Students eligible for free or discounted lunch at Forest Elementary School
Compare
| Year |
# Students |
Full-time Teachers |
Student/Teacher ratio |
% Free/Discounted Lunch |
| 1988 |
451 |
16.0 |
28.1 |
0 |
| 1989 |
395 |
17.0 |
23.2 |
n/a |
| 1990 |
389 |
16.0 |
24.3 |
n/a |
| 1991 |
341 |
14.0 |
24.3 |
n/a |
| 1992 |
333 |
15.0 |
22.2 |
7.5 |
| 1993 |
357 |
14.0 |
25.5 |
5.3 |
| 1994 |
343 |
14.0 |
24.5 |
9 |
| 1995 |
328 |
20.8 |
15.8 |
0 |
| 1996 |
328 |
20.8 |
15.8 |
0 |
| 1997 |
316 |
20.8 |
15.2 |
9.2 |
| 1998 |
294 |
19.8 |
14.8 |
7.5 |
| 1999 |
302 |
22.0 |
13.7 |
13.2 |
| 2000 |
291 |
22.0 |
13.2 |
14.1 |
| 2001 |
264 |
21.0 |
12.6 |
15.2 |
| 2002 |
272 |
18.0 |
15.1 |
15.7 |
| 2003 |
272 |
18.0 |
15.1 |
15.7 |
| 2004 |
259 |
14.5 |
17.9 |
19.3 |
| 2005 |
264 |
14.0 |
18.9 |
21.2 |
| 2006 |
278 |
13.4 |
20.7 |
18.1 |
| 2007 |
310 |
17.0 |
18.2 |
17.8 |
| 2008 |
300 |
13.5 |
22.2 |
n/a |
| 2009 |
261 |
14.5 |
18.0 |
35.1 |
| 2010 |
258 |
13.5 |
19.1 |
31.3 |
| 2011 |
237 |
11.5 |
20.6 |
35.9 |
| 2012 |
223 |
10.0 |
22.3 |
34.5 |
| 2013 |
226 |
9.5 |
23.7 |
31 |
| 2014 |
250 |
11.1 |
22.5 |
31.6 |
| 2015 |
240 |
n/a |
n/a |
34.6 |
| 2016 |
228 |
13.0 |
17.5 |
32.5 |
| 2017 |
300 |
18.6 |
16.1 |
37.3 |
| 2018 |
315 |
18.6 |
16.9 |
41 |
| 2019 |
331 |
18.7 |
17.7 |
38.1 |
| 2020 |
342 |
18.2 |
18.7 |
33 |
| 2021 |
277 |
16.7 |
16.5 |
n/a |
| 2022 |
263 |
16.3 |
16.1 |
n/a |
Data source: National Center for Education Statistics, U.S. Dept of Education.
About Students eligible for discounted/free lunch:
The National School Lunch Program (NSLP) provides low-cost or free meals to students in U.S. public and nonprofit private schools based on household income. Those with incomes below 130% of the poverty line receive free lunch, while those between 130% and 185% qualify for reduced-price lunch. The percentage of students receiving free or reduced-price lunch serves as a marker for poverty, as it reflects the socioeconomic status of families in a given school or district. A higher FRPL rate typically indicates a higher concentration of low-income families, suggesting that the school or district may face additional challenges in providing adequate resources and support for student success.
