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Twenty-Fourth Street 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 19
Address
 2055 W. 24th St.
Los Angeles, CA 90018
Telephone
(323) 735-0278
(make sure to verify first before calling)
City-data.com school rating
19
Students
643
Classroom Teachers (FTE)
28.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
553
Reduced-price lunch
eligible students
32
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:
Math and Science College Preparatory (0.5 miles):

60
Mid-City's Prescott School of Enriched Sciences (0.5 miles):

29
Pio Pico Middle (0.8 miles):

27
Los Angeles Elementary (1.0 miles):

27
Birdielee V. Bright Elementary (0.8 miles):

26
Crown Preparatory Academy (0.1 miles):

20
Carson-Gore Academy of Enviornmental Studies (0.6 miles):

19
Twenty-Fourth Street Elementary School:

19
ICEF Innovation Los Angeles Charter (0.1 miles):

11
Twenty-Fourth Street Elementary School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
Twenty-Fourth Street Elementary:

19

Students & Teachers


Total enrollment:
Enrollment in 2016: 643
Enrollment in 2015: 555
Enrollment in 2014: 564
Enrollment in 2013: 635
Enrollment in 2012: 613
Enrollment in 2011: 685
Enrollment in 2010: 814
Enrollment in 2009: 884
Enrollment in 2008: 946
Enrollment in 2007: 1,044
Enrollment in 2006: 1,127
Enrollment in 2005: 1,217
Enrollment in 2004: 1,294
Enrollment in 2003: 1,368
Enrollment in 2002: 1,426
Enrollment in 2001: 1,336
Enrollment in 2000: 1,430
Enrollment in 1999: 1,464

Twenty-Fourth Street Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04Total
All students168116119135105643
Female students7959606045303
Male students8957597560340
American Indian/Alaska Native students1 - 1 - - 2
Asian students11 - 125
Hispanic students133849911596527
Black students24231717586
White students7612117
Hawaiian Native/Pacific Islander students - 1 - - - 1
Two or More Races students211 - 15

Enrollment by grade:
Kindergarten enrollment: 168
1st grade enrollment: 116
2nd grade enrollment: 119
3rd grade enrollment: 135
4th grade enrollment: 105

Twenty-Fourth Street Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 303 (47.1%)
School:

47.1%
State:

49.4%
Male enrollment: 340 (52.9%)
Twenty-Fourth Street Elementary School:

52.9%
State:

49.6%

Twenty-Fourth Street Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
Twenty-Fourth Street Elementary School:

0.3%
California:

1.0%
Asian enrollment: 5 (0.8%)
School:

0.8%
State:

9.4%
Hispanic enrollment: 527 (82.0%)
School:

82.0%
California:

46.0%
Black enrollment: 86 (13.4%)
Twenty-Fourth Street Elementary School:

13.4%
California:

6.1%
White enrollment: 17 (2.6%)
School:

2.6%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
Twenty-Fourth Street Elementary School:

0.2%
California:

0.6%
Two or More Races enrollment: 5 (0.8%)
School:

0.8%
State:

4.5%

Twenty-Fourth Street Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 585 (91.0%)
School:

91.0%
State:

61.2%
Free lunch eligible students: 553 (86.0%)
School:

86.0%
State:

52.8%
Reduced-price lunch eligible students: 32 (5.0%)
Here:

5.0%
State:

8.6%

Twenty-Fourth Street Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 28

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 2
Number of FTE nurses: 1
Number of FTE psychologists: 3

Student/Teacher Ratio
Twenty-Fourth Street Elementary School:

23.0
California:

22.8

Twenty-Fourth Street Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,261,251
  • Full-time Equivalency Count of Teachers: 26.4 (Salary Expenditures: $1,751,745)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $43,672)
  • Full-time Equivalency Count of Support Services Staff: 2.4 (Salary Expenditures: $267,397)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $198,437)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $383,277
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,468,226
  • Salary Expenditures for Teachers: $2,350,125
  • Full-time Equivalency Count of Instructional Aides: 16.4 (Salary Expenditures: $405,366)
  • Full-time Equivalency Count of Support Services Staff: 2.4 (Salary Expenditures: $453,911)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $258,825)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $445,768

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic310
  • Asian2
  • Black2
  • White13
  • IDEA43
Students Enrolled in LEP Programs: 327 (male: 183, female: 144)
  • Hispanic: 310 (male: 173, female: 137)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 35, female: 8)

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

  • Hispanic68
  • Black11
  • White4
  • LEP47
Students with disabilities served under IDEA: 83 (male: 60, female: 23)
  • Hispanic: 68 (male: 49, female: 19)
  • Black: 11 (male: 7, female: 4)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 47 (male: 37, female: 10)
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, 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 Kindergarten: 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 Kindergarten students retained
Here:

2.4%
California:

5.3%
Total number of students retained in 1st grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 1st grade students retained
Here:

1.7%
State:

4.8%
Total number of students retained in 2nd grade: 2 (all male)
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2

Percent of 2nd grade students retained
Here:

1.7%
State:

2.9%

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

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

6.2
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

  • All26%
  • Males20%
  • Females33%
  • Black28%
  • Hispanic25%
ELA students tested: 238
ELA students with scores: 237

Percentage Standard Met and Above:

26%
California:

49%

Standard Not Met: 45.6%
Standard Nearly Met: 28.3%
Standard Met: 18.1%
Standard Exceeded: 8.0%

All Grades:
45.6%
28.3%
18.1%
8.0%
3rd Grade: (Mean Scale Score: 2380.9, Students tested: 113, Standard Not Met: 42.0%, Nearly Met: 30.4%, Met: 20.5%, Exceeded: 7.1%)
42.0%
30.4%
20.5%
7.1%
4th Grade: (Mean Scale Score: 2413.4, Students tested: 125, Standard Not Met: 48.8%, Nearly Met: 26.4%, Met: 16.0%, Exceeded: 8.8%)
48.8%
26.4%
16.0%
8.8%

Twenty-Fourth Street Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All30%
  • Males30%
  • Females30%
  • Black24%
  • Hispanic30%
Math students tested: 241
Math students with scores: 241

Percentage Standard Met and Above:

30%
California:

38%

Standard Not Met: 39.0%
Standard Nearly Met: 31.1%
Standard Met: 24.5%
Standard Exceeded: 5.4%

All Grades:
39.0%
31.1%
24.5%
5.4%
3rd Grade: (Mean Scale Score: 2398.3, Students tested: 116, Standard Not Met: 41.4%, Nearly Met: 24.1%, Met: 29.3%, Exceeded: 5.2%)
41.4%
24.1%
29.3%
5.2%
4th Grade: (Mean Scale Score: 2435.3, Students tested: 125, Standard Not Met: 36.8%, Nearly Met: 37.6%, Met: 20.0%, Exceeded: 5.6%)
36.8%
37.6%
20.0%
5.6%

Twenty-Fourth Street Elementary School - Math Area Achievement Levels (all grades)


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: 88, Needs Improvement - High Risk: 75.0%, Needs Improvement: 14.8%, Healthy Fitness Zone: 10.2%)
75.0%
14.8%
10.2%
Body Composition:
5th grade: (Students tested: 88, Needs Improvement - High Risk: 46.6%, Needs Improvement: 14.8%, Healthy Fitness Zone: 38.6%)
46.6%
14.8%
38.6%
Abdominal Strength:
5th grade: (Students tested: 88, Needs Improvement - High Risk: 43.2%, Needs Improvement: 56.8%, Healthy Fitness Zone: 0.0%)
43.2%
56.8%
Trunk Extension Strength:
5th grade: (Students tested: 88, Needs Improvement - High Risk: 88.6%, Needs Improvement: 11.4%, Healthy Fitness Zone: 0.0%)
88.6%
11.4%
Upper Body Strength:
5th grade: (Students tested: 88, Needs Improvement - High Risk: 50.0%, Needs Improvement: 50.0%, Healthy Fitness Zone: 0.0%)
50.0%
50.0%
Flexibility:
5th grade: (Students tested: 88, Needs Improvement - High Risk: 71.6%, Needs Improvement: 28.4%, Healthy Fitness Zone: 0.0%)
71.6%
28.4%

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).

Twenty-Fourth Street Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 378
Number of students who met CELDT criterion: 105

Students who met CELDT criterion:

28.0%
California:

34.0%
Kindergarten:
Student Count: 134
Number of students who met CELDT criterion: 21

Students who met CELDT criterion:

16.0%
State:

13.0%
Listening Mean Scale Score:

398.8
California:

364.6
Reading Mean Scale Score:

280.6
California:

276.6
Speaking Mean Scale Score:

399.6
California:

375.9
Writing Mean Scale Score:

289.2
State:

286.0
Grade 1:
Student Count: 84
Number of students who met CELDT criterion: 46

Students who met CELDT criterion:

55.0%
State:

44.0%
Listening Mean Scale Score:

461.6
California:

439.9
Reading Mean Scale Score:

389.6
California:

383.8
Speaking Mean Scale Score:

471.1
California:

446.4
Writing Mean Scale Score:

383.8
California:

386.5
Grade 2:
Student Count: 49
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

29.0%
California:

27.0%
Listening Mean Scale Score:

471.5
California:

477.2
Reading Mean Scale Score:

445.6
California:

440.5
Speaking Mean Scale Score:

484.6
California:

483.0
Writing Mean Scale Score:

464.1
State:

456.4
Grade 3:
Student Count: 61
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

26.0%
California:

26.0%
Listening Mean Scale Score:

474.1
California:

475.9
Reading Mean Scale Score:

455.9
California:

459.6
Speaking Mean Scale Score:

492.0
State:

491.7
Writing Mean Scale Score:

461.1
California:

478.6
Grade 4:
Student Count: 50
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

16.0%
State:

37.0%
Listening Mean Scale Score:

469.8
State:

509.2
Reading Mean Scale Score:

465.5
State:

490.7
Speaking Mean Scale Score:

505.1
State:

515.2
Writing Mean Scale Score:

478.2
State:

502.2

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).

Twenty-Fourth Street Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Twenty-Fourth Street Elementary School:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic98
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED98
  • LEP98
  • With Disabilities94
  • Hispanic: 98% (tested 205 out of 209 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 20 out of 20 enrolled)
  • White: 100% (tested 3 out of 3 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 213 out of 217 enrolled)
  • English Learners: 98% (tested 146 out of 149 enrolled)
  • Students with Disabilities: 94% (tested 27 out of 29 enrolled)

Math Participation Rate
School:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED99
  • LEP98
  • With Disabilities94
  • Hispanic: 99% (tested 207 out of 210 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 20 out of 20 enrolled)
  • White: 100% (tested 3 out of 3 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 216 out of 218 enrolled)
  • English Learners: 98% (tested 147 out of 150 enrolled)
  • Students with Disabilities: 94% (tested 27 out of 29 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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Twenty-Fourth Street Elementary School:

6.2
California:

21.3

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.
Allegations of harassment or bullying on the basis of sex: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

3.1
California:

6.8
Students reported as harassed or bullied on the basis of sex: 4 (all male)
  • Hispanic: 2
  • Black: 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

  • Hispanic94
  • Asian2
  • Native Hawaiian2
  • Black22
  • White4
  • Multirace2
  • LEP52
  • IDEA22
  • 5044
Chronic Student Absenteeism: 126 (male: 67, female: 59)
  • Hispanic: 94 (male: 47, female: 47)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 22 (male: 14, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 52 (male: 26, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

196.0
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School:

3.1
State:

11.7

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: 4 (all male)
  • Hispanic: 3
  • Black: 1
Instances of out-of-school suspension (Students without disabilities): 2

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

3.1
California:

84.8
Students without disabilities receiving one or more in-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
School:

3.1
California:

11.3

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