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Holmes Avenue Elementary School in Los Angeles, CA
(KG-06 • 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 11
Address
 5108 Holmes Ave.
Los Angeles, CA 90058
Telephone
(323) 582-7238
(make sure to verify first before calling)
City-data.com school rating
11
Students
299
Classroom Teachers (FTE)
14.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
278
Reduced-price lunch
eligible students
4
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:
Linda Esperanza Marquez High C School of Social Justice (1.0 miles):

48
Aspire Ollin University Preparatory Academy (0.9 miles):

47
Linda Esperanza Marquez High A Hntngtn Park Inst of Appl Med (1.0 miles):

42
Vernon City Elementary (0.8 miles):

33
Lillian Street Elementary (0.6 miles):

24
Ascot Avenue Elementary (0.7 miles):

24
Alliance Kory Hunter Middle (0.7 miles):

16
Holmes Avenue Elementary School:

11
Hooper Avenue Elementary (0.7 miles):

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

46
Los Angeles County:

44
Los Angeles:

36
Holmes Avenue Elementary School:

11

Students & Teachers


Total enrollment:
Enrollment in 2016: 299
Enrollment in 2015: 320
Enrollment in 2014: 339
Enrollment in 2013: 348
Enrollment in 2012: 374
Enrollment in 2011: 403
Enrollment in 2010: 366
Enrollment in 2009: 400
Enrollment in 2008: 397
Enrollment in 2007: 393
Enrollment in 2006: 380
Enrollment in 2005: 411
Enrollment in 2004: 438
Enrollment in 2003: 455
Enrollment in 2002: 441
Enrollment in 2001: 495
Enrollment in 2000: 543
Enrollment in 1999: 535

Holmes Avenue Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06Total
All students62343941503340299
Female students29202016301825158
Male students33141925201515141
Asian students2 - 33 - 2111
Hispanic students46273034412835241
Black students1336483441
White students12 - - 1 - - 4
Two or More Races students - 2 - - - - - 2

Enrollment by grade:
Kindergarten enrollment: 62
1st grade enrollment: 34
2nd grade enrollment: 39
3rd grade enrollment: 41
4th grade enrollment: 50
5th grade enrollment: 33
6th grade enrollment: 40

Holmes Avenue Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 158 (52.8%)
School:

52.8%
California:

49.4%
Male enrollment: 141 (47.2%)
Holmes Avenue Elementary School:

47.2%
State:

49.6%

Holmes Avenue Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 11 (3.7%)
Here:

3.7%
California:

9.4%
Hispanic enrollment: 241 (80.6%)
Here:

80.6%
State:

46.0%
Black enrollment: 41 (13.7%)
School:

13.7%
California:

6.1%
White enrollment: 4 (1.3%)
Holmes Avenue Elementary School:

1.3%
California:

28.3%
Two or More Races enrollment: 2 (0.7%)
Holmes Avenue Elementary School:

0.7%
State:

4.5%

Holmes Avenue Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 282 (94.3%)
School:

94.3%
State:

61.2%
Free lunch eligible students: 278 (93.0%)
Here:

93.0%
State:

52.8%
Reduced-price lunch eligible students: 4 (1.3%)
Here:

1.3%
State:

8.6%

Holmes Avenue Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 14

Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE nurses: 1
Number of FTE psychologists: 2

Student/Teacher Ratio
Here:

21.4
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,316,293
  • Full-time Equivalency Count of Teachers: 13 (Salary Expenditures: $961,594)
  • Full-time Equivalency Count of Instructional Aides: 0.5 (Salary Expenditures: $15,631)
  • Full-time Equivalency Count of Support Services Staff: 0.9 (Salary Expenditures: $147,666)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $191,401)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $97,806
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,675,601
  • Salary Expenditures for Teachers: $1,081,786
  • Full-time Equivalency Count of Instructional Aides: 1.8 (Salary Expenditures: $51,628)
  • Full-time Equivalency Count of Support Services Staff: 2.4 (Salary Expenditures: $325,091)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $217,096)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $134,396

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic124
  • Asian2
  • Black2
  • White2
  • IDEA13
Students Enrolled in LEP Programs: 130 (male: 64, female: 66)
  • Hispanic: 124 (male: 62, female: 62)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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 served under IDEA: 24 (male: 16, female: 8)
  • Hispanic: 20 (male: 16, female: 4)
  • Black: 4 (all female)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

Retention:
Show data for

(State average from 2,659 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Percent of Kindergarten students retained
Holmes Avenue Elementary School:

6.5%
California:

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

Percent of 1st grade students retained
Here:

5.9%
California:

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): 4 (male: 2, female: 2)

Percent of 2nd grade students retained
School:

10.3%
State:

2.9%
Total number of students retained in 6th grade: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 6th grade students retained
Holmes Avenue Elementary School:

5.0%
California:

1.9%

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

20.1
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

  • All11%
  • Males8%
  • Females14%
  • Hispanic14%
ELA students tested: 131
ELA students with scores: 131

Percentage Standard Met and Above:

11%
State:

49%

Standard Not Met: 55.7%
Standard Nearly Met: 32.8%
Standard Met: 9.2%
Standard Exceeded: 2.3%

All Grades:
55.7%
32.8%
9.2%
2.3%
3rd Grade: (Mean Scale Score: 2340.7, Students tested: 39, Standard Not Met: 61.5%, Nearly Met: 30.8%, Met: 7.7%, Exceeded: 0.0%)
61.5%
30.8%
7.7%
4th Grade: (Mean Scale Score: 2387.6, Students tested: 30, Standard Not Met: 66.7%, Nearly Met: 20.0%, Met: 6.7%, Exceeded: 6.7%)
66.7%
20.0%
6.7%
6.7%
5th Grade: (Mean Scale Score: 2434.4, Students tested: 42, Standard Not Met: 54.8%, Nearly Met: 30.9%, Met: 11.9%, Exceeded: 2.4%)
54.8%
30.9%
11.9%
2.4%
6th Grade: (Mean Scale Score: 2474.3, Students tested: 20, Standard Not Met: 30.0%, Nearly Met: 60.0%, Met: 10.0%, Exceeded: 0.0%)
30.0%
60.0%
10.0%

Holmes Avenue Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All20%
  • Males21%
  • Females19%
  • Black7%
  • Hispanic21%
Math students tested: 136
Math students with scores: 136

Percentage Standard Met and Above:

20%
California:

38%

Standard Not Met: 48.5%
Standard Nearly Met: 31.6%
Standard Met: 14.0%
Standard Exceeded: 5.9%

All Grades:
48.5%
31.6%
14.0%
5.9%
3rd Grade: (Mean Scale Score: 2383.1, Students tested: 40, Standard Not Met: 45.0%, Nearly Met: 32.5%, Met: 20.0%, Exceeded: 2.5%)
45.0%
32.5%
20.0%
2.5%
4th Grade: (Mean Scale Score: 2407.4, Students tested: 32, Standard Not Met: 53.1%, Nearly Met: 34.4%, Met: 9.4%, Exceeded: 3.1%)
53.1%
34.4%
9.4%
3.1%
5th Grade: (Mean Scale Score: 2454.5, Students tested: 44, Standard Not Met: 50.0%, Nearly Met: 25.0%, Met: 13.6%, Exceeded: 11.4%)
50.0%
25.0%
13.6%
11.4%
6th Grade: (Mean Scale Score: 2477.6, Students tested: 20, Standard Not Met: 45.0%, Nearly Met: 40.0%, Met: 10.0%, Exceeded: 5.0%)
45.0%
40.0%
10.0%
5.0%

Holmes Avenue Elementary School - Math Area Achievement Levels (all grades)


Paper-based CAASPP:
Show data for

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

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

CST Science students tested: 32
CST Science students with scores: 32

Percentage At Or Above Proficient:

28%
State:

54%

Percentage Far Below Basic: 19.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 19.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 34.0% 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: 3.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 318.9, Students tested: 32, Far Below Basic: 19.0%, Below Basic: 19.0%, Basic: 34.0%, Proficient: 25.0%, Advanced: 3.0%)
19.0%
19.0%
34.0%
25.0%
3.0%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
5th grade: (Students tested: 44, Needs Improvement - High Risk: 52.3%, Needs Improvement: 20.5%, Healthy Fitness Zone: 27.2%)
52.3%
20.5%
27.2%
Body Composition:
5th grade: (Students tested: 44, Needs Improvement - High Risk: 36.4%, Needs Improvement: 18.2%, Healthy Fitness Zone: 45.4%)
36.4%
18.2%
45.4%
Abdominal Strength:
5th grade: (Students tested: 44, Needs Improvement - High Risk: 52.3%, Needs Improvement: 47.7%, Healthy Fitness Zone: 0.0%)
52.3%
47.7%
Trunk Extension Strength:
5th grade: (Students tested: 44, Needs Improvement - High Risk: 70.5%, Needs Improvement: 29.5%, Healthy Fitness Zone: 0.0%)
70.5%
29.5%
Upper Body Strength:
5th grade: (Students tested: 44, Needs Improvement - High Risk: 47.7%, Needs Improvement: 52.3%, Healthy Fitness Zone: 0.0%)
47.7%
52.3%
Flexibility:
5th grade: (Students tested: 44, Needs Improvement - High Risk: 75.0%, Needs Improvement: 25.0%, Healthy Fitness Zone: 0.0%)
75.0%
25.0%

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).

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

All Grades:
Student Count: 129
Number of students who met CELDT criterion: 44

Students who met CELDT criterion:

34.0%
State:

34.0%
Kindergarten:
Student Count: 25
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

36.0%
State:

13.0%
Listening Mean Scale Score:

428.9
State:

364.6
Reading Mean Scale Score:

298.3
State:

276.6
Speaking Mean Scale Score:

457.4
California:

375.9
Writing Mean Scale Score:

317.4
California:

286.0
Grade 1:
Student Count: 30
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

53.0%
State:

44.0%
Listening Mean Scale Score:

442.7
State:

439.9
Reading Mean Scale Score:

401.5
California:

383.8
Speaking Mean Scale Score:

472.2
State:

446.4
Writing Mean Scale Score:

386.6
State:

386.5
Grade 2:
Student Count: 20
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

20.0%
California:

27.0%
Listening Mean Scale Score:

493.4
State:

477.2
Reading Mean Scale Score:

429.7
California:

440.5
Speaking Mean Scale Score:

484.0
State:

483.0
Writing Mean Scale Score:

445.2
State:

456.4
Grade 3:
Student Count: 25
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

24.0%
State:

26.0%
Listening Mean Scale Score:

458.7
California:

475.9
Reading Mean Scale Score:

471.5
State:

459.6
Speaking Mean Scale Score:

496.0
State:

491.7
Writing Mean Scale Score:

468.8
California:

478.6
Grade 4:
Student Count: 15
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

7.0%
State:

37.0%
Listening Mean Scale Score:

495.7
California:

509.2
Reading Mean Scale Score:

480.7
State:

490.7
Speaking Mean Scale Score:

532.9
California:

515.2
Writing Mean Scale Score:

457.5
California:

502.2
Grade 5:
Student Count: 13
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

62.0%
State:

48.0%
Listening Mean Scale Score:

545.8
State:

533.7
Reading Mean Scale Score:

520.8
California:

514.0
Speaking Mean Scale Score:

595.2
State:

530.0
Writing Mean Scale Score:

519.2
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).

Holmes Avenue Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian80
  • Black100
  • White100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 131 out of 131 enrolled)
  • Asian: 80% (tested 4 out of 5 enrolled)
  • Black: 100% (tested 19 out of 19 enrolled)
  • White: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 151 out of 152 enrolled)
  • English Learners: 100% (tested 88 out of 88 enrolled)
  • Students with Disabilities: 100% (tested 25 out of 25 enrolled)

Math Participation Rate
School:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • Asian80
  • Black100
  • White100
  • SED99
  • LEP99
  • With Disabilities100
  • Hispanic: 99% (tested 133 out of 134 enrolled)
  • Asian: 80% (tested 4 out of 5 enrolled)
  • Black: 100% (tested 19 out of 19 enrolled)
  • White: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 153 out of 155 enrolled)
  • English Learners: 99% (tested 90 out of 91 enrolled)
  • Students with Disabilities: 100% (tested 25 out of 25 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 without disabilities who were referred to a law enforcement agency or official: 9 (male: 7, female: 2)
  • Hispanic: 5 (all male)
  • Black: 4 (male: 2, female: 2)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

30.1
State:

21.3
Students with disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)

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

13.4
State:

7.2

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

  • Hispanic28
  • Asian4
  • Black10
  • White2
  • LEP10
  • IDEA7
Chronic Student Absenteeism: 44 (male: 24, female: 20)
  • Hispanic: 28 (male: 17, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

147.2
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).
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2

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