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Albright Middle School in Houston, TX
(07-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 56
Address
 6315 WINKLEMAN
Houston, TX 77083
Telephone
(281) 983-8411
(make sure to verify first before calling)
Website
http://www.aliefisd.net
City-data.com school rating
56
Students
1,201
Classroom Teachers (FTE)
87.9
Free lunch eligible students
734
Reduced-price lunch
eligible students
140
School district
ALIEF ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
KIPP ACADEMY WEST MIDDLE (1.6 miles):

69
REES EL (1.3 miles):

67
PETROSKY EL (0.3 miles):

64
Albright Middle School:

56
MILLER INT (0.6 miles):

54
O'DONNELL MIDDLE (1.3 miles):

49
HOLMQUIST EL (0.7 miles):

41
HEARNE EL (1.3 miles):

30
TAYLOR H S (1.6 miles):

27
Albright Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Albright Middle School:

56

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,201
Enrollment in 2015: 1,267
Enrollment in 2014: 1,265
Enrollment in 2013: 1,236
Enrollment in 2012: 1,183
Enrollment in 2011: 1,248
Enrollment in 2010: 1,281
Enrollment in 2009: 1,278
Enrollment in 2008: 1,264
Enrollment in 2007: 1,307
Enrollment in 2006: 1,410
Enrollment in 2005: 1,297
Enrollment in 2004: 1,258
Enrollment in 2003: 1,241
Enrollment in 2002: 1,264
Enrollment in 2001: 1,096
Enrollment in 2000: 1,276
Enrollment in 1999: 1,242

Albright Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students5856161,201
Female students296294590
Male students289322611
American Indian/Alaska Native students1 - 1
Asian students90103193
Hispanic students242254496
Black students226238464
White students191635
Hawaiian Native/Pacific Islander students1 - 1
Two or More Races students6511

Enrollment by grade:
7th grade enrollment: 585
8th grade enrollment: 616

Albright Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 590 (49.1%)
School:

49.1%
State:

49.0%
Male enrollment: 611 (50.9%)
Here:

50.9%
State:

50.1%

Albright Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Here:

0.1%
State:

0.4%
Asian enrollment: 193 (16.1%)
Albright Middle School:

16.1%
Texas:

3.1%
Hispanic enrollment: 496 (41.3%)
Here:

41.3%
Texas:

46.9%
Black enrollment: 464 (38.6%)
Albright Middle School:

38.6%
Texas:

11.6%
White enrollment: 35 (2.9%)
Albright Middle School:

2.9%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Albright Middle School:

0.1%
State:

0.1%
Two or More Races enrollment: 11 (0.9%)
Albright Middle School:

0.9%
Texas:

2.1%

Albright Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 874 (72.8%)
Albright Middle School:

72.8%
Texas:

61.6%
Free lunch eligible students: 734 (61.1%)
Albright Middle School:

61.1%
Texas:

55.4%
Reduced-price lunch eligible students: 140 (11.7%)
School:

11.7%
Texas:

6.2%

Albright Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 87.9

Number of FTE teachers in their first year of teaching: 8
Number of FTE teachers in their second year of teaching: 8
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 25
Number of FTE sworn law enforcement officers: 1

Student/Teacher Ratio
Albright Middle School:

13.7
Texas:

15.6

Albright Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,585,235
  • Full-time Equivalency Count of Teachers: 70 (Salary Expenditures: $4,290,656)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $65,364)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $402,602)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $319,350)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $482,406
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,152,344
  • Salary Expenditures for Teachers: $4,365,028
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $65,364)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $402,602)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $319,350)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $571,182

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic82
  • Asian22
  • Black16
  • White4
  • IDEA2
Students Enrolled in LEP Programs: 124 (male: 74, female: 50)
  • Hispanic: 82 (male: 47, female: 35)
  • Asian: 22 (male: 14, female: 8)
  • Black: 16 (male: 11, female: 5)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic29
  • Asian4
  • Black29
  • LEP8
Students with disabilities served under IDEA: 62 (male: 39, female: 23)
  • Hispanic: 29 (male: 16, female: 13)
  • Asian: 4 (all male)
  • Black: 29 (male: 19, female: 10)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic25
  • Asian2
  • Black19
  • White4
  • LEP13
Students with disabilities served under Section 504: 50 (male: 32, female: 18)
  • Hispanic: 25 (male: 14, female: 11)
  • Asian: 2 (all male)
  • Black: 19 (male: 14, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)

Retention:
Show data for

(State average from 1,054 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 7th grade: 5 (all male)
  • Black: 5

Percent of 7th grade students retained
Albright Middle School:

0.9%
Texas:

6.1%
Total number of students retained in 8th grade: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Percent of 8th grade students retained
Albright Middle School:

1.0%
State:

7.2%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic34
  • Asian37
  • Black10
  • White7
  • Multirace4
Gifted and Talented Student Enrollment: 92 (male: 49, female: 43)
  • Hispanic: 34 (male: 17, female: 17)
  • Asian: 37 (male: 20, female: 17)
  • Black: 10 (male: 8, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Here:

76.6
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,640
  • Males4,699
  • Females4,568
  • Hispanic4,604
  • Asian4,806
  • Black4,406
Algebra I Average Scale Score:

4,640
Texas:

4,001
Algebra I students tested: 115
Algebra I # Answer Documents Submitted: 115

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.6 (78%)
  • Reporting Category 2: 10.1 (84%)
  • Reporting Category 3: 11.5 (82%)
  • Reporting Category 4: 8.8 (80%)
  • Reporting Category 5: 5.3 (88%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 6%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 72%

6%
22%
72%
Males: (Average Scale Score: 4,699, Tested: 63, Did Not Meet Grade Level Performance: 0%, Approaches: 6%, Meets: 18%, Masters: 76%)
6%
18%
76%
Females: (Average Scale Score: 4,568, Tested: 52, Did Not Meet Grade Level Performance: 0%, Approaches: 6%, Meets: 27%, Masters: 67%)
6%
27%
67%
Hispanic: (Average Scale Score: 4,604, Tested: 32, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 19%, Masters: 78%)
3%
19%
78%
Asian: (Average Scale Score: 4,806, Tested: 50, Did Not Meet Grade Level Performance: 0%, Approaches: 4%, Meets: 16%, Masters: 80%)
4%
16%
80%
Black: (Average Scale Score: 4,406, Tested: 29, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 34%, Masters: 52%)
14%
34%
52%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,677
  • Males1,665
  • Females1,690
  • Hispanic1,670
  • American Indian1,747
  • Asian1,799
  • Black1,637
  • White1,671
  • Multirace1,707
Math Average Scale Score:

1,677
State:

1,571
Math students tested: 589
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 608

Math Avg Items Correct:
  • Reporting Category 1: 3.6 (61%)
  • Reporting Category 2: 8.6 (57%)
  • Reporting Category 3: 6.8 (57%)
  • Reporting Category 4: 3.6 (52%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 22%

26%
32%
20%
22%
Males: (Average Scale Score: 1,665, Tested: 315, Did Not Meet Grade Level Performance: 28%, Approaches: 31%, Meets: 21%, Masters: 20%)
28%
31%
21%
20%
Females: (Average Scale Score: 1,690, Tested: 274, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 20%, Masters: 24%)
24%
32%
20%
24%
Hispanic: (Average Scale Score: 1,670, Tested: 234, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 27%, Masters: 17%)
22%
34%
27%
17%
American Indian: (Average Scale Score: 1,747, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 40%, Masters: 40%)
20%
40%
40%
Asian: (Average Scale Score: 1,799, Tested: 86, Did Not Meet Grade Level Performance: 14%, Approaches: 12%, Meets: 18%, Masters: 56%)
14%
12%
18%
56%
Black: (Average Scale Score: 1,637, Tested: 238, Did Not Meet Grade Level Performance: 34%, Approaches: 38%, Meets: 15%, Masters: 13%)
34%
38%
15%
13%
White: (Average Scale Score: 1,671, Tested: 19, Did Not Meet Grade Level Performance: 16%, Approaches: 42%, Meets: 21%, Masters: 21%)
16%
42%
21%
21%
Multirace: (Average Scale Score: 1,707, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 0%, Masters: 40%)
20%
40%
40%

    Reading Average Scale Score
    (7th Grade)

  • All1,661
  • Males1,644
  • Females1,679
  • Hispanic1,664
  • American Indian1,737
  • Asian1,710
  • Black1,638
  • White1,647
  • Multirace1,669
Reading Average Scale Score:

1,661
Texas:

1,550
Reading students tested: 605
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 608

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 12.2 (68%)
  • Reporting Category 3: 10.6 (66%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 29%

25%
25%
21%
29%
Males: (Average Scale Score: 1,644, Tested: 326, Did Not Meet Grade Level Performance: 29%, Approaches: 26%, Meets: 19%, Masters: 26%)
29%
26%
19%
26%
Females: (Average Scale Score: 1,679, Tested: 279, Did Not Meet Grade Level Performance: 20%, Approaches: 26%, Meets: 22%, Masters: 32%)
20%
26%
22%
32%
Hispanic: (Average Scale Score: 1,664, Tested: 239, Did Not Meet Grade Level Performance: 21%, Approaches: 29%, Meets: 22%, Masters: 28%)
21%
29%
22%
28%
American Indian: (Average Scale Score: 1,737, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 40%, Masters: 20%)
40%
40%
20%
Asian: (Average Scale Score: 1,710, Tested: 93, Did Not Meet Grade Level Performance: 18%, Approaches: 17%, Meets: 22%, Masters: 43%)
18%
17%
22%
43%
Black: (Average Scale Score: 1,638, Tested: 242, Did Not Meet Grade Level Performance: 31%, Approaches: 26%, Meets: 19%, Masters: 24%)
31%
26%
19%
24%
White: (Average Scale Score: 1,647, Tested: 19, Did Not Meet Grade Level Performance: 37%, Approaches: 10%, Meets: 32%, Masters: 21%)
37%
10%
32%
21%
Multirace: (Average Scale Score: 1,669, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 0%, Meets: 20%, Masters: 40%)
40%
20%
40%

    Writing Average Scale Score
    (7th Grade)

  • All3,851
  • Males3,750
  • Females3,969
  • Hispanic3,816
  • American Indian3,940
  • Asian4,215
  • Black3,747
  • White3,695
  • Multirace4,128
Writing Average Scale Score:

3,851
State:

3,515
Writing students tested: 607
Writing # Answer Documents Submitted: 607

Writing Avg Items Correct:
  • Reporting Category 1: 8 (50%)
  • Reporting Category 2: 8.8 (68%)
  • Reporting Category 3: 12.1 (71%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 15%

31%
27%
27%
15%
Males: (Average Scale Score: 3,750, Tested: 328, Did Not Meet Grade Level Performance: 35%, Approaches: 29%, Meets: 26%, Masters: 10%)
35%
29%
26%
10%
Females: (Average Scale Score: 3,969, Tested: 279, Did Not Meet Grade Level Performance: 26%, Approaches: 25%, Meets: 29%, Masters: 20%)
26%
25%
29%
20%
Hispanic: (Average Scale Score: 3,816, Tested: 240, Did Not Meet Grade Level Performance: 32%, Approaches: 28%, Meets: 28%, Masters: 12%)
32%
28%
28%
12%
American Indian: (Average Scale Score: 3,940, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 80%, Meets: 0%, Masters: 20%)
80%
20%
Asian: (Average Scale Score: 4,215, Tested: 93, Did Not Meet Grade Level Performance: 18%, Approaches: 24%, Meets: 26%, Masters: 32%)
18%
24%
26%
32%
Black: (Average Scale Score: 3,747, Tested: 244, Did Not Meet Grade Level Performance: 35%, Approaches: 27%, Meets: 27%, Masters: 11%)
35%
27%
27%
11%
White: (Average Scale Score: 3,695, Tested: 19, Did Not Meet Grade Level Performance: 42%, Approaches: 21%, Meets: 37%, Masters: 0%)
42%
21%
37%
Multirace: (Average Scale Score: 4,128, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 0%, Meets: 20%, Masters: 40%)
40%
20%
40%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,690
  • Males1,678
  • Females1,703
  • Hispanic1,673
  • Asian1,786
  • Black1,683
  • White1,695
Math Average Scale Score:

1,690
Texas:

1,539
Math students tested: 452
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 553

Math Avg Items Correct:
  • Reporting Category 1: 2.4 (61%)
  • Reporting Category 2: 9.6 (60%)
  • Reporting Category 3: 9.7 (65%)
  • Reporting Category 4: 4.1 (58%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 10%

23%
31%
36%
10%
Males: (Average Scale Score: 1,678, Tested: 237, Did Not Meet Grade Level Performance: 27%, Approaches: 31%, Meets: 33%, Masters: 9%)
27%
31%
33%
9%
Females: (Average Scale Score: 1,703, Tested: 215, Did Not Meet Grade Level Performance: 18%, Approaches: 32%, Meets: 38%, Masters: 12%)
18%
32%
38%
12%
Hispanic: (Average Scale Score: 1,673, Tested: 199, Did Not Meet Grade Level Performance: 27%, Approaches: 35%, Meets: 31%, Masters: 7%)
27%
35%
31%
7%
Asian: (Average Scale Score: 1,786, Tested: 51, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 55%, Masters: 25%)
20%
55%
25%
Black: (Average Scale Score: 1,683, Tested: 176, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 34%, Masters: 10%)
24%
32%
34%
10%
White: (Average Scale Score: 1,695, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 39%, Meets: 33%, Masters: 11%)
17%
39%
33%
11%

    Reading Average Scale Score
    (8th Grade)

  • All1,674
  • Males1,665
  • Females1,684
  • Hispanic1,658
  • Asian1,742
  • Black1,666
  • White1,669
Reading Average Scale Score:

1,674
State:

1,561
Reading students tested: 550
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 553

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 13.3 (70%)
  • Reporting Category 3: 11.4 (67%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 22%

23%
33%
22%
22%
Males: (Average Scale Score: 1,665, Tested: 288, Did Not Meet Grade Level Performance: 24%, Approaches: 35%, Meets: 23%, Masters: 18%)
24%
35%
23%
18%
Females: (Average Scale Score: 1,684, Tested: 262, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 21%, Masters: 26%)
21%
32%
21%
26%
Hispanic: (Average Scale Score: 1,658, Tested: 225, Did Not Meet Grade Level Performance: 25%, Approaches: 36%, Meets: 21%, Masters: 18%)
25%
36%
21%
18%
Asian: (Average Scale Score: 1,742, Tested: 94, Did Not Meet Grade Level Performance: 7%, Approaches: 31%, Meets: 23%, Masters: 39%)
7%
31%
23%
39%
Black: (Average Scale Score: 1,666, Tested: 201, Did Not Meet Grade Level Performance: 25%, Approaches: 32%, Meets: 23%, Masters: 20%)
25%
32%
23%
20%
White: (Average Scale Score: 1,669, Tested: 21, Did Not Meet Grade Level Performance: 19%, Approaches: 43%, Meets: 19%, Masters: 19%)
19%
43%
19%
19%

    Science Average Scale Score
    (8th Grade)

  • All4,005
  • Males4,008
  • Females4,002
  • Hispanic3,885
  • Asian4,530
  • Black3,908
  • White4,013
  • Multirace4,200
Science Average Scale Score:

4,005
State:

3,634
Science students tested: 554
# Absent - Not Tested: 2
Science # Answer Documents Submitted: 556

Science Avg Items Correct:
  • Reporting Category 1: 7.6 (69%)
  • Reporting Category 2: 6.3 (70%)
  • Reporting Category 3: 7 (64%)
  • Reporting Category 4: 7.6 (69%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 25%

23%
29%
23%
25%
Males: (Average Scale Score: 4,008, Tested: 290, Did Not Meet Grade Level Performance: 26%, Approaches: 24%, Meets: 21%, Masters: 29%)
26%
24%
21%
29%
Females: (Average Scale Score: 4,002, Tested: 264, Did Not Meet Grade Level Performance: 19%, Approaches: 34%, Meets: 26%, Masters: 21%)
19%
34%
26%
21%
Hispanic: (Average Scale Score: 3,885, Tested: 228, Did Not Meet Grade Level Performance: 29%, Approaches: 32%, Meets: 20%, Masters: 19%)
29%
32%
20%
19%
Asian: (Average Scale Score: 4,530, Tested: 94, Did Not Meet Grade Level Performance: 5%, Approaches: 14%, Meets: 22%, Masters: 59%)
5%
14%
22%
59%
Black: (Average Scale Score: 3,908, Tested: 202, Did Not Meet Grade Level Performance: 23%, Approaches: 33%, Meets: 27%, Masters: 17%)
23%
33%
27%
17%
White: (Average Scale Score: 4,013, Tested: 21, Did Not Meet Grade Level Performance: 24%, Approaches: 28%, Meets: 19%, Masters: 29%)
24%
28%
19%
29%
Multirace: (Average Scale Score: 4,200, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 60%, Masters: 20%)
20%
60%
20%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,676
  • Males3,683
  • Females3,668
  • Hispanic3,566
  • Asian4,022
  • Black3,642
  • White3,705
  • Multirace3,844
Social Studies Average Scale Score:

3,676
State:

3,461
Social Studies students tested: 553
# Absent - Not Tested: 3
Social Studies # Answer Documents Submitted: 556

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.4 (55%)
  • Reporting Category 2: 5.7 (57%)
  • Reporting Category 3: 5.6 (56%)
  • Reporting Category 4: 4.1 (59%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 12%

41%
33%
14%
12%
Males: (Average Scale Score: 3,683, Tested: 289, Did Not Meet Grade Level Performance: 42%, Approaches: 31%, Meets: 13%, Masters: 14%)
42%
31%
13%
14%
Females: (Average Scale Score: 3,668, Tested: 264, Did Not Meet Grade Level Performance: 41%, Approaches: 34%, Meets: 14%, Masters: 11%)
41%
34%
14%
11%
Hispanic: (Average Scale Score: 3,566, Tested: 228, Did Not Meet Grade Level Performance: 52%, Approaches: 29%, Meets: 10%, Masters: 9%)
52%
29%
10%
9%
Asian: (Average Scale Score: 4,022, Tested: 94, Did Not Meet Grade Level Performance: 15%, Approaches: 33%, Meets: 23%, Masters: 29%)
15%
33%
23%
29%
Black: (Average Scale Score: 3,642, Tested: 202, Did Not Meet Grade Level Performance: 41%, Approaches: 36%, Meets: 15%, Masters: 8%)
41%
36%
15%
8%
White: (Average Scale Score: 3,705, Tested: 20, Did Not Meet Grade Level Performance: 45%, Approaches: 35%, Meets: 10%, Masters: 10%)
45%
35%
10%
10%
Multirace: (Average Scale Score: 3,844, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 0%, Masters: 40%)
20%
40%
40%

Health & Safety


Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of sexual assault (other than rape): 1

Incidents of physical attack or fight without a weapon: 69

Incidents of threats of physical attack with a weapon: 1
Incidents of threats of physical attack with a firearm or explosive device: 1
Incidents of threats of physical attack without a weapon: 4


Total incidents per 1,000 students
School:

63.3
Texas:

38.0

Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic40
  • Asian2
  • Black34
  • White2
  • IDEA4
  • 5047
Chronic Student Absenteeism: 78 (male: 47, female: 31)
  • Hispanic: 40 (male: 23, female: 17)
  • Asian: 2 (all male)
  • Black: 34 (male: 20, female: 14)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

64.9
State:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic80
  • Asian2
  • Black187
  • White3
  • IDEA21
  • 50423
School days missed due to out-of-school suspension: 272 (male: 192, female: 80)
  • Hispanic: 80 (male: 54, female: 26)
  • Asian: 2 (all female)
  • Black: 187 (male: 135, female: 52)
  • White: 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 21 (male: 17, female: 4)
  • Section 504: 23 (male: 22, female: 1)
Instances of out-of-school suspension (Students without disabilities): 169

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

140.7
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic67
  • Asian4
  • Black130
  • White4
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 207 (male: 121, female: 86)
  • Hispanic: 67 (male: 41, female: 26)
  • Asian: 4 (male: 2, female: 2)
  • Black: 130 (male: 74, female: 56)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic28
  • Asian2
  • Black55
  • White2
Students without disabilities receiving only one out-of-school suspension: 87 (male: 54, female: 33)
  • Hispanic: 28 (male: 20, female: 8)
  • Asian: 2 (all female)
  • Black: 55 (male: 32, female: 23)
  • White: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 35 (male: 25, female: 10)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 28 (male: 20, female: 8)
Instances of out-of-school suspension (Students with disabilities): 13

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School:

10.8
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 18

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

15.0
State:

12.0
Students with disabilities receiving one or more in-school suspension: 14 (male: 10, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 8, female: 2)
  • Section 504: 13 (male: 8, female: 5)
Students with disabilities receiving only one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Section 504: 5

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

    Students without Disabilities who received an expulsion with educational services

  • Hispanic7
  • Asian2
  • Black13
  • White2
  • Multirace2
Students without Disabilities who received an expulsion with educational services: 26 (male: 20, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all female)
  • Black: 13 (male: 11, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

Students without Disabilities who received an expulsion with educational services per 1,000 students
Albright Middle School:

21.6
Texas:

32.9
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Albright Middle School:

1.7
Texas:

5.4

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
7th grade student enrollment in Algebra I: 8
7th grade studenst who passed Algebra I: 10
Percent of 7th grade students who passed
School:

100.0%
Texas:

102.7%

    8th grade student enrollment in Algebra I

  • Hispanic70
  • Asian58
  • Black58
  • White7
  • Multirace2
  • LEP4
8th grade student enrollment in Algebra I: 195 (male: 98, female: 97)
  • Hispanic: 70 (male: 32, female: 38)
  • Asian: 58 (male: 32, female: 26)
  • Black: 58 (male: 29, female: 29)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

    8th grade studenst who passed Algebra I

  • Hispanic62
  • Asian59
  • Black50
  • White4
8th grade studenst who passed Algebra I: 175 (male: 91, female: 84)
  • Hispanic: 62 (male: 31, female: 31)
  • Asian: 59 (male: 31, female: 28)
  • Black: 50 (male: 25, female: 25)
  • White: 4 (all male)
Percent of 8th grade students who passed
School:

89.7%
State:

87.0%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
8th grade students enrolled in Geometry: 17

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