Years Displayed

2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
2015-16
2016-17
2017-18
2018-19
2019-20
2020-21
2021-22
2022-23
2023-24
Student
Staff

Student

Demographics

Census Day Enrollment - Charter/Non-Charter

Literacy First Charter

CDS Code 37-10371-6119119

# %

Charter
Non-Charter

View Table Data

	2019-20	2020-21	2021-22	2022-23	2023-24
Charter	1,783 100 %	1,862 100 %	1,945 100 %	1,972 100 %	2,050 100 %
Non-Charter	0 0 %	0 0 %	0 0 %	0 0 %	0 0 %
Total	1,783	1,862	1,945	1,972	2,050

This graph displays the total enrollment at this school. Enrollment is measured by counting the number of students enrolled in school on a particular day in October. Tip: Use the menu above the graph to view the data by race/ethnicity, student group and school type. Enrollment is measured by counting the number of students enrolled in school on the first Wednesday in October, also known as Census Day. Prior to 2020-21, these counts did not include short-term enrollment.

Data collected by the California Department of Education (CDE) through the California Longitudinal Pupil Achievement Data System (CALPADS). Aggregate data files are provided by the CDE – Data Reporting Office at https://www.cde.ca.gov/ds/ad/filesenrcensus.asp. Note: Prior to 2023-24, counts of students in charter schools and traditional district schools were taken from the FRPM data file at https://www.cde.ca.gov/ds/ad/filessp.asp.

Cumulative Enrollment

Literacy First Charter

CDS Code 37-10371-6119119

View Table Data

	2019-20	2020-21	2021-22	2022-23	2023-24
All Students	1,808	1,858	1,991	2,055	2,132

This graph displays the cumulative enrollment for this school. Unlike the Census Day Enrollment data in the graph on the left, which are recorded in October of each school year, Cumulative Enrollment counts are collected at the end of the year and consist of the total number of unduplicated primary and short-term enrollments within the academic year. Cumulative enrollment is used to calculate rates for absenteeism, suspension and expulsion. NOTE: Because they are two separate data collections and intended for different purposes, Census Day Enrollment and Cumulative Enrollment cannot be used interchangeably.

Use the menus above the graph to view data by race/ethnicity, program subgroup or by whether the students attend traditional district schools or charter schools.

Data collected by the California Department of Education (CDE) through the California Longitudinal Pupil Achievement Data System (CALPADS). Cumulative enrollment counts can be found in the data files provided by the CDE Data Reporting Office at: https://www.cde.ca.gov/ds/ad/filesenrcum.asp

Unduplicated Pupil Count of Free/Reduced-Price Meals, English Learners, Homeless & Foster Youth

Literacy First Charter

CDS Code 37-10371-6119119

# %

View Table Data

	2019-20	2020-21	2021-22	2022-23	2023-24
FRPM/EL/FY Unduplicated Count	1,043 0 %	1,016 0 %	1,170 0 %	1,113 0 %	1,180 57.56 %
Total	1,043	1,016	1,170	1,113	1,180

Note: The percentages in this chart should not be confused with the "Unduplicated Pupil Percentage (UPP)" used for LCFF funding calculations.* This graph shows the students at this school who were English learners , foster youth , or eligible for free/reduced-price meals (FRPM) when Census-day enrollment counts were taken. Each student was counted only once. These counts include both primary and short-term enrollments; however, for years prior to 2020-21, short-term enrollments are not included in the overall enrollment data for this district. (short-term enrollment is a specific enrollment status restricted for use by Educational Options schools for enrollments 30 days or less.) *The total unduplicated count is a starting point for calculating supplemental and concentration grants under the Local Control Funding Formula (LCFF). For more detailed data on LCFF funding, including the official Unduplicated Pupil Percentage, please see the CDE's LCFF Summary Data page.

Free and Reduced-Price Meals

Literacy First Charter

CDS Code 37-10371-6119119

# %

View Table Data

	2019-20	2020-21	2021-22	2022-23	2023-24
Total	976 54.7 %	912 49 %	1,090 56 %	1,025 52 %	1,127 55 %

This graph displays the total count of students at this school who were eligible for free/reduced-price meals when enrollment counts were taken.
Note: These counts include both primary and short-term enrollments. Until 2020-21, students with a short-term enrollment status were not included in the overall enrollment data for this school.

English Learners

Literacy First Charter

CDS Code 37-10371-6119119

# %

View Table Data

	2019-20	2020-21	2021-22	2022-23	2023-24
Total	563 31.6 %	548 29.4 %	632 32.5 %	592 30 %	544 26.5 %

This graph displays the counts of students at this school who were classified as English learners when enrollment counts were taken. Use the # % button at the top of the graph to toggle between counts and percentages. (Note: In 2010-11, some 413 districts and independently reporting charters did not certify their EL data, resulting in an undercount of about 405,018 EL students statewide. In most cases, if a dip is seen in 2010-11, it is due to missing data, not a decrease in English learners.)

English Language Acquisition Status

Literacy First Charter

CDS Code 37-10371-6119119

# %

English Learner
Fluent English Proficient

View Table Data

	2019-20	2020-21	2021-22	2022-23	2023-24
English Learner	563 31.6 %	548 29.4 %	632 32.5 %	592 30 %	544 26.5 %
Fluent English Proficient	344 19.29 %	369 19.82 %	367 18.87 %	423 21.45 %	520 25.37 %

This graph displays English learner students in this school by their English language acquisition status.

State and federal law require that all students whose primary language is other than English be assessed for English language proficiency. Students who are identified English learners stay in that category until they achieve district-specified scores on state English language proficiency assessments and meet other academic criteria. At that point, the district labels the student as Redesignated Fluent English Proficient (RFEP)*.

The Fluent English Proficient (FEP) category includes both students who were redesignated as fluent English proficient in the prior year and students whose primary language is not English but who scored high enough on a state test of English proficiency to not be classified as an English learner. *For RFEP data please see the Redesignated Fluent English Proficient graph.

Redesignated Fluent English Proficient

Literacy First Charter

CDS Code 37-10371-6119119

# %

View Table Data

	2019-20	2020-21	2021-22	2022-23	2023-24
Redesignated FEP	64 12.17 %	62 11.01 %	N/A N/A	N/A N/A	N/A 0 %

(2021-22 and 2022-23 data pending.) This graph displays the students in California who were redesignated as Fluent English Proficient (RFEP) during the school year. Students are redesignated when they achieve district-specified scores on state English language proficiency assessments and meet other academic criteria. The RFEP percentage is calculated by dividing the number of English learners reclassified since the prior year's Census Day by the English learner counts from the prior year. Note: The annual RFEP shown here should not be confused with the RFEP collected during Census Day, which counts all the students enrolled who have ever been redesignated as fluent English proficient. The state has moved the reporting of annual RFEP to the end of year data collection and has not yet released the data for 2021-22 or 2022-23.

Languages of English Learners

Literacy First Charter

CDS Code 37-10371-6119119

# %

Arabic
Assyrian
Chaldean
Chaldean Neo-Aramaic (Chaldean)
Farsi (Persian)
Filipino (Pilipino or Tagalog)
Persian (Farsi)
Russian
Spanish
Spanish; Castilian
Syriac (Assyrian)
All Other

View Table Data

	2019-20	2020-21	2021-22	2022-23	2023-24
Arabic	144 8.1 %	130 7 %	162 8.3 %	146 7.4 %	139 6.8 %
Assyrian				5 0.3 %
Chaldean	272 15.3 %	269 14.4 %	312 16 %	311 15.8 %
Chaldean Neo-Aramaic (Chaldean)					298 14.5 %
Farsi (Persian)		2 0.1 %	7 0.4 %	14 0.7 %
Filipino (Pilipino or Tagalog)	3 0.2 %	3 0.2 %	4 0.2 %
Persian (Farsi)					16 0.8 %
Russian	2 0.1 %
Spanish	132 7.4 %	131 7 %	130 6.7 %	99 5 %
Spanish; Castilian					71 3.5 %
Syriac (Assyrian)					7 0.3 %
All Other	10 0.6 %	13 0.7 %	17 0.9 %	17 0.9 %	13 0.6 %
Total	563	548	632	592	544

A total of 2,310,311 students (English Learners and Fluent English Proficient) speak a language other than English in their homes. This number represents about 39.5 percent of the state's public school enrollment. This graph displays the number of students at this school who speak each of the top five non-English languages. The percentages in the graph refer to the percent of all students at the school who speak each language. The “All Other” category encompasses all languages spoken that are not included in a grade-by-grade list of the more than 65 languages reported by California schools. The list of all languages spoken is available on DataQuest. For more information, see https://www.cde.ca.gov/ds/ad/cefelfacts.asp.

Data collected by the California Department of Education (CDE) through the California Longitudinal Pupil Achievement Data System (CALPADS). Aggregate data files, including data on all languages of English learners, are provided by the CDE – Data Reporting Office at http://www.cde.ca.gov/ds/sd/sd/fileselsch.asp.

Foster Youth Count

Literacy First Charter

CDS Code 37-10371-6119119

View Table Data

	2019-20	2020-21	2021-22	2022-23	2023-24
Foster Youth Count	5	3	3	2	Redacted
Total	5	3	3	2	Redacted

This graph presents the count of students in this school who met the definition of foster youth when enrollment counts were taken. To protect student privacy, data are not displayed if there are 10 or fewer students so some schools may have no data in this graph.
Notes: 1) Foster youth counts include both primary and short-term enrollment. However, short-term enrollments are not included in the overall enrollment data for this school. 2) Foster youth counts for this graph come from the California Department of Education's Unduplicated Pupil Count file and may vary slightly from the counts in DataQuest. 3) The foster youth count in 2013-14 is based on a one-time match between the California Department of Social Services (CDSS) and CALPADS data; however, the match process in subsequent years is more robust and is based on more comprehensive data from CDSS.

Data collected by the California Department of Education (CDE) through the California Longitudinal Pupil Achievement Data System (CALPADS). The foster youth count on Ed-Data comes from the Unduplicated Pupil Count Source File: http://www.cde.ca.gov/ds/sd/sd/filescupc.asp.

Ethnic Diversity

Literacy First Charter

CDS Code 37-10371-6119119

View Table Data

	2019-20	2020-21	2021-22	2022-23	2023-24
Ethnic Diversity	56	56	55	54	54

This graph displays how much racial/ethnic diversity there is among the students enrolled at this school. The Ethnic Diversity Index reflects how evenly distributed these students are among the race/ethnicity categories. The more evenly distributed the student body, the higher the number. A school where all of the students are the same ethnicity would have an index of 0. To learn more, please visit: http://www.ed-data.org/article/Ethnic-Diversity-Index

Data collected by the California Department of Education (CDE) through the California Longitudinal Pupil Achievement Data System (CALPADS). Ethnic Diversity Index developed by Ed-Data.

Information

Related Websites

Key Attributes

Years Displayed

Student

Demographics

Charter

Non-Charter

English Learner

Fluent English Proficient

Arabic

Assyrian

Chaldean

Chaldean Neo-Aramaic (Chaldean)

Farsi (Persian)

Filipino (Pilipino or Tagalog)

Persian (Farsi)

Russian

Spanish

Spanish; Castilian

Syriac (Assyrian)

All Other

Performance

College and Career Readiness

Suspensions and Expulsions

Chronic Absenteeism

Staff

Demographics

{ CDS = 37-10371-6119119 }

{ CDS = 37-10371-6119119 }

About Ed-Data

Recently Viewed

Academic Performance Index (API)

Actual v. Funded ADA

Adequate Yearly Progress (AYP)

Adjusted Cohort Graduation Rate (ACGR)

Advanced Placement (AP)

AFDC (AFDC Report)

Alternative Schools

Alternative Schools Accountability Model (ASAM)

American Indian or Alaska Native

Asian

Authorizing LEA

Average Class Size

Average Daily Attendance (ADA)

AVID (Advancement Via Individual Determination)