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Kipp Austin Obras School in Austin, 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 55
Address
 5107 IH 35 S STE A
Austin, TX 78744
Telephone
(512) 651-2069
(make sure to verify first before calling)
City-data.com school rating
55
Students
473
Classroom Teachers (FTE)
32.8
Free lunch eligible students
349
Reduced-price lunch
eligible students
55
School district
KIPP AUSTIN PUBLIC SCHOOLS INC
Charter school
Yes
Charter authorizer name
STATE BOARD OF (#000001)
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:
HARMONY SCHOOL OF INNOVATION - AUSTIN (0.9 miles):

75
Kipp Austin Obras School:

55
KIPP AUSTIN BEACON PREP (0.0 miles):

45
KIPP AUSTIN VISTA MIDDLE SCHOOLS (0.0 miles):

40
KIPP AUSTIN LEADERSHIP EL (0.0 miles):

38
HOUSTON EL (0.5 miles):

36
HARMONY SCHOOL OF EXCELLENCE - AUSTIN (0.8 miles):

35
REAL LEARNING ACADEMY (1.0 miles):

32
RODRIGUEZ EL (0.7 miles):

27
Kipp Austin Obras School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
Kipp Austin Obras School:

55

Students & Teachers


Total enrollment:
Enrollment in 2016: 473
Enrollment in 2015: 356
Enrollment in 2014: 240

Kipp Austin Obras School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03Total
All students120120120113473
Female students55596856238
Male students65615257235
American Indian/Alaska Native students - 1 - - 1
Asian students - - 2 - 2
Hispanic students110109112108439
Black students444416
White students56 - 112
Two or More Races students1 - 2 - 3

Enrollment by grade:
Kindergarten enrollment: 120
1st grade enrollment: 120
2nd grade enrollment: 120
3rd grade enrollment: 113

Kipp Austin Obras School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 238 (50.3%)
Here:

50.3%
State:

49.0%
Male enrollment: 235 (49.7%)
Kipp Austin Obras School:

49.7%
Texas:

50.1%

Kipp Austin Obras School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
School:

0.2%
State:

0.4%
Asian enrollment: 2 (0.4%)
Kipp Austin Obras School:

0.4%
State:

3.1%
Hispanic enrollment: 439 (92.8%)
Kipp Austin Obras School:

92.8%
State:

46.9%
Black enrollment: 16 (3.4%)
Kipp Austin Obras School:

3.4%
State:

11.6%
White enrollment: 12 (2.5%)
Kipp Austin Obras School:

2.5%
Texas:

32.3%
Two or More Races enrollment: 3 (0.6%)
School:

0.6%
State:

2.1%

Kipp Austin Obras School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 404 (85.4%)
Kipp Austin Obras School:

85.4%
State:

61.6%
Free lunch eligible students: 349 (73.8%)
School:

73.8%
Texas:

55.4%
Reduced-price lunch eligible students: 55 (11.6%)
Kipp Austin Obras School:

11.6%
Texas:

6.2%

Kipp Austin Obras School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 32.8

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Kipp Austin Obras School:

14.4
Texas:

15.6

Kipp Austin Obras School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,755,891
  • Full-time Equivalency Count of Teachers: 20 (Salary Expenditures: $943,282)
  • Full-time Equivalency Count of Instructional Aides: 11.4 (Salary Expenditures: $456,008)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $104,505)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $252,096)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,128,196
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $876,601
  • Salary Expenditures for Teachers: $943,282
  • Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $520,000)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $104,505)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $252,096)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,166,955

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 297 (male: 140, female: 157)
  • Hispanic: 295 (male: 140, female: 155)
  • Asian: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 20, female: 11)

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 served under IDEA: 48 (male: 35, female: 13)
  • Hispanic: 44 (male: 31, female: 13)
  • Black: 4 (all male)
  • Limited English Proficiency (LEP): 29 (male: 19, female: 10)

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 Kindergarten: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
Here:

3.3%
Texas:

5.2%
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Percent of 1st grade students retained
Kipp Austin Obras School:

3.3%
State:

6.1%
Total number of students retained in 3rd grade: 2 (all male)
  • Hispanic: 2

Percent of 3rd grade students retained
Here:

1.8%
State:

4.1%

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)

  • All1,501
  • Males1,505
  • Females1,498
  • Hispanic1,502
  • White1,505
Math Average Scale Score:

1,501
State:

1,453
Math students tested: 114
Math # Answer Documents Submitted: 114

Math Avg Items Correct:
  • Reporting Category 1: 6.2 (78%)
  • Reporting Category 2: 9.4 (73%)
  • Reporting Category 3: 4.5 (65%)
  • Reporting Category 4: 2.9 (73%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 25%

6%
41%
28%
25%
Males: (Average Scale Score: 1,505, Tested: 57, Did Not Meet Grade Level Performance: 5%, Approaches: 44%, Meets: 25%, Masters: 26%)
5%
44%
25%
26%
Females: (Average Scale Score: 1,498, Tested: 57, Did Not Meet Grade Level Performance: 7%, Approaches: 39%, Meets: 31%, Masters: 23%)
7%
39%
31%
23%
Hispanic: (Average Scale Score: 1,502, Tested: 108, Did Not Meet Grade Level Performance: 5%, Approaches: 42%, Meets: 29%, Masters: 24%)
5%
42%
29%
24%
White: (Average Scale Score: 1,505, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 20%, Masters: 40%)
20%
20%
20%
40%

    Reading Average Scale Score
    (3rd Grade)

  • All1,390
  • Males1,386
  • Females1,394
  • Hispanic1,386
  • White1,445
Reading Average Scale Score:

1,390
State:

1,423
Reading students tested: 114
Reading # Answer Documents Submitted: 114

Reading Avg Items Correct:
  • Reporting Category 1: 3.6 (71%)
  • Reporting Category 2: 8.3 (56%)
  • Reporting Category 3: 8.4 (60%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 48%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 9%

32%
48%
11%
9%
Males: (Average Scale Score: 1,386, Tested: 57, Did Not Meet Grade Level Performance: 35%, Approaches: 46%, Meets: 12%, Masters: 7%)
35%
46%
12%
7%
Females: (Average Scale Score: 1,394, Tested: 57, Did Not Meet Grade Level Performance: 30%, Approaches: 49%, Meets: 10%, Masters: 11%)
30%
49%
10%
11%
Hispanic: (Average Scale Score: 1,386, Tested: 108, Did Not Meet Grade Level Performance: 33%, Approaches: 48%, Meets: 11%, Masters: 8%)
33%
48%
11%
8%
White: (Average Scale Score: 1,445, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 0%, Masters: 20%)
20%
60%
20%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,554
  • Males1,533
  • Females1,572
  • Hispanic1,559
Math Average Scale Score:

1,554
Texas:

1,546
Math students tested: 115
Math # Answer Documents Submitted: 115

Math Avg Items Correct:
  • Reporting Category 1: 6.1 (68%)
  • Reporting Category 2: 7.3 (66%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 2.3 (56%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 24%

24%
30%
22%
24%
Males: (Average Scale Score: 1,533, Tested: 53, Did Not Meet Grade Level Performance: 30%, Approaches: 32%, Meets: 23%, Masters: 15%)
30%
32%
23%
15%
Females: (Average Scale Score: 1,572, Tested: 62, Did Not Meet Grade Level Performance: 19%, Approaches: 28%, Meets: 21%, Masters: 32%)
19%
28%
21%
32%
Hispanic: (Average Scale Score: 1,559, Tested: 109, Did Not Meet Grade Level Performance: 23%, Approaches: 28%, Meets: 23%, Masters: 26%)
23%
28%
23%
26%

    Reading Average Scale Score
    (4th Grade)

  • All1,495
  • Males1,470
  • Females1,516
  • Hispanic1,501
Reading Average Scale Score:

1,495
Texas:

1,496
Reading students tested: 115
Reading # Answer Documents Submitted: 115

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 8.8 (59%)
  • Reporting Category 3: 8.5 (66%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 22%

41%
16%
21%
22%
Males: (Average Scale Score: 1,470, Tested: 53, Did Not Meet Grade Level Performance: 42%, Approaches: 22%, Meets: 21%, Masters: 15%)
42%
22%
21%
15%
Females: (Average Scale Score: 1,516, Tested: 62, Did Not Meet Grade Level Performance: 40%, Approaches: 12%, Meets: 21%, Masters: 27%)
40%
12%
21%
27%
Hispanic: (Average Scale Score: 1,501, Tested: 109, Did Not Meet Grade Level Performance: 39%, Approaches: 16%, Meets: 22%, Masters: 23%)
39%
16%
22%
23%

    Writing Average Scale Score
    (4th Grade)

  • All3,782
  • Males3,598
  • Females3,940
  • Hispanic3,813
Writing Average Scale Score:

3,782
Texas:

3,570
Writing students tested: 115
Writing # Answer Documents Submitted: 115

Writing Avg Items Correct:
  • Reporting Category 1: 3.5 (44%)
  • Reporting Category 2: 4.7 (58%)
  • Reporting Category 3: 10.9 (68%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 16%

41%
13%
30%
16%
Males: (Average Scale Score: 3,598, Tested: 53, Did Not Meet Grade Level Performance: 47%, Approaches: 23%, Meets: 24%, Masters: 6%)
47%
23%
24%
6%
Females: (Average Scale Score: 3,940, Tested: 62, Did Not Meet Grade Level Performance: 35%, Approaches: 5%, Meets: 36%, Masters: 24%)
35%
5%
36%
24%
Hispanic: (Average Scale Score: 3,813, Tested: 109, Did Not Meet Grade Level Performance: 39%, Approaches: 12%, Meets: 32%, Masters: 17%)
39%
12%
32%
17%

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.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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.
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 robbery without a weapon: 1

Incidents of physical attack or fight without a weapon: 2


Total incidents per 1,000 students
Here:

6.3
State:

38.0

Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Kipp Austin Obras School:

2.1
State:

1.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Black: 2


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

  • Hispanic22
  • Black4
  • White4
  • LEP10
  • IDEA2
Chronic Student Absenteeism: 30 (male: 12, female: 18)
  • Hispanic: 22 (male: 8, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

63.4
Texas:

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: 3 (male: 2, female: 1)
  • Hispanic: 3 (male: 2, female: 1)
  • Limited English Proficiency (LEP): 3 (male: 2, female: 1)
Instances of out-of-school suspension (Students without disabilities): 3

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

6.3
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2
Students without disabilities receiving only one out-of-school suspension: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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