.0% |
State: | 12.0% |
Listening Mean Scale Score: | 540.0 |
State: | 362.1 |
Reading Mean Scale Score: | 411.0 |
State: | 277.6 |
Speaking Mean Scale Score: | 513.5 |
State: | 373.6 |
Writing Mean Scale Score: | 397.8 |
State: | 289.5 |
All Grades:Student Count: 11
Number of students who met CELDT criterion: 8
Students who met CELDT criterion: | 73.0% |
California: | 34.0% |
Kindergarten:Student Count: 4
Number of students who met CELDT criterion: 3
Students who met CELDT criterion: | 75.0% |
California: | 11.0% |
Listening Mean Scale Score: | 433.0 |
State: | 358.1 |
Reading Mean Scale Score: | 376.8 |
California: | 275.6 |
Speaking Mean Scale Score: | 500.5 |
California: | 365.3 |
Writing Mean Scale Score: | 368.8 |
State: | 285.3 |
All Grades:Student Count: 21
Number of students who met CELDT criterion: 12
Students who met CELDT criterion: | 57.0% |
State: | 34.0% |
Kindergarten:Student Count: 5
Number of students who met CELDT criterion: 2
Students who met CELDT criterion: | 40.0% |
California: | 9.0% |
Listening Mean Scale Score: | 422.6 |
California: | 359.3 |
Reading Mean Scale Score: | 375.6 |
California: | 301.7 |
Speaking Mean Scale Score: | 453.2 |
California: | 351.7 |
Writing Mean Scale Score: | 384.4 |
State: | 347.9 |
Grade 2:Student Count: 4
Number of students who met CELDT criterion: 4
Students who met CELDT criterion: | 100.0% |
California: | 28.0% |
Listening Mean Scale Score: | 556.0 |
California: | 483.4 |
Reading Mean Scale Score: | 538.5 |
State: | 444.5 |
Speaking Mean Scale Score: | 523.0 |
California: | 477.5 |
Writing Mean Scale Score: | 539.8 |
California: | 468.9 |
Grade 3:Student Count: 5
Number of students who met CELDT criterion: 1
Students who met CELDT criterion: | 20.0% |
California: | 30.0% |
Listening Mean Scale Score: | 501.8 |
California: | 482.8 |
Reading Mean Scale Score: | 497.0 |
California: | 482.4 |
Speaking Mean Scale Score: | 475.2 |
State: | 483.2 |
Writing Mean Scale Score: | 506.0 |
State: | 496.8 |
Grade 5:Student Count: 4
Number of students who met CELDT criterion: 2
Students who met CELDT criterion: | 50.0% |
California: | 48.0% |
Listening Mean Scale Score: | 501.0 |
California: | 537.3 |
Reading Mean Scale Score: | 532.0 |
State: | 528.1 |
Speaking Mean Scale Score: | 532.0 |
State: | 517.0 |
Writing Mean Scale Score: | 538.5 |
State: | 531.8 |
All Grades:Student Count: 26
Number of students who met CELDT criterion: 13
Students who met CELDT criterion: | 50.0% |
California: | 35.0% |
Grade 1:Student Count: 4
Number of students who met CELDT criterion: 3
Students who met CELDT criterion: | 75.0% |
State: | 35.0% |
Listening Mean Scale Score: | 493.0 |
California: | 428.7 |
Reading Mean Scale Score: | 460.0 |
California: | 391.1 |
Speaking Mean Scale Score: | 490.0 |
California: | 434.3 |
Writing Mean Scale Score: | 452.0 |
California: | 405.5 |
Grade 2:Student Count: 8
Number of students who met CELDT criterion: 4
Students who met CELDT criterion: | 50.0% |
California: | 25.0% |
Listening Mean Scale Score: | 521.5 |
State: | 478.6 |
Reading Mean Scale Score: | 485.3 |
State: | 442.5 |
Speaking Mean Scale Score: | 513.1 |
State: | 478.1 |
Writing Mean Scale Score: | 518.8 |
California: | 465.8 |
Grade 4:Student Count: 4
Number of students who met CELDT criterion: 2
Students who met CELDT criterion: | 50.0% |
California: | 39.0% |
Listening Mean Scale Score: | 510.8 |
California: | 522.7 |
Reading Mean Scale Score: | 493.8 |
State: | 510.8 |
Speaking Mean Scale Score: | 527.3 |
California: | 505.9 |
Writing Mean Scale Score: | 547.5 |
California: | 512.8 |
Grade 5:Student Count: 5
Number of students who met CELDT criterion: 1
Students who met CELDT criterion: | 20.0% |
State: | 50.0% |
Listening Mean Scale Score: | 559.4 |
California: | 544.3 |
Reading Mean Scale Score: | 530.4 |
State: | 531.9 |
Speaking Mean Scale Score: | 533.4 |
California: | 519.3 |
Writing Mean Scale Score: | 552.4 |
California: | 527.0 |
All Grades:Student Count: 36
Number of students who met CELDT criterion: 18
Students who met CELDT criterion: | 50.0% |
California: | 31.0% |
Kindergarten:Student Count: 11
Number of students who met CELDT criterion: 4
Students who met CELDT criterion: | 36.0% |
California: | 8.0% |
Listening Mean Scale Score: | 434.8 |
State: | 348.7 |
Reading Mean Scale Score: | 335.8 |
California: | 294.0 |
Speaking Mean Scale Score: | 412.5 |
California: | 345.3 |
Writing Mean Scale Score: | 342.5 |
State: | 337.4 |
Grade 1:Student Count: 10
Number of students who met CELDT criterion: 7
Students who met CELDT criterion: | 70.0% |
California: | 32.0% |
Listening Mean Scale Score: | 456.5 |
California: | 423.8 |
Reading Mean Scale Score: | 427.4 |
State: | 389.5 |
Speaking Mean Scale Score: | 493.3 |
California: | 431.8 |
Writing Mean Scale Score: | 424.1 |
State: | 402.3 |
Grade 4:Student Count: 4
Number of students who met CELDT criterion: 2
Students who met CELDT criterion: | 50.0% |
California: | 33.0% |
Listening Mean Scale Score: | 527.5 |
State: | 504.0 |
Reading Mean Scale Score: | 523.3 |
California: | 503.1 |
Speaking Mean Scale Score: | 527.5 |
California: | 505.0 |
Writing Mean Scale Score: | 503.5 |
California: | 506.6 |
Grade 5:Student Count: 5
Number of students who met CELDT criterion: 4
Students who met CELDT criterion: | 80.0% |
State: | 44.0% |
Listening Mean Scale Score: | 549.6 |
California: | 528.2 |
Reading Mean Scale Score: | 553.0 |
State: | 526.9 |
Speaking Mean Scale Score: | 534.4 |
State: | 517.8 |
Writing Mean Scale Score: | 549.4 |
California: | 524.0 |
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).
Health & Safety
Referrals and Arrests:
(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: 2 (all male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Chronic Student Absenteeismt:
(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
- Hispanic40
- Asian4
- Black2
- White19
- Multirace2
- LEP2
- IDEA10
- 5045
Chronic Student Absenteeism: 67 (male: 30, female: 37)
- Hispanic: 40 (male: 20, female: 20)
- Asian: 4 (male: 2, female: 2)
- Black: 2 (all female)
- White: 19 (male: 8, female: 11)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
- Section 504: 5 (all male)
Chronic Student Absenteeism per 1,000 studentsHere: | 103.2 |
California: | 172.7 |
Chronic Student Absenteeism
- Hispanic22
- American Indian2
- Asian2
- Native Hawaiian2
- Black2
- White13
- Multirace4
- IDEA5
Chronic Student Absenteeism: 47 (male: 22, female: 25)
- Hispanic: 22 (male: 11, female: 11)
- American Indian / Alaska Native: 2 (all female)
- Asian: 2 (all male)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 2 (all female)
- White: 13 (male: 5, female: 8)
- Two or More Races: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 5 (all male)
Chronic Student Absenteeism per 1,000 students
Suspensions:
(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).
School days missed due to out-of-school suspension: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)Taper Avenue Elementary School: | 3.1 |
California: | 28.1 |
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
Comments
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