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Farmdale 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 10
Address
 2660 Ruth Swiggett Dr.
Los Angeles, CA 90032
Telephone
(323) 222-6659
(make sure to verify first before calling)
City-data.com school rating
10
Students
557
Classroom Teachers (FTE)
27.5
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
448
Reduced-price lunch
eligible students
61
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:
Multnomah Street Elementary (1.0 miles):

51
El Sereno Elementary (0.8 miles):

40
Woodrow Wilson Senior High (0.7 miles):

30
Sierra Park Elementary (0.7 miles):

25
El Sereno Middle (0.2 miles):

24
Cesar Chavez Elementary (1.0 miles):

20
Huntington Drive Elementary (0.8 miles):

18
Farmdale Elementary School:

10
Anahuacalmecac International Univ Prep of N. America (0.5 miles):

9
Farmdale Elementary School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
Farmdale Elementary School:

10

Students & Teachers


Total enrollment:
Enrollment in 2016: 557
Enrollment in 2015: 526
Enrollment in 2014: 498
Enrollment in 2013: 484
Enrollment in 2012: 518
Enrollment in 2011: 545
Enrollment in 2010: 598
Enrollment in 2009: 587
Enrollment in 2008: 583
Enrollment in 2007: 622
Enrollment in 2006: 698
Enrollment in 2005: 700
Enrollment in 2004: 736
Enrollment in 2003: 736
Enrollment in 2002: 710
Enrollment in 2001: 731
Enrollment in 2000: 769
Enrollment in 1999: 775

Farmdale Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students1299276868094557
Female students574330393545249
Male students724946474549308
American Indian/Alaska Native students1 - - 1114
Asian students82462224
Hispanic students1148269787689508
Black students - - - 1 - 12
White students583 - 1118
Two or More Races students1 - - - - - 1

Enrollment by grade:
Kindergarten enrollment: 129
1st grade enrollment: 92
2nd grade enrollment: 76
3rd grade enrollment: 86
4th grade enrollment: 80
5th grade enrollment: 94

Farmdale Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 249 (44.7%)
Here:

44.7%
California:

49.4%
Male enrollment: 308 (55.3%)
Farmdale Elementary School:

55.3%
State:

49.6%

Farmdale Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 4 (0.7%)
Here:

0.7%
State:

1.0%
Asian enrollment: 24 (4.3%)
Farmdale Elementary School:

4.3%
State:

9.4%
Hispanic enrollment: 508 (91.2%)
Here:

91.2%
State:

46.0%
Black enrollment: 2 (0.4%)
School:

0.4%
California:

6.1%
White enrollment: 18 (3.2%)
School:

3.2%
California:

28.3%
Two or More Races enrollment: 1 (0.2%)
Here:

0.2%
State:

4.5%

Farmdale Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 509 (91.4%)
School:

91.4%
California:

61.2%
Free lunch eligible students: 448 (80.4%)
Farmdale Elementary School:

80.4%
State:

52.8%
Reduced-price lunch eligible students: 61 (11.0%)
School:

11.0%
State:

8.6%

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

Student/Teacher Ratio
School:

20.3
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,289,466
  • Full-time Equivalency Count of Teachers: 23 (Salary Expenditures: $1,795,407)
  • Full-time Equivalency Count of Instructional Aides: 5.3 (Salary Expenditures: $115,409)
  • Full-time Equivalency Count of Support Services Staff: 0.9 (Salary Expenditures: $162,541)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $216,110)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $216,047
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,305,459
  • Salary Expenditures for Teachers: $2,842,342
  • Full-time Equivalency Count of Instructional Aides: 22 (Salary Expenditures: $669,371)
  • Full-time Equivalency Count of Support Services Staff: 2.4 (Salary Expenditures: $506,389)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $287,357)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $271,246

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic175
  • Asian7
  • White4
  • IDEA46
Students Enrolled in LEP Programs: 186 (male: 102, female: 84)
  • Hispanic: 175 (male: 95, female: 80)
  • Asian: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 32, female: 14)

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: 111 (male: 80, female: 31)
  • Hispanic: 107 (male: 76, female: 31)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 50 (male: 34, female: 16)
Students with disabilities served under Section 504: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

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 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Percent of 1st grade students retained
School:

4.3%
State:

4.8%
Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Percent of 2nd grade students retained
Here:

5.3%
State:

2.9%
Total number of students retained in 4th grade: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 4th grade students retained
School:

2.5%
State:

1.6%
Total number of students retained in 5th grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 5th grade students retained
School:

2.1%
State:

1.5%

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

  • Hispanic13
  • Asian2
  • White2
  • IDEA2
Gifted and Talented Student Enrollment: 17 (male: 10, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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

30.5
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

  • All20%
  • Males22%
  • Females17%
  • Hispanic15%
ELA students tested: 229
ELA students with scores: 229

Percentage Standard Met and Above:

20%
State:

49%

Standard Not Met: 59.0%
Standard Nearly Met: 21.4%
Standard Met: 14.0%
Standard Exceeded: 5.7%

All Grades:
59.0%
21.4%
14.0%
5.7%
3rd Grade: (Mean Scale Score: 2358.9, Students tested: 73, Standard Not Met: 58.9%, Nearly Met: 27.4%, Met: 6.8%, Exceeded: 6.8%)
58.9%
27.4%
6.8%
6.8%
4th Grade: (Mean Scale Score: 2418.2, Students tested: 77, Standard Not Met: 52.0%, Nearly Met: 20.8%, Met: 23.4%, Exceeded: 3.9%)
52.0%
20.8%
23.4%
3.9%
5th Grade: (Mean Scale Score: 2418.1, Students tested: 79, Standard Not Met: 65.8%, Nearly Met: 16.5%, Met: 11.4%, Exceeded: 6.3%)
65.8%
16.5%
11.4%
6.3%

Farmdale Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All13%
  • Males18%
  • Females8%
  • Hispanic11%
Math students tested: 231
Math students with scores: 231

Percentage Standard Met and Above:

13%
State:

38%

Standard Not Met: 61.0%
Standard Nearly Met: 26.0%
Standard Met: 10.4%
Standard Exceeded: 2.6%

All Grades:
61.0%
26.0%
10.4%
2.6%
3rd Grade: (Mean Scale Score: 2384.7, Students tested: 73, Standard Not Met: 50.7%, Nearly Met: 34.3%, Met: 9.6%, Exceeded: 5.5%)
50.7%
34.3%
9.6%
5.5%
4th Grade: (Mean Scale Score: 2408.7, Students tested: 78, Standard Not Met: 59.0%, Nearly Met: 25.6%, Met: 15.4%, Exceeded: 0.0%)
59.0%
25.6%
15.4%
5th Grade: (Mean Scale Score: 2418.2, Students tested: 80, Standard Not Met: 72.5%, Nearly Met: 18.8%, Met: 6.3%, Exceeded: 2.5%)
72.5%
18.8%
6.3%
2.5%

Farmdale Elementary School - Math Area Achievement Levels (all grades)


Paper-based CAASPP:
Show data for

(State average from 9,784 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

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

Standards-based Tests in Spanish (STS) - The STS consists of multiple-choice tests in Spanish that assess RLA in grades two through eleven. Local education agencies had the option of administering the STS for RLA to the Spanish-speaking English learners (ELs) in grades two through eleven who either were receiving instruction in Spanish or had been enrolled in school in the United States for less than 12 months when testing began.

STS Reading-Language Arts students tested: 13
STS Reading-Language Arts students with scores: 13

Percentage At Or Above Proficient:

15%
California:

21%

Percentage Far Below Basic: 23.1% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 30.8% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 30.8% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 7.7% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 7.7% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 290.0, Students tested: 13, Far Below Basic: 23.1%, Below Basic: 30.8%, Basic: 30.8%, Proficient: 7.7%, Advanced: 7.7%)
23.1%
30.8%
30.8%
7.7%
7.7%
STS Reading-Language Arts students tested: 11
STS Reading-Language Arts students with scores: 11

Percentage At Or Above Proficient:

27%
California:

21%

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: 27.3% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 45.5% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 27.3% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

3rd Grade: (Mean Scale Score: 314.3, Students tested: 11, Far Below Basic: 0.0%, Below Basic: 27.3%, Basic: 45.5%, Proficient: 27.3%, Advanced: 0.0%)
27.3%
45.5%
27.3%
STS Reading-Language Arts students tested: 12
STS Reading-Language Arts students with scores: 12

Percentage At Or Above Proficient:

33%
State:

21%

Percentage Far Below Basic: 8.3% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 8.3% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 50.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 25.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 8.3% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

4th Grade: (Mean Scale Score: 334.1, Students tested: 12, Far Below Basic: 8.3%, Below Basic: 8.3%, Basic: 50.0%, Proficient: 25.0%, Advanced: 8.3%)
8.3%
8.3%
50.0%
25.0%
8.3%

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: 78, Needs Improvement - High Risk: 59.0%, Needs Improvement: 28.2%, Healthy Fitness Zone: 12.8%)
59.0%
28.2%
12.8%
Body Composition:
5th grade: (Students tested: 78, Needs Improvement - High Risk: 39.7%, Needs Improvement: 21.8%, Healthy Fitness Zone: 38.5%)
39.7%
21.8%
38.5%
Abdominal Strength:
5th grade: (Students tested: 78, Needs Improvement - High Risk: 41.0%, Needs Improvement: 59.0%, Healthy Fitness Zone: 0.0%)
41.0%
59.0%
Trunk Extension Strength:
5th grade: (Students tested: 78, Needs Improvement - High Risk: 80.8%, Needs Improvement: 19.2%, Healthy Fitness Zone: 0.0%)
80.8%
19.2%
Upper Body Strength:
5th grade: (Students tested: 78, Needs Improvement - High Risk: 25.6%, Needs Improvement: 74.4%, Healthy Fitness Zone: 0.0%)
25.6%
74.4%
Flexibility:
5th grade: (Students tested: 78, Needs Improvement - High Risk: 65.4%, Needs Improvement: 34.6%, Healthy Fitness Zone: 0.0%)
65.4%
34.6%

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).

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

All Grades:
Student Count: 175
Number of students who met CELDT criterion: 43

Students who met CELDT criterion:

25.0%
State:

34.0%
Kindergarten:
Student Count: 45
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

4.0%
State:

13.0%
Listening Mean Scale Score:

359.2
State:

364.6
Reading Mean Scale Score:

271.8
California:

276.6
Speaking Mean Scale Score:

371.5
State:

375.9
Writing Mean Scale Score:

279.3
California:

286.0
Grade 1:
Student Count: 28
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

39.0%
State:

44.0%
Listening Mean Scale Score:

425.4
State:

439.9
Reading Mean Scale Score:

367.5
State:

383.8
Speaking Mean Scale Score:

436.9
State:

446.4
Writing Mean Scale Score:

369.9
California:

386.5
Grade 2:
Student Count: 32
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

13.0%
California:

27.0%
Listening Mean Scale Score:

460.0
California:

477.2
Reading Mean Scale Score:

411.0
State:

440.5
Speaking Mean Scale Score:

463.3
California:

483.0
Writing Mean Scale Score:

439.1
State:

456.4
Grade 4:
Student Count: 25
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

56.0%
California:

37.0%
Listening Mean Scale Score:

539.1
State:

509.2
Reading Mean Scale Score:

517.6
State:

490.7
Speaking Mean Scale Score:

593.6
State:

515.2
Writing Mean Scale Score:

516.2
California:

502.2
Grade 5:
Student Count: 24
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

50.0%
State:

48.0%
Listening Mean Scale Score:

528.4
California:

533.7
Reading Mean Scale Score:

500.0
State:

514.0
Speaking Mean Scale Score:

527.6
State:

530.0
Writing Mean Scale Score:

502.8
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).

Farmdale Elementary School - Adequate Yearly Progress status


ELA Participation Rate
School:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Black100
  • White100
  • SED99
  • LEP99
  • With Disabilities97
  • Hispanic: 99% (tested 229 out of 231 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 10 out of 10 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 225 out of 227 enrolled)
  • English Learners: 99% (tested 114 out of 115 enrolled)
  • Students with Disabilities: 97% (tested 55 out of 57 enrolled)

Math Participation Rate
Farmdale Elementary School:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Black100
  • White100
  • SED99
  • LEP99
  • With Disabilities97
  • Hispanic: 99% (tested 229 out of 231 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 10 out of 10 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 224 out of 226 enrolled)
  • English Learners: 99% (tested 115 out of 116 enrolled)
  • Students with Disabilities: 97% (tested 55 out of 57 enrolled)

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

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

3.6
State:

7.9

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

  • Hispanic73
  • Asian2
  • White4
  • LEP28
  • IDEA22
  • 5042
Chronic Student Absenteeism: 79 (male: 42, female: 37)
  • Hispanic: 73 (male: 38, female: 35)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 28 (male: 17, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

141.8
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
School days missed due to out-of-school suspension: 2 (all female)
  • Hispanic: 2
Instances of out-of-school suspension (Students without disabilities): 1

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

1.8
State:

84.8
Students without disabilities receiving only one out-of-school suspension: 2 (all female)
  • Hispanic: 2

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