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Laurel Elementary School in Atherton, 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 93
Address
 95 Edge Rd.
Atherton, CA 94027
Telephone
(650) 324-0186
(make sure to verify first before calling)
City-data.com school rating
93
Students
542
Classroom Teachers (FTE)
27.2
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
28
Reduced-price lunch
eligible students
17
School district
Menlo Park City Elementary
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Laurel Elementary School:

93
Encinal Elementary (0.8 miles):

91
Menlo-Atherton High (0.4 miles):

81
Taft Elementary (1.6 miles):

13
Green Oaks Academy (1.5 miles):

12
Los Robles Magnet Academy (1.5 miles):

12
Cesar Chavez Elementary (1.5 miles):

10
Belle Haven Elementary (0.9 miles):

9
Willow Oaks Elementary (0.9 miles):

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

46
San Mateo County:

62
Atherton:

79
Laurel Elementary School:

93

Students & Teachers


Total enrollment:
Enrollment in 2016: 542
Enrollment in 2015: 465
Enrollment in 2014: 486
Enrollment in 2013: 489
Enrollment in 2012: 467
Enrollment in 2011: 444
Enrollment in 2010: 395
Enrollment in 2009: 447
Enrollment in 2008: 419
Enrollment in 2007: 487
Enrollment in 2006: 452
Enrollment in 2005: 422
Enrollment in 2004: 406
Enrollment in 2003: 384
Enrollment in 2002: 365
Enrollment in 2001: 366
Enrollment in 2000: 393
Enrollment in 1999: 400

Laurel Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04Total
All students11111412711476542
Female students5259596039269
Male students5955685437273
Asian students - 121611746
Hispanic students202719141494
Black students - 112 - 4
White students543615935203
Hawaiian Native/Pacific Islander students - 12 - - 3
Two or More Races students8630282820192

Enrollment by grade:
Kindergarten enrollment: 111
1st grade enrollment: 114
2nd grade enrollment: 127
3rd grade enrollment: 114
4th grade enrollment: 76

Laurel Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 269 (49.6%)
Laurel Elementary School:

49.6%
State:

49.4%
Male enrollment: 273 (50.4%)
Here:

50.4%
State:

49.6%

Laurel Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 46 (8.5%)
Here:

8.5%
California:

9.4%
Hispanic enrollment: 94 (17.3%)
School:

17.3%
California:

46.0%
Black enrollment: 4 (0.7%)
School:

0.7%
California:

6.1%
White enrollment: 203 (37.5%)
Here:

37.5%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.6%)
Here:

0.6%
State:

0.6%
Two or More Races enrollment: 192 (35.4%)
Laurel Elementary School:

35.4%
California:

4.5%

Laurel Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 45 (8.3%)
Laurel Elementary School:

8.3%
State:

61.2%
Free lunch eligible students: 28 (5.2%)
Laurel Elementary School:

5.2%
State:

52.8%
Reduced-price lunch eligible students: 17 (3.1%)
Here:

3.1%
California:

8.6%

Laurel Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 27.2

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 16
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

19.9
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,632,938
  • Full-time Equivalency Count of Teachers: 29.2 (Salary Expenditures: $2,902,700)
  • Full-time Equivalency Count of Instructional Aides: 3.4 (Salary Expenditures: $112,386)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $222,408)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $395,445)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $272,464
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,685,463
  • Salary Expenditures for Teachers: $2,955,225
  • Full-time Equivalency Count of Instructional Aides: 3.4 (Salary Expenditures: $112,386)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $222,408)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $395,445)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $272,464

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic28
  • Asian7
  • Native Hawaiian4
  • White13
  • IDEA7
Students Enrolled in LEP Programs: 52 (male: 20, female: 32)
  • Hispanic: 28 (male: 11, female: 17)
  • Asian: 7 (male: 2, female: 5)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • White: 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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

  • Hispanic11
  • Asian4
  • White20
  • Multirace4
  • LEP7
Students with disabilities served under IDEA: 39 (male: 24, female: 15)
  • Hispanic: 11 (male: 7, female: 4)
  • Asian: 4 (all female)
  • White: 20 (male: 13, female: 7)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 7 (all male)
Students with disabilities served under Section 504: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2

Retention:
Show data for

(State average from 1,901 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained

    Total number of students retained in 1st grade

  • Hispanic2
  • Asian2
  • Multirace2
  • LEP2
  • IDEA2
Total number of students retained in 1st grade: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 1st grade students retained
School:

5.3%
State:

4.8%

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

  • All79%
  • Males78%
  • Females80%
  • Hispanic30%
ELA students tested: 301
ELA students with scores: 301

Percentage Standard Met and Above:

79%
State:

49%

Standard Not Met: 9.6%
Standard Nearly Met: 11.0%
Standard Met: 20.3%
Standard Exceeded: 59.1%

All Grades:
9.6%
11.0%
20.3%
59.1%
3rd Grade: (Mean Scale Score: 2489.1, Students tested: 117, Standard Not Met: 7.7%, Nearly Met: 14.5%, Met: 19.7%, Exceeded: 58.1%)
7.7%
14.5%
19.7%
58.1%
4th Grade: (Mean Scale Score: 2549.1, Students tested: 114, Standard Not Met: 9.7%, Nearly Met: 6.1%, Met: 20.2%, Exceeded: 64.0%)
9.7%
6.1%
20.2%
64.0%
5th Grade: (Mean Scale Score: 2566.0, Students tested: 70, Standard Not Met: 12.9%, Nearly Met: 12.9%, Met: 21.4%, Exceeded: 52.9%)
12.9%
12.9%
21.4%
52.9%

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

    Math Standard Met and Above

  • All78%
  • Males80%
  • Females76%
  • Hispanic22%
Math students tested: 302
Math students with scores: 302

Percentage Standard Met and Above:

78%
California:

38%

Standard Not Met: 9.6%
Standard Nearly Met: 12.3%
Standard Met: 21.2%
Standard Exceeded: 57.0%

All Grades:
9.6%
12.3%
21.2%
57.0%
3rd Grade: (Mean Scale Score: 2494.8, Students tested: 117, Standard Not Met: 9.4%, Nearly Met: 14.5%, Met: 26.5%, Exceeded: 49.6%)
9.4%
14.5%
26.5%
49.6%
4th Grade: (Mean Scale Score: 2558.4, Students tested: 114, Standard Not Met: 5.3%, Nearly Met: 10.5%, Met: 22.8%, Exceeded: 61.4%)
5.3%
10.5%
22.8%
61.4%
5th Grade: (Mean Scale Score: 2572.5, Students tested: 71, Standard Not Met: 16.9%, Nearly Met: 11.3%, Met: 9.9%, Exceeded: 62.0%)
16.9%
11.3%
9.9%
62.0%

Laurel 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: 72, Needs Improvement - High Risk: 86.1%, Needs Improvement: 8.3%, Healthy Fitness Zone: 5.6%)
86.1%
8.3%
5.6%
Body Composition:
5th grade: (Students tested: 72, Needs Improvement - High Risk: 81.9%, Needs Improvement: 9.7%, Healthy Fitness Zone: 8.4%)
81.9%
9.7%
8.4%
Abdominal Strength:
5th grade: (Students tested: 72, Needs Improvement - High Risk: 88.9%, Needs Improvement: 11.1%, Healthy Fitness Zone: 0.0%)
88.9%
11.1%
Trunk Extension Strength:
5th grade: (Students tested: 72, Needs Improvement - High Risk: 95.8%, Needs Improvement: 4.2%, Healthy Fitness Zone: 0.0%)
95.8%
4.2%
Upper Body Strength:
5th grade: (Students tested: 72, Needs Improvement - High Risk: 68.1%, Needs Improvement: 31.9%, Healthy Fitness Zone: 0.0%)
68.1%
31.9%
Flexibility:
5th grade: (Students tested: 72, Needs Improvement - High Risk: 79.2%, Needs Improvement: 20.8%, Healthy Fitness Zone: 0.0%)
79.2%
20.8%

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).

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

All Grades:
Student Count: 78
Number of students who met CELDT criterion: 33

Students who met CELDT criterion:

42.0%
California:

34.0%
Kindergarten:
Student Count: 22
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

36.0%
California:

13.0%
Listening Mean Scale Score:

429.0
California:

364.6
Reading Mean Scale Score:

291.4
California:

276.6
Speaking Mean Scale Score:

441.7
State:

375.9
Writing Mean Scale Score:

314.1
California:

286.0
Grade 1:
Student Count: 16
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

81.0%
State:

44.0%
Listening Mean Scale Score:

484.8
California:

439.9
Reading Mean Scale Score:

401.8
State:

383.8
Speaking Mean Scale Score:

481.6
California:

446.4
Writing Mean Scale Score:

399.6
State:

386.5
Grade 2:
Student Count: 13
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

8.0%
State:

27.0%
Listening Mean Scale Score:

492.2
State:

477.2
Reading Mean Scale Score:

411.2
State:

440.5
Speaking Mean Scale Score:

475.2
California:

483.0
Writing Mean Scale Score:

417.5
California:

456.4
Grade 3:
Student Count: 12
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

25.0%
California:

26.0%
Listening Mean Scale Score:

470.8
State:

475.9
Reading Mean Scale Score:

442.0
California:

459.6
Speaking Mean Scale Score:

496.2
California:

491.7
Writing Mean Scale Score:

460.3
State:

478.6
Grade 4:
Student Count: 7
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

57.0%
State:

37.0%
Listening Mean Scale Score:

578.6
California:

509.2
Reading Mean Scale Score:

528.7
State:

490.7
Speaking Mean Scale Score:

521.7
State:

515.2
Writing Mean Scale Score:

528.6
State:

502.2
Grade 5:
Student Count: 8
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

50.0%
State:

48.0%
Listening Mean Scale Score:

550.5
California:

533.7
Reading Mean Scale Score:

524.8
California:

514.0
Speaking Mean Scale Score:

523.3
California:

530.0
Writing Mean Scale Score:

540.0
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).

Laurel Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • Black50
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities96
  • Hispanic: 100% (tested 29 out of 29 enrolled)
  • Asian: 100% (tested 14 out of 14 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 50% (tested 1 out of 2 enrolled)
  • White: 100% (tested 94 out of 94 enrolled)
  • Two or More Races: 100% (tested 34 out of 34 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 19 out of 19 enrolled)
  • English Learners: 100% (tested 27 out of 27 enrolled)
  • Students with Disabilities: 96% (tested 23 out of 24 enrolled)

Math Participation Rate
School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • Black50
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities96
  • Hispanic: 100% (tested 29 out of 29 enrolled)
  • Asian: 100% (tested 15 out of 15 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 50% (tested 1 out of 2 enrolled)
  • White: 100% (tested 95 out of 95 enrolled)
  • Two or More Races: 100% (tested 34 out of 34 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 19 out of 19 enrolled)
  • English Learners: 100% (tested 30 out of 30 enrolled)
  • Students with Disabilities: 96% (tested 23 out of 24 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

  • Hispanic7
  • Native Hawaiian2
  • White4
  • Multirace2
  • LEP5
  • IDEA4
Chronic Student Absenteeism: 15 (male: 4, female: 11)
  • Hispanic: 7 (male: 2, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 5 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

27.7
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).
School days missed due to out-of-school suspension: 6 (male: 2, female: 4)
  • White: 4 (all female)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 6 (male: 2, female: 4)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Two or More Races: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all female)
  • White: 2

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