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Charles Leroy Lowman Special Education Center School in Los Angeles, CA
(KG-12 • Public • Special Education School)

Address
 12827 Saticoy St.
Los Angeles, CA 91605
Telephone
(818) 765-3404
(make sure to verify first before calling)
Students
152
Classroom Teachers (FTE)
16.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
96
Reduced-price lunch
eligible students
20
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

Students & Teachers


Total enrollment:
Enrollment in 2016: 152
Enrollment in 2015: 153
Enrollment in 2014: 146
Enrollment in 2013: 166
Enrollment in 2012: 248
Enrollment in 2011: 239
Enrollment in 2010: 209
Enrollment in 2009: 217
Enrollment in 2008: 230
Enrollment in 2007: 239
Enrollment in 2006: 259
Enrollment in 2005: 254
Enrollment in 2004: 276
Enrollment in 2003: 275
Enrollment in 2002: 266
Enrollment in 2001: 248
Enrollment in 2000: 236
Enrollment in 1999: 223

Charles Leroy Lowman Special Education Center School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG02G03G04G05G06G07G08G09G10G11G12Total
All students4101141211131316949152
Female students - 61 - 9264652059
Male students4410439791042993
American Indian/Alaska Native students - - - - - - - - - - 11
Asian students - - 2 - - - 222 - 19
Hispanic students4994128101011737121
Black students - 1 - - - - 1 - 1 - 25
White students - - - - - 3 - 122816

Enrollment by grade:
2nd grade enrollment: 4
3rd grade enrollment: 10
4th grade enrollment: 11
5th grade enrollment: 4
6th grade enrollment: 12
7th grade enrollment: 11
8th grade enrollment: 13
9th grade enrollment: 13
10th grade enrollment: 16
11th grade enrollment: 9
12th grade enrollment: 49

Charles Leroy Lowman Special Education Center School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 59 (38.8%)
Here:

38.8%
California:

49.4%
Male enrollment: 93 (61.2%)
Charles Leroy Lowman Special Education Center School:

61.2%
State:

49.6%

Charles Leroy Lowman Special Education Center School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.7%)
School:

0.7%
California:

1.0%
Asian enrollment: 9 (5.9%)
School:

5.9%
State:

9.4%
Hispanic enrollment: 121 (79.6%)
Here:

79.6%
State:

46.0%
Black enrollment: 5 (3.3%)
Charles Leroy Lowman Special Education Center School:

3.3%
State:

6.1%
White enrollment: 16 (10.5%)
Charles Leroy Lowman Special Education Center School:

10.5%
California:

28.3%

Charles Leroy Lowman Special Education Center School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 116 (76.3%)
School:

76.3%
State:

61.2%
Free lunch eligible students: 96 (63.2%)
Charles Leroy Lowman Special Education Center School:

63.2%
State:

52.8%
Reduced-price lunch eligible students: 20 (13.2%)
School:

13.2%
State:

8.6%

Charles Leroy Lowman Special Education Center School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 16

Number of FTE teachers in their second year of teaching: 1
Number of FTE sworn law enforcement officers: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Here:

9.5
California:

22.8

Charles Leroy Lowman Special Education Center School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $63,360
  • Full-time Equivalency Count of Instructional Aides: 1.5 (Salary Expenditures: $23,424)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $9,043)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $75,158
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,188,671
  • Salary Expenditures for Teachers: $1,437,177
  • Full-time Equivalency Count of Instructional Aides: 51.3 (Salary Expenditures: $2,110,703)
  • Full-time Equivalency Count of Support Services Staff: 0.4 (Salary Expenditures: $364,597)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $276,195)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $120,303

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic88
  • American Indian2
  • Asian5
  • White7
  • IDEA94
Students Enrolled in LEP Programs: 102 (male: 65, female: 37)
  • Hispanic: 88 (male: 56, female: 32)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 5 (all male)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 94 (male: 59, female: 35)

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

  • Hispanic119
  • Asian7
  • Black4
  • White14
  • LEP110
Students with disabilities served under IDEA: 144 (male: 91, female: 53)
  • Hispanic: 119 (male: 73, female: 46)
  • Asian: 7 (all male)
  • Black: 4 (all male)
  • White: 14 (male: 7, female: 7)
  • Limited English Proficiency (LEP): 110 (male: 67, female: 43)

Retention:
Show data for

(State average from 709 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 12th grade

  • Hispanic31
  • American Indian2
  • Black2
  • White7
  • LEP34
  • IDEA37
Total number of students retained in 12th grade: 42 (male: 26, female: 16)
  • Hispanic: 31 (male: 20, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 34 (male: 20, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 23, female: 14)

Percent of 12th grade students retained
Charles Leroy Lowman Special Education Center School:

85.7%
California:

16.7%

Statewide Student Assessments


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: 60
ELA students with scores: 60

Percentage Level 3:

0%
State:

15%

Level 1: 100.0% The student showed limited understanding of core concepts.
Level 2: 0.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
100.0%
5th Grade: (Mean Scale Score: 510.2, Students tested: 12, Level1: 100.0%, Level 2: 0.0%, Level 3: 0.0%)
100.0%
7th Grade: (Mean Scale Score: 710.6, Students tested: 12, Level1: 100.0%, Level 2: 0.0%, Level 3: 0.0%)
100.0%
11th Grade: (Mean Scale Score: 912.2, Students tested: 13, Level1: 100.0%, Level 2: 0.0%, Level 3: 0.0%)
100.0%
Math students tested: 60
Math students with scores: 60

Percentage Level 3:

0%
State:

6%

Level 1: 98.3% The student showed limited understanding of core concepts.
Level 2: 1.7% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
98.3%
1.7%
5th Grade: (Mean Scale Score: 512.5, Students tested: 12, Level1: 91.7%, Level 2: 8.3%, Level 3: 0.0%)
91.7%
8.3%
7th Grade: (Mean Scale Score: 708.5, Students tested: 11, Level1: 100.0%, Level 2: 0.0%, Level 3: 0.0%)
100.0%
11th Grade: (Mean Scale Score: 912.2, Students tested: 13, Level1: 100.0%, Level 2: 0.0%, Level 3: 0.0%)
100.0%

Paper-based CAASPP:
Show data for

(State average from 1,311 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Alternate Performance Assessment (CAPA) - Students with significant cognitive disabilities who are unable to take the Smarter Balanced Field Test even with designated supports and accommodations participated in the CAASPP system by taking the CAPA. The CAPA is an individually administered performance assessment with all tasks linked to the California ELA, mathematics, and science content standards.

CAPA Science students tested: 28
CAPA Science students with scores: 28

Percentage At Or Above Proficient:

43%
State:

67%

Percentage Far Below Basic: 21.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 25.0% 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: 18.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 31.4, Students tested: 28, Far Below Basic: 21.0%, Below Basic: 11.0%, Basic: 25.0%, Proficient: 25.0%, Advanced: 18.0%)
21.0%
11.0%
25.0%
25.0%
18.0%

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: 12, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
7th grade: (Students tested: 13, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
9th grade: (Students tested: 14, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
Body Composition:
5th grade: (Students tested: 12, Needs Improvement - High Risk: 58.3%, Needs Improvement: 25.0%, Healthy Fitness Zone: 16.7%)
58.3%
25.0%
16.7%
7th grade: (Students tested: 13, Needs Improvement - High Risk: 84.6%, Needs Improvement: 0.0%, Healthy Fitness Zone: 15.4%)
84.6%
15.4%
9th grade: (Students tested: 14, Needs Improvement - High Risk: 92.9%, Needs Improvement: 7.1%, Healthy Fitness Zone: 0.0%)
92.9%
7.1%
Abdominal Strength:
5th grade: (Students tested: 12, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
7th grade: (Students tested: 13, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
9th grade: (Students tested: 14, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
Trunk Extension Strength:
5th grade: (Students tested: 12, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
7th grade: (Students tested: 13, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
9th grade: (Students tested: 14, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
Upper Body Strength:
5th grade: (Students tested: 12, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
7th grade: (Students tested: 13, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
9th grade: (Students tested: 14, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
Flexibility:
5th grade: (Students tested: 12, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
7th grade: (Students tested: 13, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
9th grade: (Students tested: 14, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%

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).

Charles Leroy Lowman Special Education Center School - Adequate Yearly Progress status

Met all AYP Criteria: No
Number of AYP criteria possible: 3
(Note: The criteria includes only the participation rate and additional indicators.)

Attendance rate (calculated by using number of days attended and enrolled) : 86
Met Attendance rate Target: No

Met ELA Participation Rate: No

ELA Participation Rate
Here:

80.0%
State:

95.2%

    ELA Participation Rate

  • Hispanic79
  • Asian100
  • Filipino50
  • Black100
  • White100
  • SED81
  • LEP80
  • With Disabilities80
  • Hispanic: 79% (tested 43 out of 55 enrolled)
  • Asian: 100% (tested 2 out of 2 enrolled)
  • Filipino: 50% (tested 2 out of 4 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 81% (tested 42 out of 52 enrolled)
  • English Learners: 80% (tested 40 out of 50 enrolled)
  • Students with Disabilities: 80% (tested 53 out of 67 enrolled)
Met Math Participation Rate: No

Math Participation Rate
School:

62.0%
State:

94.9%

    Math Participation Rate

  • Hispanic62
  • Asian50
  • Filipino50
  • Black100
  • White50
  • SED66
  • LEP62
  • With Disabilities62
  • Hispanic: 62% (tested 34 out of 55 enrolled)
  • Asian: 50% (tested 1 out of 2 enrolled)
  • Filipino: 50% (tested 2 out of 4 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 50% (tested 2 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 66% (tested 34 out of 52 enrolled)
  • English Learners: 62% (tested 31 out of 50 enrolled)
  • Students with Disabilities: 62% (tested 41 out of 67 enrolled)

Health & Safety


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

  • Hispanic70
  • Asian7
  • Black4
  • White7
  • LEP64
  • IDEA85
Chronic Student Absenteeism: 88 (male: 53, female: 35)
  • Hispanic: 70 (male: 44, female: 26)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 64 (male: 41, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 85 (male: 53, female: 32)
Chronic Student Absenteeism per 1,000 students
Here:

578.9
California:

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 female)
  • Hispanic: 2

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

13.2
State:

11.7

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