Centralia School District Sped Pre-school serves 59 students in grades Prekindergarten.
Minority enrollment is 32% of the student body (majority Hispanic), which is lower than the Washington state average of 53% (majority Hispanic).
Quick Facts (2026)
- Grades: Prekindergarten
- Enrollment: 59 students
- Minority Enrollment: 32%
- Source: National Center for Education Statistics (NCES), WA Dept. of Education
School Overview
Centralia School District Sped Pre-school's student population of 59 students has grown by 78% over five school years.
Grades Offered
Grades Prekindergarten
(No virtual instruction)
(No virtual instruction)
Total Students
59 students
Total Classroom Teachers (17-18)
1 teacher
School Rankings
The diversity score of Centralia School District Sped Pre-school is 0.47, which is less than the diversity score at state average of 0.69. The school's diversity has stayed relatively flat over five school years.
Student-Teacher Ratio
n/a
17:1
American Indian
n/a
1%
Asian
n/a
9%
Hispanic
26%
27%
Black
3%
5%
White
68%
47%
Hawaiian
n/a
2%
Two or more races
3%
9%
All Ethnic Groups
Chronically Absent Students
(21-22)32.2%
18.4%
Eligible for Free Lunch
69%
39%
Eligible for Reduced Lunch
12%
9%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), WA Dept. of Education
Frequently Asked Questions
How many students attend Centralia School District Sped Pre-school?
59 students attend Centralia School District Sped Pre-school.
What is the racial composition of the student body?
68% of Centralia School District Sped Pre-school students are White, 26% of students are Hispanic, 3% of students are Black, and 3% of students are Two or more races.
What grades does Centralia School District Sped Pre-school offer ?
Centralia School District Sped Pre-school offers enrollment in grades Prekindergarten (No virtual instruction).
What school district is Centralia School District Sped Pre-school part of?
Centralia School District Sped Pre-school is part of Centralia School District.
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