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Jefferson Elementary School in Sherman, TX
(KG-04 • 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 71
Address
 608 N LEE ST
Sherman, TX 75090
Telephone
(903) 891-6610
(make sure to verify first before calling)
Website
http://www.shermanisd.net
City-data.com school rating
71
Students
265
Classroom Teachers (FTE)
22.9
Free lunch eligible students
215
Reduced-price lunch
eligible students
18
School district
SHERMAN 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:
Jefferson Elementary School:

71
FAIRVIEW EL (1.6 miles):

63
SHERMAN H S (0.7 miles):

60
WAKEFIELD EL (2.0 miles):

54
PERCY W NEBLETT EL (1.9 miles):

53
WASHINGTON EL (1.3 miles):

51
DILLINGHAM INT (2.0 miles):

42
PINER MIDDLE (1.2 miles):

31
CRUTCHFIELD EL (0.8 miles):

23
Jefferson Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Grayson County:

59
Sherman:

51
Jefferson Elementary School:

71

Students & Teachers


Total enrollment:
Enrollment in 2016: 265
Enrollment in 2015: 277
Enrollment in 2014: 269
Enrollment in 2013: 252
Enrollment in 2012: 182
Enrollment in 2011: 186
Enrollment in 2010: 214
Enrollment in 2009: 205
Enrollment in 2008: 395
Enrollment in 2007: 370
Enrollment in 2006: 352
Enrollment in 2005: 324
Enrollment in 2004: 289
Enrollment in 2003: 257
Enrollment in 2002: 279
Enrollment in 2001: 260
Enrollment in 2000: 226
Enrollment in 1999: 276

Jefferson Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04Total
All students4558525258265
Female students2233312333142
Male students2325212925123
Asian students - 12 - - 3
Hispanic students3138353542181
Black students3433215
White students10149121257
Two or More Races students113229

Enrollment by grade:
Kindergarten enrollment: 45
1st grade enrollment: 58
2nd grade enrollment: 52
3rd grade enrollment: 52
4th grade enrollment: 58

Jefferson Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 142 (53.6%)
Jefferson Elementary School:

53.6%
Texas:

49.0%
Male enrollment: 123 (46.4%)
Jefferson Elementary School:

46.4%
State:

50.1%

Jefferson Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 3 (1.1%)
Here:

1.1%
State:

3.1%
Hispanic enrollment: 181 (68.3%)
Jefferson Elementary School:

68.3%
Texas:

46.9%
Black enrollment: 15 (5.7%)
School:

5.7%
Texas:

11.6%
White enrollment: 57 (21.5%)
Here:

21.5%
State:

32.3%
Two or More Races enrollment: 9 (3.4%)
Here:

3.4%
State:

2.1%

Jefferson Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 233 (87.9%)
Jefferson Elementary School:

87.9%
Texas:

61.6%
Free lunch eligible students: 215 (81.1%)
Here:

81.1%
State:

55.4%
Reduced-price lunch eligible students: 18 (6.8%)
Jefferson Elementary School:

6.8%
State:

6.2%

Jefferson Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 22.9

Number of FTE teachers in their first year of teaching: 0.6
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7.4
Number of FTE nurses: 2

Student/Teacher Ratio
Here:

11.6
Texas:

15.6

Jefferson Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,325,481
  • Full-time Equivalency Count of Teachers: 21.3 (Salary Expenditures: $999,736)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $53,948)
  • Full-time Equivalency Count of Support Services Staff: 4.2 (Salary Expenditures: $154,608)
  • Full-time Equivalency Count of School Administration Staff: 2.8 (Salary Expenditures: $117,188)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $299,485
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,415,328
  • Salary Expenditures for Teachers: $1,061,080
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $53,948)
  • Full-time Equivalency Count of Support Services Staff: 4.7 (Salary Expenditures: $183,111)
  • Full-time Equivalency Count of School Administration Staff: 2.8 (Salary Expenditures: $117,188)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $331,768

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 150 (male: 71, female: 79)
  • Hispanic: 148 (male: 71, female: 77)
  • Asian: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

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: 14 (male: 10, female: 4)
  • Hispanic: 10 (all male)
  • White: 4 (all female)
  • Limited English Proficiency (LEP): 7 (all male)

    Students with disabilities served under Section 504

  • Hispanic10
  • Black2
  • White7
  • Multirace2
  • LEP7
Students with disabilities served under Section 504: 21 (male: 15, female: 6)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Retention:
Show data for

(State average from 3,201 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 1st grade: 2 (all female)
  • Hispanic: 2

Percent of 1st grade students retained
Here:

3.4%
State:

6.1%
Total number of students retained in 3rd grade: 2 (all female)
  • Black: 2
  • Section 504: 2

Percent of 3rd grade students retained
Jefferson Elementary School:

3.8%
Texas:

4.1%

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: 9 (male: 4, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)

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

34.0
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 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.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,438
  • Males1,440
  • Females1,436
  • Hispanic1,447
Math Average Scale Score:

1,438
Texas:

1,453
Math students tested: 43
Math # Answer Documents Submitted: 43

Math Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 7.7 (59%)
  • Reporting Category 3: 4.4 (63%)
  • Reporting Category 4: 2.8 (70%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 12%

21%
46%
21%
12%
Males: (Average Scale Score: 1,440, Tested: 18, Did Not Meet Grade Level Performance: 11%, Approaches: 61%, Meets: 22%, Masters: 6%)
11%
61%
22%
6%
Females: (Average Scale Score: 1,436, Tested: 25, Did Not Meet Grade Level Performance: 28%, Approaches: 36%, Meets: 20%, Masters: 16%)
28%
36%
20%
16%
Hispanic: (Average Scale Score: 1,447, Tested: 35, Did Not Meet Grade Level Performance: 17%, Approaches: 49%, Meets: 23%, Masters: 11%)
17%
49%
23%
11%

    Reading Average Scale Score
    (3rd Grade)

  • All1,439
  • Males1,429
  • Females1,446
  • Hispanic1,462
Reading Average Scale Score:

1,439
Texas:

1,423
Reading students tested: 25
Reading # Answer Documents Submitted: 25

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (78%)
  • Reporting Category 2: 9.8 (65%)
  • Reporting Category 3: 9.7 (69%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 12%

12%
40%
36%
12%
Males: (Average Scale Score: 1,429, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 46%, Meets: 36%, Masters: 9%)
9%
46%
36%
9%
Females: (Average Scale Score: 1,446, Tested: 14, Did Not Meet Grade Level Performance: 14%, Approaches: 36%, Meets: 36%, Masters: 14%)
14%
36%
36%
14%
Hispanic: (Average Scale Score: 1,462, Tested: 17, Did Not Meet Grade Level Performance: 6%, Approaches: 35%, Meets: 41%, Masters: 18%)
6%
35%
41%
18%
3rd Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

    Reading Average Scale Score
    (3rd Grade (Spanish))

  • All1,353
  • Males1,370
  • Females1,341
  • Hispanic1,353
Reading Average Scale Score:

1,353
State:

956
Reading students tested: 19
Reading # Answer Documents Submitted: 19

Reading Avg Items Correct:
  • Reporting Category 1: 3.7 (75%)
  • Reporting Category 2: 8.2 (55%)
  • Reporting Category 3: 7.3 (52%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 69%
Meets Grade Level Performance: 5%
Masters Grade Level Performance: 0%

26%
69%
5%
Males: (Average Scale Score: 1,370, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 62%, Meets: 13%, Masters: 0%)
25%
62%
13%
Females: (Average Scale Score: 1,341, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 73%, Meets: 0%, Masters: 0%)
27%
73%
Hispanic: (Average Scale Score: 1,353, Tested: 19, Did Not Meet Grade Level Performance: 26%, Approaches: 69%, Meets: 5%, Masters: 0%)
26%
69%
5%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,609
  • Males1,604
  • Females1,611
  • Hispanic1,601
  • White1,724
Math Average Scale Score:

1,609
Texas:

1,546
Math students tested: 50
Math # Answer Documents Submitted: 50

Math Avg Items Correct:
  • Reporting Category 1: 6.9 (76%)
  • Reporting Category 2: 8.3 (76%)
  • Reporting Category 3: 6.9 (69%)
  • Reporting Category 4: 2.9 (74%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 38%

12%
20%
30%
38%
Males: (Average Scale Score: 1,604, Tested: 15, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 13%, Masters: 47%)
20%
20%
13%
47%
Females: (Average Scale Score: 1,611, Tested: 35, Did Not Meet Grade Level Performance: 9%, Approaches: 20%, Meets: 37%, Masters: 34%)
9%
20%
37%
34%
Hispanic: (Average Scale Score: 1,601, Tested: 35, Did Not Meet Grade Level Performance: 11%, Approaches: 26%, Meets: 23%, Masters: 40%)
11%
26%
23%
40%
White: (Average Scale Score: 1,724, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 50%, Masters: 50%)
50%
50%

    Reading Average Scale Score
    (4th Grade)

  • All1,535
  • Males1,533
  • Females1,536
  • Hispanic1,519
  • White1,584
Reading Average Scale Score:

1,535
Texas:

1,496
Reading students tested: 35
Reading # Answer Documents Submitted: 35

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 9.7 (65%)
  • Reporting Category 3: 9.4 (72%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 26%

17%
34%
23%
26%
Males: (Average Scale Score: 1,533, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 23%, Masters: 33%)
22%
22%
23%
33%
Females: (Average Scale Score: 1,536, Tested: 26, Did Not Meet Grade Level Performance: 15%, Approaches: 39%, Meets: 23%, Masters: 23%)
15%
39%
23%
23%
Hispanic: (Average Scale Score: 1,519, Tested: 20, Did Not Meet Grade Level Performance: 25%, Approaches: 30%, Meets: 25%, Masters: 20%)
25%
30%
25%
20%
White: (Average Scale Score: 1,584, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 0%, Masters: 67%)
33%
67%

    Writing Average Scale Score
    (4th Grade)

  • All3,722
  • Males3,493
  • Females3,816
  • Hispanic3,553
  • White4,242
Writing Average Scale Score:

3,722
State:

3,570
Writing students tested: 31
Writing # Answer Documents Submitted: 31

Writing Avg Items Correct:
  • Reporting Category 1: 3.9 (49%)
  • Reporting Category 2: 3.7 (46%)
  • Reporting Category 3: 11.4 (71%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 42%
Masters Grade Level Performance: 3%

26%
29%
42%
3%
Males: (Average Scale Score: 3,493, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 45%, Meets: 22%, Masters: 0%)
33%
45%
22%
Females: (Average Scale Score: 3,816, Tested: 22, Did Not Meet Grade Level Performance: 23%, Approaches: 22%, Meets: 50%, Masters: 5%)
23%
22%
50%
5%
Hispanic: (Average Scale Score: 3,553, Tested: 16, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 25%, Masters: 0%)
38%
38%
25%
White: (Average Scale Score: 4,242, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 83%, Masters: 17%)
83%
17%
4th Grade (Spanish)

    Reading Average Scale Score
    (4th Grade (Spanish))

  • All1,545
  • Males1,534
  • Females1,553
  • Hispanic1,545
Reading Average Scale Score:

1,545
State:

815
Reading students tested: 15
Reading # Answer Documents Submitted: 15

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 12.2 (81%)
  • Reporting Category 3: 8.1 (62%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 47%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 20%

13%
47%
20%
20%
Males: (Average Scale Score: 1,534, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 17%, Masters: 33%)
33%
17%
17%
33%
Females: (Average Scale Score: 1,553, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 67%, Meets: 22%, Masters: 11%)
67%
22%
11%
Hispanic: (Average Scale Score: 1,545, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 47%, Meets: 20%, Masters: 20%)
13%
47%
20%
20%

    Writing Average Scale Score
    (4th Grade (Spanish))

  • All4,224
  • Males3,960
  • Females4,346
  • Hispanic4,224
Writing Average Scale Score:

4,224
State:

2,017
Writing students tested: 19
Writing # Answer Documents Submitted: 19

Writing Avg Items Correct:
  • Reporting Category 1: 5.5 (68%)
  • Reporting Category 2: 5.7 (71%)
  • Reporting Category 3: 12.9 (81%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 37%

11%
15%
37%
37%
Males: (Average Scale Score: 3,960, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 0%, Meets: 50%, Masters: 17%)
33%
50%
17%
Females: (Average Scale Score: 4,346, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 23%, Meets: 31%, Masters: 46%)
23%
31%
46%
Hispanic: (Average Scale Score: 4,224, Tested: 19, Did Not Meet Grade Level Performance: 11%, Approaches: 15%, Meets: 37%, Masters: 37%)
11%
15%
37%
37%

Health & Safety


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

  • Hispanic10
  • Black4
  • White10
  • Multirace4
  • LEP7
  • IDEA2
  • 5044
Chronic Student Absenteeism: 28 (male: 14, female: 14)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Jefferson Elementary School:

105.7
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

  • Hispanic4
  • White5
  • LEP1
  • IDEA4
School days missed due to out-of-school suspension: 9 (male: 6, female: 3)
  • Hispanic: 4 (male: 1, female: 3)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Instances of out-of-school suspension (Students without disabilities): 3

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

11.3
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 6 (all male)
  • Hispanic: 2
  • White: 2
  • Two or More Races: 2
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 1

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

3.8
Texas:

27.5
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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: 2 (all female)
  • Hispanic: 2

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

7.5
State:

32.9

Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all female)
  • Hispanic: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here:

7.5
State:

49.7

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