Students eligible for free or discounted lunch at Highland Park Elementary School
Compare
Year |
# Students |
Full-time Teachers |
Student/Teacher ratio |
% Free/Discounted Lunch |
1988 |
781 |
36.5 |
21.3 |
n/a |
1989 |
746 |
36.3 |
20.5 |
n/a |
1990 |
755 |
36.9 |
20.4 |
n/a |
1991 |
763 |
44.0 |
17.3 |
n/a |
1992 |
735 |
43.6 |
16.8 |
37.1 |
1993 |
727 |
44.0 |
16.5 |
39.2 |
1994 |
698 |
44.3 |
15.8 |
44 |
1995 |
704 |
41.0 |
17.2 |
59.3 |
1996 |
704 |
41.0 |
17.2 |
59.3 |
1997 |
712 |
41.3 |
17.2 |
54.5 |
1998 |
744 |
43.1 |
17.3 |
52.2 |
1999 |
731 |
44.9 |
16.3 |
65.8 |
2000 |
721 |
43.4 |
16.6 |
64.2 |
2001 |
700 |
41.0 |
17.1 |
64.4 |
2002 |
653 |
37.9 |
17.2 |
72.1 |
2003 |
653 |
37.9 |
17.2 |
72.1 |
2004 |
604 |
36.4 |
16.6 |
72.8 |
2005 |
649 |
38.6 |
16.8 |
76 |
2006 |
611 |
38.3 |
16.0 |
81.2 |
2007 |
609 |
39.0 |
15.6 |
91.3 |
2008 |
545 |
35.8 |
15.2 |
85.5 |
2009 |
533 |
32.2 |
16.6 |
85.9 |
2010 |
537 |
33.0 |
16.2 |
91.4 |
2011 |
499 |
30.5 |
16.3 |
90 |
2012 |
527 |
29.0 |
18.1 |
89.6 |
2013 |
544 |
29.3 |
18.5 |
96 |
2014 |
578 |
31.4 |
18.4 |
92.4 |
2015 |
581 |
33.0 |
17.6 |
100 |
2016 |
527 |
34.0 |
15.5 |
100 |
2017 |
500 |
29.7 |
16.8 |
100 |
2018 |
512 |
29.4 |
17.3 |
100 |
2019 |
517 |
31.2 |
16.5 |
89.6 |
2020 |
527 |
32.5 |
16.2 |
85.4 |
2021 |
317 |
30.9 |
10.2 |
82.6 |
2022 |
361 |
24.6 |
14.6 |
66.5 |
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.