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Myrtle Avenue Elementary School in Lamont, CA
(04-08 • 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 25
Address
 10421 Myrtle Ave.
Lamont, CA 93241
Telephone
(661) 845-2217
(make sure to verify first before calling)
City-data.com school rating
25
Students
512
Classroom Teachers (FTE)
19.5
National School Lunch
Program (NSLP) Status
Yes, under Provision 2
Free lunch eligible students
418
Reduced-price lunch
eligible students
59
School district
Lamont Elementary
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:
Mira Monte High (5.5 miles):

30
Myrtle Avenue Elementary School:

25
Fairfax Jr. High (5.7 miles):

18
Lamont Elementary (0.4 miles):

16
Mountain View Middle (1.5 miles):

15
Alicante Avenue Elementary (0.5 miles):

14
Nueva Continuation High (0.1 miles):

9
Vineland Elementary (2.6 miles):

7
Sunset (2.6 miles):

5
Myrtle Avenue Elementary School rating compared to average state, county and city schools ratings:
California:

46
Kern County:

32
Lamont:

16
Myrtle Avenue Elementary School:

25

Students & Teachers


Total enrollment:
Enrollment in 2016: 512
Enrollment in 2015: 472
Enrollment in 2014: 464
Enrollment in 2013: 467
Enrollment in 2012: 484
Enrollment in 2011: 474
Enrollment in 2010: 426
Enrollment in 2009: 422
Enrollment in 2008: 428
Enrollment in 2007: 435
Enrollment in 2006: 451
Enrollment in 2005: 479
Enrollment in 2004: 626
Enrollment in 2003: 633
Enrollment in 2002: 626
Enrollment in 2001: 612
Enrollment in 2000: 560
Enrollment in 1999: 554

Myrtle Avenue Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG04G05G06G07G08Total
All students17917015832512
Female students989379 - - 270
Male students81777932242
Asian students1 - - - - 1
Hispanic students17416615432499
Black students - - 1 - - 1
White students331 - - 7
Hawaiian Native/Pacific Islander students - - 1 - - 1
Two or More Races students111 - - 3

Enrollment by grade:
4th grade enrollment: 179
5th grade enrollment: 170
6th grade enrollment: 158
7th grade enrollment: 3
8th grade enrollment: 2

Myrtle Avenue Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 270 (52.7%)
Myrtle Avenue Elementary School:

52.7%
State:

49.4%
Male enrollment: 242 (47.3%)
Myrtle Avenue Elementary School:

47.3%
State:

49.6%

Myrtle Avenue Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 1 (0.2%)
Myrtle Avenue Elementary School:

0.2%
State:

9.4%
Hispanic enrollment: 499 (97.5%)
Here:

97.5%
California:

46.0%
Black enrollment: 1 (0.2%)
School:

0.2%
California:

6.1%
White enrollment: 7 (1.4%)
School:

1.4%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
Myrtle Avenue Elementary School:

0.2%
State:

0.6%
Two or More Races enrollment: 3 (0.6%)
Myrtle Avenue Elementary School:

0.6%
California:

4.5%

Myrtle Avenue Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 477 (93.2%)
School:

93.2%
California:

61.2%
Free lunch eligible students: 418 (81.6%)
School:

81.6%
State:

52.8%
Reduced-price lunch eligible students: 59 (11.5%)
School:

11.5%
California:

8.6%

Myrtle Avenue Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 19.5

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Myrtle Avenue Elementary School:

26.3
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $917,618
  • Full-time Equivalency Count of Teachers: 9 (Salary Expenditures: $448,877)
  • Full-time Equivalency Count of Instructional Aides: 2.1 (Salary Expenditures: $40,580)
  • Full-time Equivalency Count of Support Services Staff: 6.8 (Salary Expenditures: $221,296)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $115,833)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $171,371
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,308,696
  • Salary Expenditures for Teachers: $448,877
  • Full-time Equivalency Count of Instructional Aides: 2.1 (Salary Expenditures: $258,591)
  • Full-time Equivalency Count of Support Services Staff: 6.8 (Salary Expenditures: $315,847)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $115,833)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $217,723

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 285 (male: 136, female: 149)
  • Hispanic: 283 (male: 134, female: 149)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 58 (male: 41, female: 17)

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: 56 (male: 40, female: 16)
  • Hispanic: 56 (male: 40, female: 16)
  • Limited English Proficiency (LEP): 56 (male: 40, female: 16)

Retention:
Show data for

(State average from 507 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 4th grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 4th grade students retained
Myrtle Avenue Elementary School:

1.1%
California:

2.6%

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: 57 (male: 29, female: 28)
  • Hispanic: 55 (male: 29, female: 26)
  • White: 2 (all female)

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

111.3
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

  • All36%
  • Males33%
  • Females39%
  • Hispanic36%
ELA students tested: 498
ELA students with scores: 498

Percentage Standard Met and Above:

36%
State:

49%

Standard Not Met: 41.0%
Standard Nearly Met: 22.7%
Standard Met: 27.1%
Standard Exceeded: 9.2%

All Grades:
41.0%
22.7%
27.1%
9.2%
4th Grade: (Mean Scale Score: 2420.7, Students tested: 150, Standard Not Met: 48.0%, Nearly Met: 25.3%, Met: 18.0%, Exceeded: 8.7%)
48.0%
25.3%
18.0%
8.7%
5th Grade: (Mean Scale Score: 2453.8, Students tested: 183, Standard Not Met: 47.5%, Nearly Met: 22.4%, Met: 20.8%, Exceeded: 9.3%)
47.5%
22.4%
20.8%
9.3%
6th Grade: (Mean Scale Score: 2513.9, Students tested: 165, Standard Not Met: 27.3%, Nearly Met: 20.6%, Met: 42.4%, Exceeded: 9.7%)
27.3%
20.6%
42.4%
9.7%

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

    Math Standard Met and Above

  • All26%
  • Males28%
  • Females24%
  • Hispanic26%
Math students tested: 502
Math students with scores: 496

Percentage Standard Met and Above:

26%
California:

38%

Standard Not Met: 44.0%
Standard Nearly Met: 30.2%
Standard Met: 17.7%
Standard Exceeded: 8.1%

All Grades:
44.0%
30.2%
17.7%
8.1%
4th Grade: (Mean Scale Score: 2434.4, Students tested: 152, Standard Not Met: 34.9%, Nearly Met: 43.6%, Met: 16.1%, Exceeded: 5.4%)
34.9%
43.6%
16.1%
5.4%
5th Grade: (Mean Scale Score: 2448.3, Students tested: 184, Standard Not Met: 61.3%, Nearly Met: 19.9%, Met: 10.5%, Exceeded: 8.3%)
61.3%
19.9%
10.5%
8.3%
6th Grade: (Mean Scale Score: 2499.1, Students tested: 166, Standard Not Met: 33.1%, Nearly Met: 29.5%, Met: 27.1%, Exceeded: 10.2%)
33.1%
29.5%
27.1%
10.2%

Myrtle Avenue 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: 13
ELA students with scores: 13

Percentage Level 3:

0%
California:

15%

Level 1: 38.5% The student showed limited understanding of core concepts.
Level 2: 61.5% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
38.5%
61.5%
Math students tested: 13
Math students with scores: 13

Percentage Level 3:

15%
State:

6%

Level 1: 38.5% The student showed limited understanding of core concepts.
Level 2: 46.1% The student showed foundational understanding of core concepts.
Level 3: 15.4% The student showed understanding of core concepts.

All Grades:
38.5%
46.1%
15.4%

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: 162
CST Science students with scores: 162

Percentage At Or Above Proficient:

28%
State:

54%

Percentage Far Below Basic: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 15.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 40.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 27.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 1.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 319.6, Students tested: 162, Far Below Basic: 17.0%, Below Basic: 15.0%, Basic: 40.0%, Proficient: 27.0%, Advanced: 1.0%)
17.0%
15.0%
40.0%
27.0%
1.0%

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: 185, Needs Improvement - High Risk: 47.0%, Needs Improvement: 37.3%, Healthy Fitness Zone: 15.7%)
47.0%
37.3%
15.7%
Body Composition:
5th grade: (Students tested: 185, Needs Improvement - High Risk: 28.1%, Needs Improvement: 40.0%, Healthy Fitness Zone: 31.9%)
28.1%
40.0%
31.9%
Abdominal Strength:
5th grade: (Students tested: 185, Needs Improvement - High Risk: 80.0%, Needs Improvement: 20.0%, Healthy Fitness Zone: 0.0%)
80.0%
20.0%
Trunk Extension Strength:
5th grade: (Students tested: 185, Needs Improvement - High Risk: 75.7%, Needs Improvement: 24.3%, Healthy Fitness Zone: 0.0%)
75.7%
24.3%
Upper Body Strength:
5th grade: (Students tested: 185, Needs Improvement - High Risk: 58.9%, Needs Improvement: 41.1%, Healthy Fitness Zone: 0.0%)
58.9%
41.1%
Flexibility:
5th grade: (Students tested: 185, Needs Improvement - High Risk: 71.9%, Needs Improvement: 28.1%, Healthy Fitness Zone: 0.0%)
71.9%
28.1%

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).

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

All Grades:
Student Count: 229
Number of students who met CELDT criterion: 95

Students who met CELDT criterion:

41.0%
California:

34.0%
Grade 4:
Student Count: 91
Number of students who met CELDT criterion: 28

Students who met CELDT criterion:

31.0%
California:

37.0%
Listening Mean Scale Score:

514.1
California:

509.2
Reading Mean Scale Score:

493.0
State:

490.7
Speaking Mean Scale Score:

513.1
State:

515.2
Writing Mean Scale Score:

508.8
California:

502.2
Grade 5:
Student Count: 81
Number of students who met CELDT criterion: 45

Students who met CELDT criterion:

56.0%
California:

48.0%
Listening Mean Scale Score:

556.2
State:

533.7
Reading Mean Scale Score:

524.0
State:

514.0
Speaking Mean Scale Score:

545.3
California:

530.0
Writing Mean Scale Score:

526.0
State:

519.1
Grade 6:
Student Count: 54
Number of students who met CELDT criterion: 22

Students who met CELDT criterion:

41.0%
State:

39.0%
Listening Mean Scale Score:

547.3
California:

532.4
Reading Mean Scale Score:

519.3
State:

518.5
Speaking Mean Scale Score:

527.5
State:

518.5
Writing Mean Scale Score:

520.9
State:

522.0

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).

Myrtle Avenue Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Myrtle Avenue Elementary School:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian100
  • Native Hawaiian100
  • Black100
  • White86
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 486 out of 486 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 86% (tested 6 out of 7 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 472 out of 472 enrolled)
  • English Learners: 100% (tested 382 out of 382 enrolled)
  • Students with Disabilities: 100% (tested 57 out of 57 enrolled)

Math Participation Rate
Here:

97.0%
California:

96.1%

    Math Participation Rate

  • Hispanic97
  • Asian100
  • Native Hawaiian100
  • Black100
  • White72
  • Multirace100
  • SED97
  • LEP97
  • With Disabilities74
  • Hispanic: 97% (tested 475 out of 488 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 72% (tested 5 out of 7 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 461 out of 474 enrolled)
  • English Learners: 97% (tested 374 out of 384 enrolled)
  • Students with Disabilities: 74% (tested 42 out of 57 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

  • Hispanic25
  • Asian2
  • White2
  • LEP10
  • IDEA2
Chronic Student Absenteeism: 29 (male: 16, female: 13)
  • Hispanic: 25 (male: 14, female: 11)
  • Asian: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Chronic Student Absenteeism per 1,000 students
Myrtle Avenue Elementary School:

56.6
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: 60 (male: 52, female: 8)
  • Hispanic: 60 (male: 52, female: 8)
  • Limited English Proficiency (LEP): 34 (male: 26, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 2, female: 8)
Instances of out-of-school suspension (Students without disabilities): 31

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

60.5
State:

84.8
Students without disabilities receiving one or more in-school suspension: 22 (male: 17, female: 5)
  • Hispanic: 22 (male: 17, female: 5)
  • Limited English Proficiency (LEP): 16 (male: 14, female: 2)
Students without disabilities receiving only one out-of-school suspension: 19 (male: 14, female: 5)
  • Hispanic: 19 (male: 14, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 2

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

3.9
State:

28.1
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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