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Theodore Roosevelt Elementary School in Santa Ana, 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
 501 S. Halladay
Santa Ana, CA 92701
Telephone
(714) 564-1200
(make sure to verify first before calling)
City-data.com school rating
10
Students
694
Classroom Teachers (FTE)
29.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
662
Reduced-price lunch
eligible students
6
School district
Santa Ana 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:
Franklin Elementary (0.7 miles):

40
Walker Elementary (0.1 miles):

39
Advanced Learning Academy (0.4 miles):

26
Madison Elementary (0.8 miles):

21
Raymond A. Villa Fundamental Intermediate (0.6 miles):

19
Edward B. Cole Academy (0.4 miles):

18
John F. Kennedy Elementary (0.7 miles):

17
Garfield Elementary (0.5 miles):

14
Theodore Roosevelt Elementary School:

10
Theodore Roosevelt Elementary School rating compared to average state, county and city schools ratings:
California:

46
Orange County:

61
Santa Ana:

33
Theodore Roosevelt Elementary:

10

Students & Teachers


Total enrollment:
Enrollment in 2016: 694
Enrollment in 2015: 760
Enrollment in 2014: 808
Enrollment in 2013: 801
Enrollment in 2012: 878
Enrollment in 2011: 847
Enrollment in 2010: 844
Enrollment in 2009: 920
Enrollment in 2008: 879
Enrollment in 2007: 743
Enrollment in 2006: 741
Enrollment in 2005: 825
Enrollment in 2004: 910
Enrollment in 2003: 990
Enrollment in 2002: 987
Enrollment in 2001: 1,099
Enrollment in 2000: 1,177
Enrollment in 1999: 1,228

Theodore Roosevelt Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students135114127102109107694
Female students754745545253326
Male students606782485754368
American Indian/Alaska Native students1 - 3 - - - 4
Asian students1 - 2 - - - 3
Hispanic students132113121102108105681
White students - 11 - 125
Two or More Races students1 - - - - - 1

Enrollment by grade:
Kindergarten enrollment: 135
1st grade enrollment: 114
2nd grade enrollment: 127
3rd grade enrollment: 102
4th grade enrollment: 109
5th grade enrollment: 107

Theodore Roosevelt Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 326 (47.0%)
School:

47.0%
State:

49.4%
Male enrollment: 368 (53.0%)
Theodore Roosevelt Elementary School:

53.0%
State:

49.6%

Theodore Roosevelt Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 4 (0.6%)
Theodore Roosevelt Elementary School:

0.6%
State:

1.0%
Asian enrollment: 3 (0.4%)
Here:

0.4%
California:

9.4%
Hispanic enrollment: 681 (98.1%)
Here:

98.1%
State:

46.0%
White enrollment: 5 (0.7%)
School:

0.7%
California:

28.3%
Two or More Races enrollment: 1 (0.1%)
Theodore Roosevelt Elementary School:

0.1%
State:

4.5%

Theodore Roosevelt Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 668 (96.3%)
School:

96.3%
State:

61.2%
Free lunch eligible students: 662 (95.4%)
Here:

95.4%
State:

52.8%
Reduced-price lunch eligible students: 6 (0.9%)
Theodore Roosevelt Elementary School:

0.9%
State:

8.6%

Theodore Roosevelt Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 29

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 9

Student/Teacher Ratio
School:

23.9
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,608,874
  • Full-time Equivalency Count of Teachers: 25 (Salary Expenditures: $2,175,423)
  • Full-time Equivalency Count of Instructional Aides: 13.7 (Salary Expenditures: $105,047)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $89,360)
  • Full-time Equivalency Count of School Administration Staff: 3.4 (Salary Expenditures: $239,044)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $145,660
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,688,876
  • Salary Expenditures for Teachers: $2,871,713
  • Full-time Equivalency Count of Instructional Aides: 23.4 (Salary Expenditures: $488,759)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $89,360)
  • Full-time Equivalency Count of School Administration Staff: 3.4 (Salary Expenditures: $239,044)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $310,673

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 539 (male: 289, female: 250)
  • Hispanic: 535 (male: 287, female: 248)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 103 (male: 71, female: 32)

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: 116 (male: 82, female: 34)
  • Hispanic: 116 (male: 82, female: 34)
  • Limited English Proficiency (LEP): 101 (male: 70, female: 31)

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: 2 (all female)
  • Hispanic: 2

Percent of Kindergarten students retained
School:

1.5%
California:

5.3%
Total number of students retained in 1st grade: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 1st grade students retained
Theodore Roosevelt Elementary School:

6.1%
State:

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

Percent of 4th grade students retained
Here:

3.7%
State:

1.6%

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: 16 (male: 11, female: 5)
  • Hispanic: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

23.1
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

  • All13%
  • Males11%
  • Females17%
  • Hispanic13%
ELA students tested: 304
ELA students with scores: 304

Percentage Standard Met and Above:

13%
California:

49%

Standard Not Met: 69.1%
Standard Nearly Met: 17.4%
Standard Met: 10.9%
Standard Exceeded: 2.6%

All Grades:
69.1%
17.4%
10.9%
2.6%
3rd Grade: (Mean Scale Score: 2327.9, Students tested: 93, Standard Not Met: 73.1%, Nearly Met: 18.3%, Met: 6.5%, Exceeded: 2.1%)
73.1%
18.3%
6.5%
2.1%
4th Grade: (Mean Scale Score: 2376.5, Students tested: 108, Standard Not Met: 67.6%, Nearly Met: 14.8%, Met: 13.0%, Exceeded: 4.6%)
67.6%
14.8%
13.0%
4.6%
5th Grade: (Mean Scale Score: 2413.8, Students tested: 103, Standard Not Met: 67.0%, Nearly Met: 19.4%, Met: 12.6%, Exceeded: 1.0%)
67.0%
19.4%
12.6%
1.0%

Theodore Roosevelt Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All17%
  • Males18%
  • Females16%
  • Hispanic16%
Math students tested: 310
Math students with scores: 310

Percentage Standard Met and Above:

17%
State:

38%

Standard Not Met: 54.5%
Standard Nearly Met: 28.7%
Standard Met: 12.3%
Standard Exceeded: 4.5%

All Grades:
54.5%
28.7%
12.3%
4.5%
3rd Grade: (Mean Scale Score: 2368.5, Students tested: 96, Standard Not Met: 57.3%, Nearly Met: 27.1%, Met: 11.5%, Exceeded: 4.2%)
57.3%
27.1%
11.5%
4.2%
4th Grade: (Mean Scale Score: 2413.5, Students tested: 110, Standard Not Met: 50.9%, Nearly Met: 28.2%, Met: 15.4%, Exceeded: 5.5%)
50.9%
28.2%
15.4%
5.5%
5th Grade: (Mean Scale Score: 2442.2, Students tested: 104, Standard Not Met: 55.8%, Nearly Met: 30.8%, Met: 9.6%, Exceeded: 3.9%)
55.8%
30.8%
9.6%
3.9%

Theodore Roosevelt Elementary School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,579 schools)
The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.
ELA students tested: 14
ELA students with scores: 14

Percentage Level 3:

43%
California:

15%

Level 1: 21.4% The student showed limited understanding of core concepts.
Level 2: 35.7% The student showed foundational understanding of core concepts.
Level 3: 42.9% The student showed understanding of core concepts.

All Grades:
21.4%
35.7%
42.9%
Math students tested: 14
Math students with scores: 14

Percentage Level 3:

14%
State:

6%

Level 1: 28.6% The student showed limited understanding of core concepts.
Level 2: 57.1% The student showed foundational understanding of core concepts.
Level 3: 14.3% The student showed understanding of core concepts.

All Grades:
28.6%
57.1%
14.3%

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.

CST Science students tested: 92
CST Science students with scores: 92

Percentage At Or Above Proficient:

34%
California:

54%

Percentage Far Below Basic: 12.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 22.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 32.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 26.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 8.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 327.5, Students tested: 92, Far Below Basic: 12.0%, Below Basic: 22.0%, Basic: 32.0%, Proficient: 26.0%, Advanced: 8.0%)
12.0%
22.0%
32.0%
26.0%
8.0%
CMA Science students tested: 12
CMA Science students with scores: 12

Percentage At Or Above Proficient:

42%
California:

38%

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: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 42.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 33.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 8.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 335.7, Students tested: 12, Far Below Basic: -1.0%, Below Basic: 17.0%, Basic: 42.0%, Proficient: 33.0%, Advanced: 8.0%)
-1.0%
17.0%
42.0%
33.0%
8.0%

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: 107, Needs Improvement - High Risk: 84.1%, Needs Improvement: 13.1%, Healthy Fitness Zone: 2.8%)
84.1%
13.1%
2.8%
Body Composition:
5th grade: (Students tested: 107, Needs Improvement - High Risk: 49.5%, Needs Improvement: 17.8%, Healthy Fitness Zone: 32.7%)
49.5%
17.8%
32.7%
Abdominal Strength:
5th grade: (Students tested: 107, Needs Improvement - High Risk: 95.3%, Needs Improvement: 4.7%, Healthy Fitness Zone: 0.0%)
95.3%
4.7%
Trunk Extension Strength:
5th grade: (Students tested: 107, Needs Improvement - High Risk: 98.1%, Needs Improvement: 1.9%, Healthy Fitness Zone: 0.0%)
98.1%
1.9%
Upper Body Strength:
5th grade: (Students tested: 107, Needs Improvement - High Risk: 93.5%, Needs Improvement: 6.5%, Healthy Fitness Zone: 0.0%)
93.5%
6.5%
Flexibility:
5th grade: (Students tested: 107, Needs Improvement - High Risk: 95.3%, Needs Improvement: 4.7%, Healthy Fitness Zone: 0.0%)
95.3%
4.7%

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).

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

All Grades:
Student Count: 542
Number of students who met CELDT criterion: 96

Students who met CELDT criterion:

18.0%
California:

34.0%
Kindergarten:
Student Count: 136
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

5.0%
State:

13.0%
Listening Mean Scale Score:

343.8
State:

364.6
Reading Mean Scale Score:

267.1
State:

276.6
Speaking Mean Scale Score:

339.4
California:

375.9
Writing Mean Scale Score:

273.0
California:

286.0
Grade 1:
Student Count: 93
Number of students who met CELDT criterion: 21

Students who met CELDT criterion:

23.0%
State:

44.0%
Listening Mean Scale Score:

407.6
California:

439.9
Reading Mean Scale Score:

348.1
State:

383.8
Speaking Mean Scale Score:

419.8
California:

446.4
Writing Mean Scale Score:

363.1
California:

386.5
Grade 2:
Student Count: 86
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

6.0%
California:

27.0%
Listening Mean Scale Score:

443.1
State:

477.2
Reading Mean Scale Score:

415.6
California:

440.5
Speaking Mean Scale Score:

454.4
State:

483.0
Writing Mean Scale Score:

444.8
State:

456.4
Grade 3:
Student Count: 69
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

7.0%
California:

26.0%
Listening Mean Scale Score:

430.6
California:

475.9
Reading Mean Scale Score:

433.4
California:

459.6
Speaking Mean Scale Score:

467.3
California:

491.7
Writing Mean Scale Score:

460.1
State:

478.6
Grade 4:
Student Count: 78
Number of students who met CELDT criterion: 24

Students who met CELDT criterion:

31.0%
State:

37.0%
Listening Mean Scale Score:

488.6
California:

509.2
Reading Mean Scale Score:

483.0
State:

490.7
Speaking Mean Scale Score:

498.2
California:

515.2
Writing Mean Scale Score:

500.0
State:

502.2
Grade 5:
Student Count: 80
Number of students who met CELDT criterion: 34

Students who met CELDT criterion:

43.0%
State:

48.0%
Listening Mean Scale Score:

525.3
California:

533.7
Reading Mean Scale Score:

516.2
State:

514.0
Speaking Mean Scale Score:

528.1
California:

530.0
Writing Mean Scale Score:

514.4
State:

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).

Theodore Roosevelt Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

100.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 299 out of 299 enrolled)
  • White: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 298 out of 298 enrolled)
  • English Learners: 100% (tested 276 out of 276 enrolled)
  • Students with Disabilities: 100% (tested 49 out of 49 enrolled)

Math Participation Rate
School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 301 out of 301 enrolled)
  • White: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 299 out of 299 enrolled)
  • English Learners: 100% (tested 278 out of 278 enrolled)
  • Students with Disabilities: 100% (tested 49 out of 49 enrolled)

Health & Safety


Offenses:
(State average from 5,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of robbery without a weapon: 6

Incidents of physical attack or fight without a weapon: 8

Incidents of possession of a firearm or explosive device: 4


Total incidents per 1,000 students
Here:

25.9
State:

60.8

Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

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 disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Theodore Roosevelt Elementary School:

1.4
California:

1.1
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 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: 37 (male: 17, female: 20)
  • Hispanic: 37 (male: 17, female: 20)
  • Limited English Proficiency (LEP): 28 (male: 14, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
Chronic Student Absenteeism per 1,000 students
School:

53.3
California:

172.7

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic16
  • White3
  • LEP12
  • IDEA2
School days missed due to out-of-school suspension: 19 (male: 16, female: 3)
  • Hispanic: 16 (male: 13, female: 3)
  • White: 3 (all male)
  • Limited English Proficiency (LEP): 12 (male: 11, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Instances of out-of-school suspension (Students without disabilities): 13

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

18.7
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 1

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School:

1.4
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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