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Clay Avenue Community School (Closed 2023)

1030 Clay Ave
Toledo, OH 43608
Clay Avenue Community School ranks in the bottom 50% of all schools in Ohio for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math was 20% (which was lower than the Ohio state average of 63%). The percentage of students achieving proficiency in reading/language arts was 23% (which was lower than the Ohio state average of 64%).

School Overview

Grades Offered
Grades Kindergarten-8
Total Students (19-20)
404 students
Total Classroom Teachers (19-20)
22 teachers

School Rankings

This School
State Level (OH)
(18-19)
20%
63%
(18-19)
23%
64%
Student : Teacher Ratio
n/a
17:1
American Indian
(19-20)
n/a
n/a
Asian
(19-20)
n/a
3%
Hispanic
(19-20)
8%
6%
Black
(19-20)
78%
17%
White
(19-20)
5%
69%
Hawaiian
(19-20)
n/a
n/a
Two or more races
(19-20)
9%
5%
n/a
Eligible for Free Lunch (19-20)
78%
39%
Eligible for Reduced Lunch (11-12)
3%
6%
School Statewide Testing
School District Name
Clay Avenue Community School District
Source: National Center for Education Statistics (NCES), OH Dept. of Education

Frequently Asked Questions

What percent of students have achieved state testing proficiency in math and reading?
20% of students have achieved math proficiency (compared to the 63% OH state average), while 23% of students have achieved reading proficiency (compared to the 64% OH state average).
How many students attend Clay Avenue Community School?
404 students attend Clay Avenue Community School.
What is the racial composition of the student body?
78% of Clay Avenue Community School students are Black, 9% of students are Two or more races, 8% of students are Hispanic, and 5% of students are White.
What grades does Clay Avenue Community School offer ?
Clay Avenue Community School offers enrollment in grades Kindergarten-8
What school district is Clay Avenue Community School part of?
Clay Avenue Community School is part of Clay Avenue Community School District.

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