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Melrose Avenue Elementary School in Los Angeles, CA
(KG-06 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 81
Address
 731 N. Detroit St.
Los Angeles, CA 90046
Telephone
(323) 938-6275
(make sure to verify first before calling)
City-data.com school rating
81
Students
337
Classroom Teachers (FTE)
16.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
138
Reduced-price lunch
eligible students
56
School district
Los Angeles Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Third Street Elementary (1.1 miles):

86
Melrose Avenue Elementary School:

81
Gardner Street Elementary (1.1 miles):

59
Fairfax Senior High (0.8 miles):

57
Hollywood Senior High (1.1 miles):

54
Laurel Elementary (1.0 miles):

37
Whitman Continuation (0.8 miles):

30
West Hollywood Opportunity (1.0 miles):

27
Hubert Howe Bancroft Middle (0.6 miles):

24
Melrose Avenue Elementary School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
Melrose Avenue Elementary School:

81

Students & Teachers


Total enrollment:
Enrollment in 2016: 337
Enrollment in 2015: 329
Enrollment in 2014: 331
Enrollment in 2013: 336
Enrollment in 2012: 336
Enrollment in 2011: 337
Enrollment in 2010: 308
Enrollment in 2009: 259
Enrollment in 2008: 223
Enrollment in 2007: 212
Enrollment in 2006: 251
Enrollment in 2005: 267
Enrollment in 2004: 247
Enrollment in 2003: 258
Enrollment in 2002: 262
Enrollment in 2001: 266
Enrollment in 2000: 276
Enrollment in 1999: 289

Melrose Avenue Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students505254626158337
Female students242924332823161
Male students262330293335176
American Indian/Alaska Native students - - - - - 11
Asian students15111211121879
Hispanic students202422232620135
Black students21156318
White students8131822171694
Hawaiian Native/Pacific Islander students - 1 - - - - 1
Two or More Races students5211 - - 9

Enrollment by grade:
Kindergarten enrollment: 50
1st grade enrollment: 52
2nd grade enrollment: 54
3rd grade enrollment: 62
4th grade enrollment: 61
5th grade enrollment: 58

Melrose Avenue Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 161 (47.8%)
Melrose Avenue Elementary School:

47.8%
California:

49.4%
Male enrollment: 176 (52.2%)
School:

52.2%
State:

49.6%

Melrose Avenue Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.3%)
Here:

0.3%
State:

1.0%
Asian enrollment: 79 (23.4%)
School:

23.4%
State:

9.4%
Hispanic enrollment: 135 (40.1%)
Melrose Avenue Elementary School:

40.1%
California:

46.0%
Black enrollment: 18 (5.3%)
Melrose Avenue Elementary School:

5.3%
California:

6.1%
White enrollment: 94 (27.9%)
Here:

27.9%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.3%)
Melrose Avenue Elementary School:

0.3%
State:

0.6%
Two or More Races enrollment: 9 (2.7%)
Melrose Avenue Elementary School:

2.7%
State:

4.5%

Melrose Avenue Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 194 (57.6%)
Here:

57.6%
California:

61.2%
Free lunch eligible students: 138 (40.9%)
Here:

40.9%
California:

52.8%
Reduced-price lunch eligible students: 56 (16.6%)
Here:

16.6%
California:

8.6%

Melrose Avenue Elementary School - Lunch Program Eligibility


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

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

Student/Teacher Ratio
School:

21.1
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,356,451
  • Full-time Equivalency Count of Teachers: 13 (Salary Expenditures: $1,025,511)
  • Full-time Equivalency Count of Instructional Aides: 0.2 (Salary Expenditures: $1,445)
  • Full-time Equivalency Count of Support Services Staff: 1.4 (Salary Expenditures: $128,638)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $200,857)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $220,709
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,397,466
  • Salary Expenditures for Teachers: $1,615,327
  • Full-time Equivalency Count of Instructional Aides: 9.7 (Salary Expenditures: $254,224)
  • Full-time Equivalency Count of Support Services Staff: 1.4 (Salary Expenditures: $293,822)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $234,093)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $260,532

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic34
  • Asian22
  • White4
  • Multirace2
  • IDEA19
Students Enrolled in LEP Programs: 62 (male: 35, female: 27)
  • Hispanic: 34 (male: 20, female: 14)
  • Asian: 22 (male: 11, female: 11)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (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

  • Hispanic35
  • Asian11
  • Black4
  • White14
  • LEP23
Students with disabilities served under IDEA: 64 (male: 43, female: 21)
  • Hispanic: 35 (male: 22, female: 13)
  • Asian: 11 (male: 7, female: 4)
  • Black: 4 (all male)
  • White: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 23 (male: 16, female: 7)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • Black2
  • White2
Students with disabilities served under Section 504: 8 (male: 6, female: 2)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)

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 1st grade: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
School:

3.8%
California:

4.8%
Total number of students retained in 2nd grade: 2 (all female)
  • White: 2

Percent of 2nd grade students retained
Here:

3.7%
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

  • Hispanic5
  • Asian10
  • Black2
  • White16
  • IDEA2
Gifted and Talented Student Enrollment: 33 (male: 20, female: 13)
  • Hispanic: 5 (all male)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

97.9
California:

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

  • All65%
  • Males58%
  • Females73%
  • Black45%
  • Asian75%
  • Hispanic42%
  • White78%
ELA students tested: 178
ELA students with scores: 178

Percentage Standard Met and Above:

65%
California:

49%

Standard Not Met: 18.5%
Standard Nearly Met: 16.3%
Standard Met: 22.5%
Standard Exceeded: 42.7%

All Grades:
18.5%
16.3%
22.5%
42.7%
3rd Grade: (Mean Scale Score: 2438.3, Students tested: 64, Standard Not Met: 21.9%, Nearly Met: 23.4%, Met: 17.2%, Exceeded: 37.5%)
21.9%
23.4%
17.2%
37.5%
4th Grade: (Mean Scale Score: 2503.3, Students tested: 58, Standard Not Met: 19.0%, Nearly Met: 13.8%, Met: 25.9%, Exceeded: 41.4%)
19.0%
13.8%
25.9%
41.4%
5th Grade: (Mean Scale Score: 2566.2, Students tested: 56, Standard Not Met: 14.3%, Nearly Met: 10.7%, Met: 25.0%, Exceeded: 50.0%)
14.3%
10.7%
25.0%
50.0%

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

    Math Standard Met and Above

  • All63%
  • Males60%
  • Females66%
  • Black36%
  • Asian75%
  • Hispanic40%
  • White78%
Math students tested: 178
Math students with scores: 178

Percentage Standard Met and Above:

63%
State:

38%

Standard Not Met: 14.0%
Standard Nearly Met: 23.0%
Standard Met: 32.6%
Standard Exceeded: 30.3%

All Grades:
14.0%
23.0%
32.6%
30.3%
3rd Grade: (Mean Scale Score: 2445.0, Students tested: 64, Standard Not Met: 18.8%, Nearly Met: 20.3%, Met: 34.4%, Exceeded: 26.6%)
18.8%
20.3%
34.4%
26.6%
4th Grade: (Mean Scale Score: 2500.8, Students tested: 58, Standard Not Met: 6.9%, Nearly Met: 25.9%, Met: 44.8%, Exceeded: 22.4%)
6.9%
25.9%
44.8%
22.4%
5th Grade: (Mean Scale Score: 2550.8, Students tested: 56, Standard Not Met: 16.1%, Nearly Met: 23.2%, Met: 17.9%, Exceeded: 42.9%)
16.1%
23.2%
17.9%
42.9%

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


Paper-based CAASPP:
Show data for

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

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

CST Science students tested: 57
CST Science students with scores: 57

Percentage At Or Above Proficient:

77%
California:

54%

Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 16.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 39.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 39.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 391.8, Students tested: 57, Far Below Basic: 5.0%, Below Basic: 2.0%, Basic: 16.0%, Proficient: 39.0%, Advanced: 39.0%)
5.0%
2.0%
16.0%
39.0%
39.0%

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: 56, Needs Improvement - High Risk: 41.1%, Needs Improvement: 57.1%, Healthy Fitness Zone: 1.8%)
41.1%
57.1%
1.8%
Body Composition:
5th grade: (Students tested: 56, Needs Improvement - High Risk: 57.1%, Needs Improvement: 25.0%, Healthy Fitness Zone: 17.9%)
57.1%
25.0%
17.9%
Abdominal Strength:
5th grade: (Students tested: 56, Needs Improvement - High Risk: 60.7%, Needs Improvement: 39.3%, Healthy Fitness Zone: 0.0%)
60.7%
39.3%
Trunk Extension Strength:
5th grade: (Students tested: 56, Needs Improvement - High Risk: 83.9%, Needs Improvement: 16.1%, Healthy Fitness Zone: 0.0%)
83.9%
16.1%
Upper Body Strength:
5th grade: (Students tested: 56, Needs Improvement - High Risk: 69.6%, Needs Improvement: 30.4%, Healthy Fitness Zone: 0.0%)
69.6%
30.4%
Flexibility:
5th grade: (Students tested: 56, Needs Improvement - High Risk: 80.4%, Needs Improvement: 19.6%, Healthy Fitness Zone: 0.0%)
80.4%
19.6%

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).

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

All Grades:
Student Count: 69
Number of students who met CELDT criterion: 22

Students who met CELDT criterion:

32.0%
California:

34.0%
Kindergarten:
Student Count: 18
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

17.0%
California:

13.0%
Listening Mean Scale Score:

402.9
State:

364.6
Reading Mean Scale Score:

334.9
California:

276.6
Speaking Mean Scale Score:

403.8
State:

375.9
Writing Mean Scale Score:

353.4
State:

286.0
Grade 1:
Student Count: 19
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

63.0%
State:

44.0%
Listening Mean Scale Score:

463.2
California:

439.9
Reading Mean Scale Score:

443.7
State:

383.8
Speaking Mean Scale Score:

475.1
State:

446.4
Writing Mean Scale Score:

405.4
State:

386.5
Grade 2:
Student Count: 10
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

20.0%
State:

27.0%
Listening Mean Scale Score:

402.7
California:

477.2
Reading Mean Scale Score:

423.6
State:

440.5
Speaking Mean Scale Score:

442.0
California:

483.0
Writing Mean Scale Score:

401.8
California:

456.4
Grade 4:
Student Count: 5
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

80.0%
State:

37.0%
Listening Mean Scale Score:

589.0
California:

509.2
Reading Mean Scale Score:

488.4
California:

490.7
Speaking Mean Scale Score:

575.4
State:

515.2
Writing Mean Scale Score:

534.0
California:

502.2
Grade 5:
Student Count: 5
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

20.0%
State:

48.0%
Listening Mean Scale Score:

530.4
State:

533.7
Reading Mean Scale Score:

501.2
California:

514.0
Speaking Mean Scale Score:

523.8
California:

530.0
Writing Mean Scale Score:

500.4
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).

Melrose Avenue Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian98
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP98
  • With Disabilities100
  • Hispanic: 100% (tested 69 out of 69 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 98% (tested 37 out of 38 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 14 out of 14 enrolled)
  • White: 100% (tested 53 out of 53 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 112 out of 112 enrolled)
  • English Learners: 98% (tested 45 out of 46 enrolled)
  • Students with Disabilities: 100% (tested 20 out of 20 enrolled)

Math Participation Rate
Melrose Avenue Elementary School:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian98
  • Filipino100
  • Black100
  • White99
  • Multirace100
  • SED100
  • LEP98
  • With Disabilities100
  • Hispanic: 100% (tested 69 out of 69 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 98% (tested 37 out of 38 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 14 out of 14 enrolled)
  • White: 99% (tested 52 out of 53 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 112 out of 112 enrolled)
  • English Learners: 98% (tested 45 out of 46 enrolled)
  • Students with Disabilities: 100% (tested 20 out of 20 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: 2 (all male)
  • Black: 2

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

5.9
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: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
Melrose Avenue Elementary School:

8.9
California:

6.8
Students reported as harassed or bullied on the basis of sex: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)


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

  • Hispanic22
  • Asian7
  • Black4
  • White10
  • LEP13
  • IDEA13
Chronic Student Absenteeism: 43 (male: 20, female: 23)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

127.6
California:

172.7

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