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    Seattle Public Schools District Data Profile - Enrollment

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    Welcome

    The Demographics section of Seattle Public Schools' District Data Profile provides information for:

    • Baseline data for school-based planning and program monitoring
    • Research and grant proposal writing
    • Identifying disproportionality and other District issues
    • Transparency & public awareness

    Seattle Public Schools gathers and reports data by race and ethnicity categories as mandated by the Federal government and the Washington State Office of Superintendent of Public Instruction (OSPI). All students with valid data are included in this report. This report is descriptive in nature and does not include extensive analyses required for statistically supported conclusions about program effects, subgroup differences, or yearly changes.

    Please send questions or comments to BusinessIntelligenceTeam@seattleschools.org.

    This report includes: students enrolled in 12 regular high schools, 12 regular middle schools, 10 K-8 schools, 62 elementary schools, and 15 self-contained service schools (including special education programs).

    Enrollment

    This section summarizes the number and percentage of students enrolled in the District by grade level (Elementary K-5, Middle School 6-8 and High School 9-12) and additionally in more detail by race/ethnicity and gender. The enrollment figures used in this report are head counts of all students in grades Kindergarten to 12 enrolled on the first enrollment day in October of each year.

    These data are reported to the Office of the Superintendent of Public Instruction (OSPI) in the P223 Basic Enrollment Report used for basic apportionment funding. The October 1 enrollment count has traditionally served as the District enrollment baseline. By October 1, most students have arrived at school and student transfers between schools have stabilized. Yearly enrollment projections, used for staffing and funding, are also based in part on the October 1 count. Head Start and Preschool students are not counted here. Running Start students, part-time students and half-day kindergarten students are counted the same as other students.

    October Enrollment by Grade

    October Enrollment by Grade
    Enrollment Grade Level October Year % of Total October Enrollment October Enrollment
    K-5 2014 53% 27,526
    K-5 2015 53% 27,789
    K-5 2016 52% 27,846
    K-5 2017 52% 27,813
    6-8 2014 20% 10,676
    6-8 2015 21% 10,803
    6-8 2016 21% 11,277
    6-8 2017 21% 11,311
    9-12 2014 27% 14,039
    9-12 2015 27% 14,079
    9-12 2016 27% 14,416
    9-12 2017 27% 14,818

    October Enrollment by Race/Ethnicity

    October Enrollment by Race/Ethnicity
    Ethnicity October Year % of Total October Enrollment October Enrollment
    African Amer. 2014 16% 8,565
    African Amer. 2015 16% 8,250
    African Amer. 2016 15% 8,240
    African Amer. 2017 15% 8,079
    Asian 2014 16% 8,309
    Asian 2015 15% 7,994
    Asian 2016 15% 7,818
    Asian 2017 14% 7,574
    Hispanic 2014 12% 6,515
    Hispanic 2015 12% 6,455
    Hispanic 2016 12% 6,530
    Hispanic 2017 12% 6,493
    Multiracial 2014 8% 4,382
    Multiracial 2015 9% 4,851
    Multiracial 2016 10% 5,388
    Multiracial 2017 11% 5,777
    Native Amer. 2014 1% 383
    Native Amer. 2015 1% 338
    Native Amer. 2016 1% 342
    Native Amer. 2017 1% 299
    Pacific Isl. 2014 0% 249
    Pacific Isl. 2015 0% 250
    Pacific Isl. 2016 0% 209
    Pacific Isl. 2017 0% 246
    White 2014 46% 23,838
    White 2015 47% 24,533
    White 2016 47% 25,012
    White 2017 47% 25,474

    October Enrollment by Race/Ethnicity and Gender

    October Enrollment By Race/Ethnicity and Gender
    Ethnicity Gender October Year % of Total October Enrollment October Enrollment
    African Amer. Female 2014 8% 4,229
    African Amer. Female 2015 8% 4,052
    African Amer. Female 2016 8% 4,045
    African Amer. Female 2017 7% 3,938
    African Amer. Male 2014 8% 4,336
    African Amer. Male 2015 8% 4,198
    African Amer. Male 2016 8% 4,195
    African Amer. Male 2017 8% 4,141
    Asian Female 2014 8% 4,142
    Asian Female 2015 8% 3,995
    Asian Female 2016 7% 3,930
    Asian Female 2017 7% 3,768
    Asian Male 2014 8% 4,167
    Asian Male 2015 8% 3,999
    Asian Male 2016 7% 3,888
    Asian Male 2017 7% 3,806
    Hispanic Female 2014 6% 3,115
    Hispanic Female 2015 6% 3,061
    Hispanic Female 2016 6% 3,051
    Hispanic Female 2017 6% 3,060
    Hispanic Male 2014 7% 3,400
    Hispanic Male 2015 6% 3,394
    Hispanic Male 2016 6% 3,479
    Hispanic Male 2017 6% 3,433
    Multiracial Female 2014 4% 2,206
    Multiracial Female 2015 5% 2,443
    Multiracial Female 2016 5% 2,694
    Multiracial Female 2017 5% 2,906
    Multiracial Male 2014 4% 2,176
    Multiracial Male 2015 5% 2,408
    Multiracial Male 2016 5% 2,694
    Multiracial Male 2017 5% 2,871
    Native Amer. Female 2014 0% 190
    Native Amer. Female 2015 0% 163
    Native Amer. Female 2016 0% 159
    Native Amer. Female 2017 0% 130
    Native Amer. Male 2014 0% 193
    Native Amer. Male 2015 0% 175
    Native Amer. Male 2016 0% 183
    Native Amer. Male 2017 0% 169
    Pacific Isl. Female 2014 0% 113
    Pacific Isl. Female 2015 0% 117
    Pacific Isl. Female 2016 0% 108
    Pacific Isl. Female 2017 0% 117
    Pacific Isl. Male 2014 0% 136
    Pacific Isl. Male 2015 0% 133
    Pacific Isl. Male 2016 0% 101
    Pacific Isl. Male 2017 0% 129
    White Female 2014 22% 11,465
    White Female 2015 22% 11,849
    White Female 2016 23% 12,131
    White Female 2017 23% 12,358
    White Male 2014 24% 12,373
    White Male 2015 24% 12,684
    White Male 2016 24% 12,881
    White Male 2017 24% 13,116

    Special Education

    The Special Education office gathers and maintains Special Education data. When a student is referred to Special Education, a record is created indicating that this student has needs that are a focus of concern. After assessment, if the student is found to be eligible for Special Education services, the Special Education staff develops an Individual Educational Plan (IEP) for the student. This plan forms the basis for most Special Education data collection. The disability codes and data from the IEP are entered into the system, which is updated continuously as students’ progress through Special Education programs and are reassessed. Special Education enrollment counts are reported monthly to OSPI (the P223H), but unlike the P223 Basic Enrollment report, these data includes preschool students with special needs.

    The data summarized in this section are based on June 1 Special Education enrollment counts from Preschool through 12th grade. The overall enrollment figures used to determine percentages are also taken from June data files, and differ from the October enrollment used for other purposes in that Preschool students enrolled in the District are included in the data.

    Overall, 14.8 percent of the PK-12 students in the District were enrolled in Special Education in June 2018. Within race/ethnic groups, Special Education students range from 27.3% of all Native American students (a slight drop from the previous year) to 9.8% of all Asian/Pacific Islander students (a slight increase from the previous year). According to the trend data across the major categories, and continuing what was reported in previous District Data Profiles, Native American and Hispanic students have the highest rates of eligibility for Special Education programs. Asian, White, and Multiracial students continue to show lower rates of eligibility.

    June Special Education Enrollment by Race/Ethnicity

    June Special Education Enrollment by Race/Ethnicity
    Grade Level June Year Special Education Percent Special Education Enrollment
    PK-5 2014 15% 4,256
    PK-5 2015 15% 4,206
    PK-5 2016 15% 4,302
    PK-5 2017 16% 4,587
    6-8 2014 14% 1,402
    6-8 2015 13% 1,368
    6-8 2016 12% 1,316
    6-8 2017 13% 1,496
    9-12 2014 13% 1,692
    9-12 2015 12% 1,619
    9-12 2016 12% 1,653
    9-12 2017 13% 1,812

    June Special Education Enrollment by Grade

    June Special Education Enrollment by Grade
    Ethnicity June Year Special Education Percent Special Education Enrollment
    African Amer. 2014 18% 1,605
    African Amer. 2015 17% 1,476
    African Amer. 2016 16% 1,394
    African Amer. 2017 18% 1,527
    Asian 2014 9% 802
    Asian 2015 9% 746
    Asian 2016 9% 721
    Asian 2017 10% 766
    Hispanic 2014 18% 1,226
    Hispanic 2015 18% 1,213
    Hispanic 2016 19% 1,246
    Hispanic 2017 19% 1,321
    Multiracial 2014 13% 525
    Multiracial 2015 13% 575
    Multiracial 2016 13% 640
    Multiracial 2017 13% 729
    Native Amer. 2014 30% 122
    Native Amer. 2015 30% 114
    Native Amer. 2016 31% 109
    Native Amer. 2017 31% 101
    Pacific Isl. 2014 13% 37
    Pacific Isl. 2015 11% 29
    Pacific Isl. 2016 10% 22
    Pacific Isl. 2017 15% 33
    White 2014 13% 3,033
    White 2015 13% 3,040
    White 2016 13% 3,139
    White 2017 13% 3,418

    June Special Education Enrollment by Race/Ethnicity and Gender

    June Special Education Enrollment By Race/Ethnicity and Gender
    Ethnicity Gender June Year Special Education Percent Special Education Enrollment
    African Amer. Female 2014 12% 541
    African Amer. Female 2015 12% 513
    African Amer. Female 2016 12% 496
    African Amer. Female 2017 12% 522
    African Amer. Male 2014 23% 1,064
    African Amer. Male 2015 21% 963
    African Amer. Male 2016 21% 898
    African Amer. Male 2017 22% 1,005
    Asian Female 2014 6% 272
    Asian Female 2015 6% 250
    Asian Female 2016 6% 231
    Asian Female 2017 6% 247
    Asian Male 2014 12% 530
    Asian Male 2015 12% 496
    Asian Male 2016 12% 490
    Asian Male 2017 13% 519
    Hispanic Female 2014 14% 439
    Hispanic Female 2015 13% 419
    Hispanic Female 2016 13% 419
    Hispanic Female 2017 14% 453
    Hispanic Male 2014 23% 787
    Hispanic Male 2015 23% 794
    Hispanic Male 2016 23% 827
    Hispanic Male 2017 24% 868
    Multiracial Female 2014 9% 184
    Multiracial Female 2015 9% 205
    Multiracial Female 2016 9% 232
    Multiracial Female 2017 10% 270
    Multiracial Male 2014 18% 341
    Multiracial Male 2015 16% 370
    Multiracial Male 2016 16% 408
    Multiracial Male 2017 16% 459
    Native Amer. Female 2014 22% 41
    Native Amer. Female 2015 21% 39
    Native Amer. Female 2016 20% 33
    Native Amer. Female 2017 22% 32
    Native Amer. Male 2014 38% 81
    Native Amer. Male 2015 39% 75
    Native Amer. Male 2016 40% 76
    Native Amer. Male 2017 38% 69
    Pacific Isl. Female 2014 9% 12
    Pacific Isl. Female 2015 8% 9
    Pacific Isl. Female 2016 7% 8
    Pacific Isl. Female 2017 9% 9
    Pacific Isl. Male 2014 16% 25
    Pacific Isl. Male 2015 14% 20
    Pacific Isl. Male 2016 12% 14
    Pacific Isl. Male 2017 21% 24
    White Female 2014 8% 940
    White Female 2015 8% 947
    White Female 2016 8% 964
    White Female 2017 9% 1,043
    White Male 2014 17% 2,093
    White Male 2015 17% 2,093
    White Male 2016 17% 2,175
    White Male 2017 18% 2,375

    Bilingual

    During registration for Seattle Public Schools, each student's primary and home languages are determined, and an assessment of the student's English fluency compared to their primary language is conducted. When a parent indicates that the student understands or speaks the primary language more fluently than or equally fluent to the English language, the student is tested to determine English fluency. The Bilingual Education Office maintains these data to help determine whether students with limited English proficiency are then eligible to receive bilingual services. These eligibility data are updated annually with information obtained through standardized test results administered each Spring to each student eligible for bilingual services, regardless of whether or not the student has been receiving bilingual services. The information presented here is taken from June 1 instead of October 1 because bilingual enrollment typically increases over the school year, unlike overall enrollment, which tends to decrease over the school year.

    The majority of bilingual students in the Seattle Public Schools are Hispanic, African American, and Asian. As of June 2018, 6,787, or 12.3% of the PK-12 student population, were receiving bilingual services. After several years of rising, the percentage of bilingual students in the Seattle Public Schools fell slightly from 12.7% to 12.3% (200 fewer students) as of June 2018.

    June Bilingual Enrollment by Race/Ethnicity

    June Bilingual Enrollment By Race/Ethnicity
    Grade Level Grades June Year Bilingual Percent Bilingual Eligible
    PK-5 Elementary PK-5 2014 14% 3,926
    PK-5 Elementary PK-5 2015 15% 4,278
    PK-5 Elementary PK-5 2016 15% 4,480
    PK-5 Elementary PK-5 2017 16% 4,588
    6-8 Middle School 6-8 2014 8% 876
    6-8 Middle School 6-8 2015 10% 1,017
    6-8 Middle School 6-8 2016 9% 1,025
    6-8 Middle School 6-8 2017 10% 1,073
    9-12 High School 9-12 2014 9% 1,189
    9-12 High School 9-12 2015 9% 1,224
    9-12 High School 9-12 2016 9% 1,190
    9-12 High School 9-12 2017 9% 1,326

    June Bilingual Enrollment by Grade

    June Bilingual Enrollment By Grade
    Ethnicity June Year Bilingual Percent Bilingual Eligible
    African Amer. 2014 22% 1,956
    African Amer. 2015 24% 2,091
    African Amer. 2016 24% 2,081
    African Amer. 2017 25% 2,205
    Asian 2014 22% 1,952
    Asian 2015 24% 2,042
    Asian 2016 25% 2,000
    Asian 2017 25% 1,979
    Hispanic 2014 27% 1,813
    Hispanic 2015 28% 1,902
    Hispanic 2016 31% 2,084
    Hispanic 2017 33% 2,210
    Multiracial 2014 1% 31
    Multiracial 2015 2% 76
    Multiracial 2016 2% 120
    Multiracial 2017 3% 157
    Native Amer. 2014 1% 3
    Native Amer. 2015 26% 97
    Native Amer. 2016 22% 78
    Native Amer. 2017 20% 67
    Pacific Isl. 2014 8% 24
    Pacific Isl. 2015 15% 39
    Pacific Isl. 2016 14% 31
    Pacific Isl. 2017 15% 32
    White 2014 1% 212
    White 2015 1% 272
    White 2016 1% 301
    White 2017 1% 337

    June Bilingual Enrollment by Race/Ethnicity and Gender

    June Bilingual Enrollment by Race/Ethnicity and Gender
    Ethnicity Gender June Year Bilingual Percent Bilingual Eligible
    African Amer. Female 2014 21% 942
    African Amer. Female 2015 23% 1,009
    African Amer. Female 2016 24% 1,009
    African Amer. Female 2017 25% 1,038
    African Amer. Male 2014 22% 1,014
    African Amer. Male 2015 24% 1,082
    African Amer. Male 2016 25% 1,072
    African Amer. Male 2017 26% 1,167
    Asian Female 2014 20% 878
    Asian Female 2015 22% 934
    Asian Female 2016 22% 907
    Asian Female 2017 23% 896
    Asian Male 2014 25% 1,074
    Asian Male 2015 26% 1,108
    Asian Male 2016 27% 1,093
    Asian Male 2017 27% 1,083
    Hispanic Female 2014 25% 801
    Hispanic Female 2015 27% 846
    Hispanic Female 2016 29% 923
    Hispanic Female 2017 30% 948
    Hispanic Male 2014 29% 1,012
    Hispanic Male 2015 30% 1,056
    Hispanic Male 2016 33% 1,161
    Hispanic Male 2017 35% 1,262
    Multiracial Female 2014 0% 9
    Multiracial Female 2015 2% 37
    Multiracial Female 2016 2% 55
    Multiracial Female 2017 3% 74
    Multiracial Male 2014 1% 22
    Multiracial Male 2015 2% 39
    Multiracial Male 2016 3% 65
    Multiracial Male 2017 3% 83
    Native Amer. Female 2014 1% 1
    Native Amer. Female 2015 18% 34
    Native Amer. Female 2016 17% 29
    Native Amer. Female 2017 14% 20
    Native Amer. Male 2014 1% 2
    Native Amer. Male 2015 33% 63
    Native Amer. Male 2016 26% 49
    Native Amer. Male 2017 26% 47
    Pacific Isl. Female 2014 10% 13
    Pacific Isl. Female 2015 17% 19
    Pacific Isl. Female 2016 14% 15
    Pacific Isl. Female 2017 11% 11
    Pacific Isl. Male 2014 7% 11
    Pacific Isl. Male 2015 14% 20
    Pacific Isl. Male 2016 14% 16
    Pacific Isl. Male 2017 18% 21
    White Female 2014 1% 82
    White Female 2015 1% 110
    White Female 2016 1% 139
    White Female 2017 1% 150
    White Male 2014 1% 130
    White Male 2015 1% 162
    White Male 2016 1% 162
    White Male 2017 1% 187

    Advanced Learning

    These figures show the number of students eligible for enrollment in the Highly Capable Cohort (HCC) Program (also known as HC) or the Advanced Learning (AL) program. Each fall, students who have been referred by parents, teachers, or others to determine advanced learning program eligibility participate in tests of cognitive ability and reading and math achievement on nationally- or state-normed standardized tests. A Multidisciplinary Selection Committee (MSC) then determines which referred students are Highly Capable or Advanced Learners, or not eligible, based on a comprehensive review of cognitive and achievement data. The MC does not use cut scores, instead determining eligibility based on the preponderance of available evidence. Note that the number of students reported here includes Highly Capable and Advanced Learning students who are eligible for, but not necessarily attending, an HC pathway school, or a designated AL/Spectrum school. All SPS schools provide for the needs of Highly Capable and Advanced Learners. These data are also taken from June 1 as students eligible for these programs tend to increase over the school year.

    In June 2018, 10,139, or 18.3% of the PK-12 enrollment, were eligible for Advanced Learning services. This is an increase of 2,845 students (+4.6%) from the 7,294 students who tested eligible for Advanced Learning in June 2015. The grade level with the highest rate of increase was High School, which moved from 8.4% eligibility in the 2014-15 school year to 19.8% eligibility in the 2017-18 school year. Growth in rates of Advanced Learning identification may result from the restructuring and democratization of Advanced Learning programs from occurring at select schools only to more distributed programs in many more schools across the District. Additional factors may include increased opportunities for students to test into the Advanced Learning program, and counting students as eligible for Advanced Learning over multiple school years rather than mandating re-qualification each year.

    June Advanced Learning Eligibility by Race/Ethnicity

    June Advanced Learning Eligibility by Race/Ethnicity
    Grade Level Grades June Year Advanced Learning Percent Advanced Learning Eligible
    PK-5 Elementary PK-5 2014 13% 3,547
    PK-5 Elementary PK-5 2015 13% 3,667
    PK-5 Elementary PK-5 2016 14% 4,218
    PK-5 Elementary PK-5 2017 13% 3,887
    6-8 Middle School 6-8 2014 22% 2,227
    6-8 Middle School 6-8 2015 23% 2,480
    6-8 Middle School 6-8 2016 26% 2,843
    6-8 Middle School 6-8 2017 28% 3,133
    9-12 High School 9-12 2014 7% 892
    9-12 High School 9-12 2015 8% 1,147
    9-12 High School 9-12 2016 12% 1,655
    9-12 High School 9-12 2017 16% 2,231

    June Advanced Learning Eligibility by Grade

    June Advanced Learning Eligibility by Grade
    Ethnicity June Year Advanced Learning Percent Advanced Learning Eligible
    African Amer. 2014 2% 189
    African Amer. 2015 2% 185
    African Amer. 2016 2% 211
    African Amer. 2017 2% 215
    Asian 2014 10% 908
    Asian 2015 11% 938
    Asian 2016 14% 1,102
    Asian 2017 14% 1,158
    Hispanic 2014 4% 286
    Hispanic 2015 5% 329
    Hispanic 2016 6% 405
    Hispanic 2017 6% 434
    Multiracial 2014 14% 546
    Multiracial 2015 15% 694
    Multiracial 2016 18% 923
    Multiracial 2017 19% 1,032
    Native Amer. 2014 5% 20
    Native Amer. 2015 5% 20
    Native Amer. 2016 5% 17
    Native Amer. 2017 5% 17
    Pacific Isl. 2014 0% 1
    Pacific Isl. 2015 1% 2
    Pacific Isl. 2016 2% 4
    Pacific Isl. 2017 1% 3
    White 2014 20% 4,716
    White 2015 21% 5,126
    White 2016 24% 6,054
    White 2017 25% 6,392

    June Advanced Learning Eligibility by Race/Ethnicity and Gender

    June Advanced Learning Eligibility by Race/Ethnicity and Gender
    Ethnicity Gender June Year Advanced Learning Percent Advanced Learning Eligible
    African Amer. Female 2014 2% 95
    African Amer. Female 2015 2% 92
    African Amer. Female 2016 2% 104
    African Amer. Female 2017 2% 105
    African Amer. Male 2014 2% 94
    African Amer. Male 2015 2% 93
    African Amer. Male 2016 2% 107
    African Amer. Male 2017 2% 110
    Asian Female 2014 11% 484
    Asian Female 2015 12% 497
    Asian Female 2016 14% 582
    Asian Female 2017 15% 607
    Asian Male 2014 10% 424
    Asian Male 2015 10% 441
    Asian Male 2016 13% 520
    Asian Male 2017 14% 551
    Hispanic Female 2014 4% 142
    Hispanic Female 2015 5% 172
    Hispanic Female 2016 6% 192
    Hispanic Female 2017 6% 203
    Hispanic Male 2014 4% 144
    Hispanic Male 2015 5% 157
    Hispanic Male 2016 6% 213
    Hispanic Male 2017 6% 231
    Multiracial Female 2014 14% 275
    Multiracial Female 2015 15% 342
    Multiracial Female 2016 18% 458
    Multiracial Female 2017 18% 506
    Multiracial Male 2014 14% 271
    Multiracial Male 2015 15% 352
    Multiracial Male 2016 18% 465
    Multiracial Male 2017 19% 526
    Native Amer. Female 2014 4% 8
    Native Amer. Female 2015 5% 10
    Native Amer. Female 2016 5% 8
    Native Amer. Female 2017 5% 8
    Native Amer. Male 2014 6% 12
    Native Amer. Male 2015 5% 10
    Native Amer. Male 2016 5% 9
    Native Amer. Male 2017 5% 9
    Pacific Isl. Female 2014 1% 1
    Pacific Isl. Female 2015 2% 2
    Pacific Isl. Female 2016 3% 3
    Pacific Isl. Female 2017 1% 1
    Pacific Isl. Male 2014 0% 0
    Pacific Isl. Male 2015 0% 0
    Pacific Isl. Male 2016 1% 1
    Pacific Isl. Male 2017 2% 2
    White Female 2014 21% 2,293
    White Female 2015 21% 2,473
    White Female 2016 25% 2,933
    White Female 2017 25% 3,084
    White Male 2014 20% 2,423
    White Male 2015 21% 2,653
    White Male 2016 24% 3,121
    White Male 2017 25% 3,308

    Free & Reduced Lunch

    Students are eligible for free- or reduced-price lunches based on family income criteria established by the federal government, mainly the U.S. Department of Agriculture (USDA). The specific income requirements depend upon the size of the family and are generally adjusted each year.

    There are two ways in which eligibility for free- or reduced-price lunches are determined. In one method, parents complete applications for free or reduced-price lunches. Child Nutrition Services (CNS) reviews these applications, determines eligibility, and regularly updates a central computer file to indicate students eligible for free- or reduced-price lunches. The second method directly certifies families as eligible for free- or reduced-price lunch based on family income information collected by the Washington State Department of Social and Human Services. After matching student names and birth dates, eligibility is determined, returned to Seattle Public Schools and entered in the Child Nutrition Services database.

    The free and reduced-price lunch data are used a) to indicate to lunchroom managers that a child should receive free or reduced price lunches (and in some cases breakfasts); b) to determine if a student may qualify for additional benefits or discounts as a result of being eligible for free- or reduced-price lunches, such as for college application fees, scholarships, athletic or event fees, Advanced Placement test fees, or medical and dental costs, for example; c) to provide summary statistics that indicate the relative income of school populations, groups of students, or areas of the city; and d) to determine whether a school, based on summary statistics for the school, is eligible for Title 1 or Learning Assistance Program (LAP) funds. All elementary schools with 55% or more students receiving free or reduced-price lunch, and schools in any grade with 75% or more students receiving free or reduced-price lunch receive federal Title 1 funding. Title 1 funding provides supple- mental instruction in literacy and math, funds for parent involvement activities, and opportunities for professional development for staff.

    Increasing living costs in the city of Seattle have lowered the overall percentage of students eligible for free- or reduced-price lunches (FRL) from 37.3% in 2014-2015 to 32.7% in 2017-2018, a 4.6 percentage point decrease over the four years shown. The percentage of elementary students eligible for FRL has dropped from a high of 44.0% in October 1999 to the low of 30.5% reported here for October 2017.

    October Free & Reduced Lunch by Race/Ethnicity

    October Free & Reduced Lunch by Race/Ethnicity
    Enrollment Grade Level October Year Free & Reduced Lunch Percent Free & Reduced Lunch
    K-5 2014 35% 9,733
    K-5 2015 35% 9,627
    K-5 2016 34% 9,350
    K-5 2017 32% 8,855
    6-8 2014 39% 4,156
    6-8 2015 39% 4,237
    6-8 2016 38% 4,295
    6-8 2017 35% 3,970
    9-12 2014 40% 5,606
    9-12 2015 41% 5,796
    9-12 2016 40% 5,835
    9-12 2017 37% 5,539

    October Free & Reduced Lunch by Grade

    October Free & Reduced Lunch by Grade
    Ethnicity October Year Free & Reduced Lunch Percent Free & Reduced Lunch
    African Amer. 2014 81% 6,943
    African Amer. 2015 83% 6,846
    African Amer. 2016 84% 6,924
    African Amer. 2017 82% 6,652
    Asian 2014 51% 4,276
    Asian 2015 52% 4,183
    Asian 2016 52% 4,051
    Asian 2017 48% 3,671
    Hispanic 2014 62% 4,063
    Hispanic 2015 65% 4,207
    Hispanic 2016 64% 4,211
    Hispanic 2017 61% 3,957
    Multiracial 2014 29% 1,272
    Multiracial 2015 28% 1,368
    Multiracial 2016 28% 1,498
    Multiracial 2017 26% 1,516
    Native Amer. 2014 64% 247
    Native Amer. 2015 70% 236
    Native Amer. 2016 69% 236
    Native Amer. 2017 62% 184
    Pacific Isl. 2014 76% 190
    Pacific Isl. 2015 74% 185
    Pacific Isl. 2016 75% 157
    Pacific Isl. 2017 77% 189
    White 2014 11% 2,504
    White 2015 11% 2,635
    White 2016 10% 2,403
    White 2017 9% 2,195

    October Free & Reduced Lunch by Race/Ethnicity and Gender

    October Free & Reduced Lunch by Race/Ethnicity and Gender
    Ethnicity Gender October Year Free & Reduced Lunch Percent Free & Reduced Lunch
    African Amer. Female 2014 8% 4,229
    African Amer. Female 2015 8% 4,052
    African Amer. Female 2016 8% 4,045
    African Amer. Female 2017 7% 3,938
    African Amer. Male 2014 8% 4,336
    African Amer. Male 2015 8% 4,198
    African Amer. Male 2016 8% 4,195
    African Amer. Male 2017 8% 4,141
    Asian Female 2014 8% 4,142
    Asian Female 2015 8% 3,995
    Asian Female 2016 7% 3,930
    Asian Female 2017 7% 3,768
    Asian Male 2014 8% 4,167
    Asian Male 2015 8% 3,999
    Asian Male 2016 7% 3,888
    Asian Male 2017 7% 3,806
    Hispanic Female 2014 6% 3,115
    Hispanic Female 2015 6% 3,061
    Hispanic Female 2016 6% 3,051
    Hispanic Female 2017 6% 3,060
    Hispanic Male 2014 7% 3,400
    Hispanic Male 2015 6% 3,394
    Hispanic Male 2016 6% 3,479
    Hispanic Male 2017 6% 3,433
    Multiracial Female 2014 4% 2,206
    Multiracial Female 2015 5% 2,443
    Multiracial Female 2016 5% 2,694
    Multiracial Female 2017 5% 2,906
    Multiracial Male 2014 4% 2,176
    Multiracial Male 2015 5% 2,408
    Multiracial Male 2016 5% 2,694
    Multiracial Male 2017 5% 2,871
    Native Amer. Female 2014 0% 190
    Native Amer. Female 2015 0% 163
    Native Amer. Female 2016 0% 159
    Native Amer. Female 2017 0% 130
    Native Amer. Male 2014 0% 193
    Native Amer. Male 2015 0% 175
    Native Amer. Male 2016 0% 183
    Native Amer. Male 2017 0% 169
    Pacific Isl. Female 2014 0% 113
    Pacific Isl. Female 2015 0% 117
    Pacific Isl. Female 2016 0% 108
    Pacific Isl. Female 2017 0% 117
    Pacific Isl. Male 2014 0% 136
    Pacific Isl. Male 2015 0% 133
    Pacific Isl. Male 2016 0% 101
    Pacific Isl. Male 2017 0% 129
    White Female 2014 22% 11,465
    White Female 2015 22% 11,849
    White Female 2016 23% 12,131
    White Female 2017 23% 12,358
    White Male 2014 24% 12,373
    White Male 2015 24% 12,684
    White Male 2016 24% 12,881
    White Male 2017 24% 13,116