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Twenty-Eighth 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 14
Address
 2807 Stanford Ave.
Los Angeles, CA 90011
Telephone
(323) 232-3496
(make sure to verify first before calling)
City-data.com school rating
14
Students
764
Classroom Teachers (FTE)
30.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
684
Reduced-price lunch
eligible students
40
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:
Synergy Charter Academy (0.5 miles):

70
Center for Advanced Learning (0.6 miles):

45
The Education Corps (0.6 miles):

32
Dolores Huerta Elementary (0.4 miles):

31
Quincy Jones Elementary (0.5 miles):

28
Early College Academy-LA Trade Tech College (0.6 miles):

19
Frida Kahlo High (0.7 miles):

19
Twenty-Eighth Street Elementary School:

14
College Bridge Academy (0.6 miles):

7
Twenty-Eighth Street Elementary School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
Twenty-Eighth Street Elementary:

14

Students & Teachers


Total enrollment:
Enrollment in 2016: 764
Enrollment in 2015: 764
Enrollment in 2014: 803
Enrollment in 2013: 819
Enrollment in 2012: 797
Enrollment in 2011: 767
Enrollment in 2010: 1,317
Enrollment in 2009: 1,351
Enrollment in 2008: 1,396
Enrollment in 2007: 1,519
Enrollment in 2006: 1,605
Enrollment in 2005: 1,834
Enrollment in 2004: 2,033
Enrollment in 2003: 2,070
Enrollment in 2002: 2,068
Enrollment in 2001: 1,991
Enrollment in 2000: 1,926
Enrollment in 1999: 1,837

Twenty-Eighth Street Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students143106129130141115764
Female students865457676957390
Male students575272637258374
American Indian/Alaska Native students - - - 11 - 2
Hispanic students13696126120137114729
Black students44272 - 19
White students33 - 1119
Two or More Races students - 311 - - 5

Enrollment by grade:
Kindergarten enrollment: 143
1st grade enrollment: 106
2nd grade enrollment: 129
3rd grade enrollment: 130
4th grade enrollment: 141
5th grade enrollment: 115

Twenty-Eighth Street Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 390 (51.0%)
Here:

51.0%
California:

49.4%
Male enrollment: 374 (49.0%)
Here:

49.0%
State:

49.6%

Twenty-Eighth 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-Eighth Street Elementary School:

0.3%
State:

1.0%
Hispanic enrollment: 729 (95.4%)
Here:

95.4%
California:

46.0%
Black enrollment: 19 (2.5%)
Twenty-Eighth Street Elementary School:

2.5%
State:

6.1%
White enrollment: 9 (1.2%)
Twenty-Eighth Street Elementary School:

1.2%
State:

28.3%
Two or More Races enrollment: 5 (0.7%)
Here:

0.7%
State:

4.5%

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


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 724 (94.8%)
Twenty-Eighth Street Elementary School:

94.8%
State:

61.2%
Free lunch eligible students: 684 (89.5%)
School:

89.5%
State:

52.8%
Reduced-price lunch eligible students: 40 (5.2%)
Here:

5.2%
California:

8.6%

Twenty-Eighth Street Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 30

Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 1
Number of FTE nurses: 2
Number of FTE psychologists: 4
Number of FTE social workers: 2

Student/Teacher Ratio
Here:

25.5
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,021,689
  • Full-time Equivalency Count of Teachers: 30.1 (Salary Expenditures: $2,457,835)
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $100,761)
  • Full-time Equivalency Count of Support Services Staff: 1.4 (Salary Expenditures: $209,781)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $253,312)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $245,321
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,900,961
  • Salary Expenditures for Teachers: $2,865,163
  • Full-time Equivalency Count of Instructional Aides: 11.3 (Salary Expenditures: $215,397)
  • Full-time Equivalency Count of Support Services Staff: 3.3 (Salary Expenditures: $523,169)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $297,232)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $305,421

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic478
  • American Indian2
  • White7
  • IDEA49
Students Enrolled in LEP Programs: 487 (male: 244, female: 243)
  • Hispanic: 478 (male: 239, female: 239)
  • American Indian / Alaska Native: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 35, female: 14)

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: 71 (male: 52, female: 19)
  • Hispanic: 71 (male: 52, female: 19)
  • Limited English Proficiency (LEP): 53 (male: 37, female: 16)
Students with disabilities served under Section 504: 2 (all female)
  • Hispanic: 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: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
Twenty-Eighth Street Elementary School:

1.9%
California:

4.8%

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: 52 (male: 26, female: 26)
  • Hispanic: 52 (male: 26, female: 26)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Twenty-Eighth Street Elementary School:

68.1
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

  • All18%
  • Males13%
  • Females25%
  • Hispanic18%
ELA students tested: 385
ELA students with scores: 385

Percentage Standard Met and Above:

18%
California:

49%

Standard Not Met: 64.9%
Standard Nearly Met: 16.6%
Standard Met: 13.0%
Standard Exceeded: 5.5%

All Grades:
64.9%
16.6%
13.0%
5.5%
3rd Grade: (Mean Scale Score: 2336.5, Students tested: 125, Standard Not Met: 68.8%, Nearly Met: 18.4%, Met: 4.8%, Exceeded: 8.0%)
68.8%
18.4%
4.8%
8.0%
4th Grade: (Mean Scale Score: 2374.8, Students tested: 129, Standard Not Met: 71.3%, Nearly Met: 12.4%, Met: 11.6%, Exceeded: 4.7%)
71.3%
12.4%
11.6%
4.7%
5th Grade: (Mean Scale Score: 2435.1, Students tested: 131, Standard Not Met: 55.0%, Nearly Met: 19.1%, Met: 22.1%, Exceeded: 3.8%)
55.0%
19.1%
22.1%
3.8%

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

    Math Standard Met and Above

  • All22%
  • Males22%
  • Females22%
  • Hispanic23%
Math students tested: 390
Math students with scores: 390

Percentage Standard Met and Above:

22%
State:

38%

Standard Not Met: 49.5%
Standard Nearly Met: 28.5%
Standard Met: 15.1%
Standard Exceeded: 6.9%

All Grades:
49.5%
28.5%
15.1%
6.9%
3rd Grade: (Mean Scale Score: 2389.6, Students tested: 127, Standard Not Met: 47.2%, Nearly Met: 26.0%, Met: 18.9%, Exceeded: 7.9%)
47.2%
26.0%
18.9%
7.9%
4th Grade: (Mean Scale Score: 2405.3, Students tested: 129, Standard Not Met: 51.9%, Nearly Met: 30.2%, Met: 15.5%, Exceeded: 2.3%)
51.9%
30.2%
15.5%
2.3%
5th Grade: (Mean Scale Score: 2453.7, Students tested: 134, Standard Not Met: 49.3%, Nearly Met: 29.1%, Met: 11.2%, Exceeded: 10.4%)
49.3%
29.1%
11.2%
10.4%

Twenty-Eighth Street 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.

Standards-based Tests in Spanish (STS) - The STS consists of multiple-choice tests in Spanish that assess RLA in grades two through eleven. Local education agencies had the option of administering the STS for RLA to the Spanish-speaking English learners (ELs) in grades two through eleven who either were receiving instruction in Spanish or had been enrolled in school in the United States for less than 12 months when testing began.

STS Reading-Language Arts students tested: 27
STS Reading-Language Arts students with scores: 27

Percentage At Or Above Proficient:

15%
California:

21%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 22.2% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 63.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 3.7% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 11.1% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 320.6, Students tested: 27, Far Below Basic: 0.0%, Below Basic: 22.2%, Basic: 63.0%, Proficient: 3.7%, Advanced: 11.1%)
22.2%
63.0%
3.7%
11.1%
STS Reading-Language Arts students tested: 29
STS Reading-Language Arts students with scores: 29

Percentage At Or Above Proficient:

24%
State:

21%

Percentage Far Below Basic: 6.9% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 41.4% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 27.6% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 17.2% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 6.9% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

3rd Grade: (Mean Scale Score: 306.2, Students tested: 29, Far Below Basic: 6.9%, Below Basic: 41.4%, Basic: 27.6%, Proficient: 17.2%, Advanced: 6.9%)
6.9%
41.4%
27.6%
17.2%
6.9%

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: 134, Needs Improvement - High Risk: 47.8%, Needs Improvement: 45.5%, Healthy Fitness Zone: 6.7%)
47.8%
45.5%
6.7%
Body Composition:
5th grade: (Students tested: 134, Needs Improvement - High Risk: 48.5%, Needs Improvement: 25.4%, Healthy Fitness Zone: 26.1%)
48.5%
25.4%
26.1%
Abdominal Strength:
5th grade: (Students tested: 134, Needs Improvement - High Risk: 67.2%, Needs Improvement: 32.8%, Healthy Fitness Zone: 0.0%)
67.2%
32.8%
Trunk Extension Strength:
5th grade: (Students tested: 134, Needs Improvement - High Risk: 99.3%, Needs Improvement: 0.7%, Healthy Fitness Zone: 0.0%)
99.3%
0.7%
Upper Body Strength:
5th grade: (Students tested: 134, Needs Improvement - High Risk: 50.7%, Needs Improvement: 49.3%, Healthy Fitness Zone: 0.0%)
50.7%
49.3%
Flexibility:
5th grade: (Students tested: 134, Needs Improvement - High Risk: 77.6%, Needs Improvement: 22.4%, Healthy Fitness Zone: 0.0%)
77.6%
22.4%

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

All Grades:
Student Count: 498
Number of students who met CELDT criterion: 123

Students who met CELDT criterion:

25.0%
California:

34.0%
Kindergarten:
Student Count: 121
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

2.0%
California:

13.0%
Listening Mean Scale Score:

329.8
California:

364.6
Reading Mean Scale Score:

261.8
California:

276.6
Speaking Mean Scale Score:

353.1
State:

375.9
Writing Mean Scale Score:

279.5
State:

286.0
Grade 1:
Student Count: 85
Number of students who met CELDT criterion: 44

Students who met CELDT criterion:

52.0%
State:

44.0%
Listening Mean Scale Score:

448.6
State:

439.9
Reading Mean Scale Score:

409.6
California:

383.8
Speaking Mean Scale Score:

470.3
State:

446.4
Writing Mean Scale Score:

415.6
State:

386.5
Grade 2:
Student Count: 68
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

16.0%
State:

27.0%
Listening Mean Scale Score:

471.5
State:

477.2
Reading Mean Scale Score:

426.1
State:

440.5
Speaking Mean Scale Score:

493.8
California:

483.0
Writing Mean Scale Score:

455.7
California:

456.4
Grade 3:
Student Count: 80
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

13.0%
California:

26.0%
Listening Mean Scale Score:

440.1
California:

475.9
Reading Mean Scale Score:

421.6
California:

459.6
Speaking Mean Scale Score:

505.0
State:

491.7
Writing Mean Scale Score:

456.6
State:

478.6
Grade 4:
Student Count: 76
Number of students who met CELDT criterion: 24

Students who met CELDT criterion:

32.0%
State:

37.0%
Listening Mean Scale Score:

482.3
State:

509.2
Reading Mean Scale Score:

479.3
California:

490.7
Speaking Mean Scale Score:

564.5
California:

515.2
Writing Mean Scale Score:

497.9
State:

502.2
Grade 5:
Student Count: 68
Number of students who met CELDT criterion: 32

Students who met CELDT criterion:

47.0%
State:

48.0%
Listening Mean Scale Score:

512.0
California:

533.7
Reading Mean Scale Score:

488.9
California:

514.0
Speaking Mean Scale Score:

582.2
State:

530.0
Writing Mean Scale Score:

508.9
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).

Twenty-Eighth Street Elementary School - Adequate Yearly Progress status


ELA Participation Rate
School:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 365 out of 365 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 8 out of 8 enrolled)
  • White: 100% (tested 3 out of 3 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 363 out of 363 enrolled)
  • English Learners: 100% (tested 305 out of 305 enrolled)
  • Students with Disabilities: 100% (tested 49 out of 49 enrolled)

Math Participation Rate
Twenty-Eighth Street Elementary School:

100.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 365 out of 365 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 8 out of 8 enrolled)
  • White: 100% (tested 3 out of 3 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 363 out of 363 enrolled)
  • English Learners: 100% (tested 305 out of 305 enrolled)
  • Students with Disabilities: 100% (tested 49 out of 49 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: 10 (all male)
  • Hispanic: 8
  • Black: 2

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

13.1
California:

21.3
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

2.6
California:

7.2

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: 7
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

9.2
California:

6.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic7
  • Multirace2
  • LEP4
  • IDEA2
Students reported as harassed or bullied on the basis of sex: 9 (male: 4, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)


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

  • Hispanic64
  • Black7
  • LEP40
  • IDEA10
Chronic Student Absenteeism: 71 (male: 28, female: 43)
  • Hispanic: 64 (male: 23, female: 41)
  • Black: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 40 (male: 14, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

92.9
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
Twenty-Eighth Street Elementary School:

2.6
State:

11.7

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