One Hundred Twenty-Second Street Elementary School in Los Angeles, CA
(KG-05 • Public • Regular School)
- Address
- 405 E. 122nd St.
Los Angeles, CA 90061
- Telephone
- (323) 757-8117
(make sure to verify first before calling)
- City-data.com school rating
- 41
- Students
- 723
- Classroom Teachers (FTE)
- 30.0
- National School Lunch
Program (NSLP) Status - Yes, under Community Eligibility Option (CEO)
- Free lunch eligible students
- 605
- Reduced-price lunch
eligible students - 69
- 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
Alliance Judy Ivie Burton Technology Academy High (0.6 miles): | 52 |
One Hundred Twenty-Second Street Elementary School: | 41 |
One Hundred Eighteenth Street (0.4 miles): | 35 |
Alliance Jack H. Skirball Middle (0.6 miles): | 30 |
Animo Watts College Preparatory Academy (0.3 miles): | 25 |
One Hundred Sixteenth Street Elementary (0.6 miles): | 18 |
New Designs Charter School-Watts (0.3 miles): | 17 |
Animo Mae Jemison Charter Middle (0.3 miles): | 12 |
One Hundred Seventh Street Elementary (0.5 miles): | 8 |
California: | 46 |
Los Angeles County: | 44 |
Los Angeles: | 36 |
This School: | 41 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 721
Enrollment in 2014: 702
Enrollment in 2013: 727
Enrollment in 2012: 679
Enrollment in 2011: 655
Enrollment in 2010: 674
Enrollment in 2009: 746
Enrollment in 2008: 781
Enrollment in 2007: 787
Enrollment in 2006: 844
Enrollment in 2005: 924
Enrollment in 2004: 883
Enrollment in 2003: 928
Enrollment in 2002: 932
Enrollment in 2001: 866
Enrollment in 2000: 875
Enrollment in 1999: 850
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 | 123 | 94 | 127 | 143 | 108 | 128 | 723 |
Female students | 47 | 54 | 64 | 67 | 51 | 68 | 351 |
Male students | 76 | 40 | 63 | 76 | 57 | 60 | 372 |
American Indian/Alaska Native students | 1 | 1 | - | - | - | - | 2 |
Hispanic students | 103 | 72 | 106 | 125 | 90 | 108 | 604 |
Black students | 16 | 17 | 20 | 16 | 16 | 19 | 104 |
White students | 2 | 3 | - | 1 | - | 1 | 7 |
Two or More Races students | 1 | 1 | 1 | 1 | 2 | - | 6 |
Enrollment by grade:
1st grade enrollment: 94
2nd grade enrollment: 127
3rd grade enrollment: 143
4th grade enrollment: 108
5th grade enrollment: 128
One Hundred Twenty-Second Street Elementary School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Here: | 48.5% |
California: | 49.4% |
School: | 51.5% |
California: | 49.6% |
One Hundred Twenty-Second Street Elementary School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
One Hundred Twenty-Second Street Elementary School: | 0.3% |
California: | 1.0% |
One Hundred Twenty-Second Street Elementary School: | 83.5% |
State: | 46.0% |
One Hundred Twenty-Second Street Elementary School: | 14.4% |
California: | 6.1% |
School: | 1.0% |
State: | 28.3% |
Here: | 0.8% |
California: | 4.5% |
One Hundred Twenty-Second Street Elementary School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
One Hundred Twenty-Second Street Elementary School: | 93.2% |
California: | 61.2% |
School: | 83.7% |
State: | 52.8% |
Here: | 9.5% |
California: | 8.6% |
One Hundred Twenty-Second Street Elementary School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Number of FTE teachers in their first year of teaching: 2
Number of FTE school counselors: 1
Number of FTE nurses: 3
Number of FTE psychologists: 3
Student/Teacher Ratio
Here: | 24.1 |
State: | 22.8 |
One Hundred Twenty-Second Street Elementary School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 29.6 (Salary Expenditures: $2,046,890)
- Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $104,623)
- Full-time Equivalency Count of Support Services Staff: 0.4 (Salary Expenditures: $161,741)
- Full-time Equivalency Count of School Administration Staff: 4.5 (Salary Expenditures: $296,151)
- Salary Expenditures for Teachers: $2,526,383
- Full-time Equivalency Count of Instructional Aides: 18.4 (Salary Expenditures: $425,042)
- Full-time Equivalency Count of Support Services Staff: 1.4 (Salary Expenditures: $421,059)
- Full-time Equivalency Count of School Administration Staff: 4.5 (Salary Expenditures: $341,853)
Limited English Proficiency:
- Hispanic253
- American Indian2
- White2
- IDEA37
Students Enrolled in LEP Programs
- Hispanic: 253 (male: 131, female: 122)
- American Indian / Alaska Native: 2 (all male)
- White: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 37 (male: 26, female: 11)
Students with disabilities:
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.
- Hispanic: 59 (male: 40, female: 19)
- Black: 17 (male: 13, female: 4)
- Limited English Proficiency (LEP): 35 (male: 25, female: 10)
Students with disabilities served under Section 504: 6 (male: 4, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
- Limited English Proficiency (LEP): 2 (all female)
Retention:
(State average from 2,659 schools)
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 1st grade students retained
One Hundred Twenty-Second Street Elementary School: | 4.3% |
State: | 4.8% |
Total number of students retained in 2nd grade: 2 (all female)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Percent of 2nd grade students retained
School: | 1.6% |
California: | 2.9% |
Gifted and Talented:
(State average from 5,551 schools)
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.
- Hispanic25
- Black4
- LEP2
- IDEA4
Gifted and Talented Student Enrollment
- Hispanic: 25 (male: 14, female: 11)
- Black: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Gifted and Talented Student Enrollment per 1,000 students
Here: | 40.1 |
California: | 84.3 |
Statewide Student Assessments
Smarter Balanced Summative Assessments:
(State average from 10,463 schools)
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.
- All39%
- Males34%
- Females46%
- Black33%
- Hispanic40%
ELA Standard Met and Above
ELA students with scores: 371
Percentage Standard Met and Above: | 39% |
California: | 49% |
Standard Not Met: 37.2%
Standard Nearly Met: 23.4%
Standard Met: 23.2%
Standard Exceeded: 16.2%
All Grades:
One Hundred Twenty-Second Street Elementary School - ELA Area Achievement Levels (all grades)
- All37%
- Males39%
- Females35%
- Black28%
- Hispanic39%
Math Standard Met and Above
Math students with scores: 374
Percentage Standard Met and Above: | 37% |
California: | 38% |
Standard Not Met: 28.9%
Standard Nearly Met: 34.2%
Standard Met: 25.4%
Standard Exceeded: 11.5%
All Grades:
One Hundred Twenty-Second Street Elementary School - Math Area Achievement Levels (all grades)
Paper-based CAASPP:
(State average from 9,784 schools)
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 with scores: 115
Percentage At Or Above Proficient: | 79% |
State: | 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: 4.0% 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: 46.0% 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: 389.8, Students tested: 117, Far Below Basic: 1.0%, Below Basic: 4.0%, Basic: 16.0%, Proficient: 46.0%, Advanced: 33.0%)
The Physical Fitness Test:
5th grade: (Students tested: 109, Needs Improvement - High Risk: 57.8%, Needs Improvement: 27.5%, Healthy Fitness Zone: 14.7%)
Body Composition:
5th grade: (Students tested: 109, Needs Improvement - High Risk: 34.9%, Needs Improvement: 29.4%, Healthy Fitness Zone: 35.7%)
Abdominal Strength:
5th grade: (Students tested: 109, Needs Improvement - High Risk: 95.4%, Needs Improvement: 4.6%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
5th grade: (Students tested: 109, Needs Improvement - High Risk: 99.1%, Needs Improvement: 0.9%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
5th grade: (Students tested: 109, Needs Improvement - High Risk: 67.9%, Needs Improvement: 32.1%, Healthy Fitness Zone: 0.0%)
Flexibility:
5th grade: (Students tested: 109, Needs Improvement - High Risk: 60.6%, Needs Improvement: 39.4%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
(State average from 9,932 schools)
One Hundred Twenty-Second Street Elementary School - students who met CELDT criterion (all grades)
Student Count: 293
Number of students who met CELDT criterion: 90
Students who met CELDT criterion: | 31.0% |
California: | 34.0% |
Kindergarten:
Student Count: 75
Number of students who met CELDT criterion: 8
Students who met CELDT criterion: | 11.0% |
State: | 13.0% |
Listening Mean Scale Score: | 350.3 |
California: | 364.6 |
Reading Mean Scale Score: | 263.4 |
California: | 276.6 |
Speaking Mean Scale Score: | 362.7 |
California: | 375.9 |
Writing Mean Scale Score: | 265.3 |
State: | 286.0 |
Grade 1:
Student Count: 61
Number of students who met CELDT criterion: 26
Students who met CELDT criterion: | 43.0% |
State: | 44.0% |
Listening Mean Scale Score: | 435.0 |
California: | 439.9 |
Reading Mean Scale Score: | 385.5 |
California: | 383.8 |
Speaking Mean Scale Score: | 455.4 |
California: | 446.4 |
Writing Mean Scale Score: | 387.7 |
State: | 386.5 |
Grade 2:
Student Count: 45
Number of students who met CELDT criterion: 20
Students who met CELDT criterion: | 44.0% |
California: | 27.0% |
Listening Mean Scale Score: | 491.8 |
California: | 477.2 |
Reading Mean Scale Score: | 449.2 |
State: | 440.5 |
Speaking Mean Scale Score: | 518.5 |
State: | 483.0 |
Writing Mean Scale Score: | 463.9 |
State: | 456.4 |
Grade 3:
Student Count: 29
Number of students who met CELDT criterion: 4
Students who met CELDT criterion: | 14.0% |
California: | 26.0% |
Listening Mean Scale Score: | 452.7 |
California: | 475.9 |
Reading Mean Scale Score: | 443.2 |
California: | 459.6 |
Speaking Mean Scale Score: | 496.3 |
State: | 491.7 |
Writing Mean Scale Score: | 475.4 |
State: | 478.6 |
Grade 4:
Student Count: 48
Number of students who met CELDT criterion: 14
Students who met CELDT criterion: | 29.0% |
California: | 37.0% |
Listening Mean Scale Score: | 490.7 |
State: | 509.2 |
Reading Mean Scale Score: | 481.3 |
State: | 490.7 |
Speaking Mean Scale Score: | 524.6 |
California: | 515.2 |
Writing Mean Scale Score: | 487.5 |
California: | 502.2 |
Grade 5:
Student Count: 35
Number of students who met CELDT criterion: 18
Students who met CELDT criterion: | 51.0% |
California: | 48.0% |
Listening Mean Scale Score: | 537.5 |
California: | 533.7 |
Reading Mean Scale Score: | 526.7 |
State: | 514.0 |
Speaking Mean Scale Score: | 555.5 |
State: | 530.0 |
Writing Mean Scale Score: | 528.4 |
California: | 519.1 |
Accountability
Adequate Yearly Progress:
(State average from 9,846 schools)
One Hundred Twenty-Second Street Elementary School - Adequate Yearly Progress status
ELA Participation Rate
School: | 98.0% |
State: | 96.3% |
- Hispanic99
- Black97
- White100
- Multirace100
- SED99
- LEP99
- With Disabilities92
ELA Participation Rate
- Hispanic: 99% (tested 312 out of 315 enrolled)
- Black: 97% (tested 49 out of 51 enrolled)
- White: 100% (tested 3 out of 3 enrolled)
- Two or More Races: 100% (tested 2 out of 2 enrolled)
- Socioeconomic Disadvantaged: 99% (tested 347 out of 351 enrolled)
- English Learners: 99% (tested 240 out of 242 enrolled)
- Students with Disabilities: 92% (tested 41 out of 45 enrolled)
Math Participation Rate
One Hundred Twenty-Second Street Elementary School: | 98.0% |
State: | 96.1% |
- Hispanic99
- Black97
- White100
- Multirace100
- SED99
- LEP99
- With Disabilities94
Math Participation Rate
- Hispanic: 99% (tested 313 out of 317 enrolled)
- Black: 97% (tested 49 out of 51 enrolled)
- White: 100% (tested 3 out of 3 enrolled)
- Two or More Races: 100% (tested 2 out of 2 enrolled)
- Socioeconomic Disadvantaged: 99% (tested 348 out of 353 enrolled)
- English Learners: 99% (tested 242 out of 244 enrolled)
- Students with Disabilities: 94% (tested 42 out of 45 enrolled)
Health & Safety
Referrals and Arrests:
(State average from 2,295 schools)
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.
- Hispanic: 2
- Two or More Races: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 5.5 |
State: | 21.3 |
Harassment & Bullying:
(State average from 2,337 schools)
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
One Hundred Twenty-Second Street Elementary School: | 2.8 |
State: | 6.8 |
- Two or More Races: 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of sexual orientation: 1
School: | 1.4 |
State: | 1.5 |
Chronic Student Absenteeismt:
(State average from 8,737 schools)
- Hispanic70
- Black31
- Multirace2
- LEP22
- IDEA13
Chronic Student Absenteeism
- Hispanic: 70 (male: 35, female: 35)
- Black: 31 (male: 20, female: 11)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 22 (male: 11, female: 11)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
School: | 142.5 |
State: | 172.7 |
Restraint and Seclusion:
(State average from 741 schools)
- Black: 2
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
One Hundred Twenty-Second Street Elementary School: | 2.8 |
California: | 11.7 |
Suspensions:
(State average from 1,406 schools)
- 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).
- Black: 2
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