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Sparks Elementary School in Pasadena, TX
(PK-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 26
Address
 2503 E SOUTHMORE
Pasadena, TX 77502
Telephone
(713) 740-0744
(make sure to verify first before calling)
City-data.com school rating
26
Students
471
Classroom Teachers (FTE)
32.1
Free lunch eligible students
387
Reduced-price lunch
eligible students
23
School district
PASADENA 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:
KELLER MIDDLE (0.7 miles):

52
SOUTHMORE INT (0.9 miles):

51
RED BLUFF EL (0.9 miles):

49
SAM RAYBURN H S (1.0 miles):

27
PARKS EL (0.8 miles):

26
Sparks Elementary School:

26
MAE SMYTHE EL (0.8 miles):

16
POMEROY EL (0.5 miles):

12
UNLIMITED VISIONS AFTERCARE (0.5 miles):

2
Sparks Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Pasadena:

42
Sparks Elementary School:

26

Students & Teachers


Total enrollment:
Enrollment in 2016: 471
Enrollment in 2015: 520
Enrollment in 2014: 507
Enrollment in 2013: 536
Enrollment in 2012: 554
Enrollment in 2011: 526
Enrollment in 2010: 557
Enrollment in 2009: 570
Enrollment in 2008: 597
Enrollment in 2007: 591
Enrollment in 2006: 559
Enrollment in 2005: 605
Enrollment in 2004: 634
Enrollment in 2003: 624
Enrollment in 2002: 737
Enrollment in 2001: 762
Enrollment in 2000: 747
Enrollment in 1999: 746

Sparks Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04Total
All students636592919367471
Female students353638453741232
Male students282954465626239
Asian students1 - - - - - 1
Hispanic students585986858863439
Black students31322213
White students12333214
Hawaiian Native/Pacific Islander students - 2 - - - - 2
Two or More Races students - 1 - 1 - - 2

Enrollment by grade:
Pre-Kindergarten enrollment: 63
Kindergarten enrollment: 65
1st grade enrollment: 92
2nd grade enrollment: 91
3rd grade enrollment: 93
4th grade enrollment: 67

Sparks Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 232 (49.3%)
Sparks Elementary School:

49.3%
State:

49.0%
Male enrollment: 239 (50.7%)
Here:

50.7%
State:

50.1%

Sparks Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 1 (0.2%)
Here:

0.2%
State:

3.1%
Hispanic enrollment: 439 (93.2%)
Here:

93.2%
State:

46.9%
Black enrollment: 13 (2.8%)
Sparks Elementary School:

2.8%
Texas:

11.6%
White enrollment: 14 (3.0%)
School:

3.0%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.4%)
Sparks Elementary School:

0.4%
Texas:

0.1%
Two or More Races enrollment: 2 (0.4%)
Sparks Elementary School:

0.4%
Texas:

2.1%

Sparks Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 410 (87.0%)
Here:

87.0%
State:

61.6%
Free lunch eligible students: 387 (82.2%)
Sparks Elementary School:

82.2%
State:

55.4%
Reduced-price lunch eligible students: 23 (4.9%)
Sparks Elementary School:

4.9%
State:

6.2%

Sparks Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 32.1

Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 0.5
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE nurses: 1

Student/Teacher Ratio
School:

14.7
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,958,744
  • Full-time Equivalency Count of Teachers: 32.1 (Salary Expenditures: $1,467,023)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $39,122)
  • Full-time Equivalency Count of Support Services Staff: 6.5 (Salary Expenditures: $270,119)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $182,480)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $69,633
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,612,441
  • Salary Expenditures for Teachers: $1,749,392
  • Full-time Equivalency Count of Instructional Aides: 10.9 (Salary Expenditures: $210,858)
  • Full-time Equivalency Count of Support Services Staff: 7.5 (Salary Expenditures: $469,711)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $182,480)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $95,465

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 196 (male: 95, female: 101)
  • Hispanic: 196 (male: 95, female: 101)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 5, female: 8)

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: 44 (male: 25, female: 19)
  • Hispanic: 44 (male: 25, female: 19)
  • Limited English Proficiency (LEP): 20 (male: 10, female: 10)
Students with disabilities served under Section 504: 13 (male: 5, female: 8)
  • Hispanic: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, 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

  • Hispanic10
  • Black2
  • LEP7
  • IDEA4
Total number of students retained in 1st grade: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 1st grade students retained
Here:

13.0%
State:

6.1%
Total number of students retained in 2nd grade: 16 (male: 8, female: 8)
  • Hispanic: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 2nd grade students retained
Sparks Elementary School:

17.6%
Texas:

4.8%
Total number of students retained in 3rd grade: 10 (male: 5, female: 5)
  • Hispanic: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 3rd grade students retained
Here:

10.8%
State:

4.1%
Total number of students retained in 4th grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 4th grade students retained
Sparks Elementary School:

3.0%
Texas:

3.6%

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: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Sparks Elementary School:

14.9
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)

  • All1,426
  • Males1,435
  • Females1,419
  • Hispanic1,427
Math Average Scale Score:

1,426
Texas:

1,453
Math students tested: 63
Math # Answer Documents Submitted: 63

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 7.4 (57%)
  • Reporting Category 3: 4 (58%)
  • Reporting Category 4: 2.7 (69%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 8%

27%
46%
19%
8%
Males: (Average Scale Score: 1,435, Tested: 29, Did Not Meet Grade Level Performance: 24%, Approaches: 48%, Meets: 18%, Masters: 10%)
24%
48%
18%
10%
Females: (Average Scale Score: 1,419, Tested: 34, Did Not Meet Grade Level Performance: 29%, Approaches: 45%, Meets: 20%, Masters: 6%)
29%
45%
20%
6%
Hispanic: (Average Scale Score: 1,427, Tested: 58, Did Not Meet Grade Level Performance: 28%, Approaches: 44%, Meets: 19%, Masters: 9%)
28%
44%
19%
9%

    Reading Average Scale Score
    (3rd Grade)

  • All1,421
  • Males1,422
  • Females1,421
  • Hispanic1,422
Reading Average Scale Score:

1,421
State:

1,423
Reading students tested: 63
Reading # Answer Documents Submitted: 63

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (77%)
  • Reporting Category 2: 9.3 (62%)
  • Reporting Category 3: 9.1 (65%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 51%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 14%

17%
51%
18%
14%
Males: (Average Scale Score: 1,422, Tested: 29, Did Not Meet Grade Level Performance: 17%, Approaches: 52%, Meets: 17%, Masters: 14%)
17%
52%
17%
14%
Females: (Average Scale Score: 1,421, Tested: 34, Did Not Meet Grade Level Performance: 18%, Approaches: 50%, Meets: 17%, Masters: 15%)
18%
50%
17%
15%
Hispanic: (Average Scale Score: 1,422, Tested: 58, Did Not Meet Grade Level Performance: 17%, Approaches: 52%, Meets: 15%, Masters: 16%)
17%
52%
15%
16%
3rd Grade (Spanish)

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

  • All1,404
  • Males1,414
  • Females1,393
  • Hispanic1,404
Math Average Scale Score:

1,404
State:

510
Math students tested: 19
Math # Answer Documents Submitted: 19

Math Avg Items Correct:
  • Reporting Category 1: 4.5 (57%)
  • Reporting Category 2: 7.3 (56%)
  • Reporting Category 3: 4.1 (59%)
  • Reporting Category 4: 2.5 (63%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 68%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 0%

21%
68%
11%
Males: (Average Scale Score: 1,414, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 70%, Meets: 10%, Masters: 0%)
20%
70%
10%
Females: (Average Scale Score: 1,393, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 67%, Meets: 11%, Masters: 0%)
22%
67%
11%
Hispanic: (Average Scale Score: 1,404, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 68%, Meets: 11%, Masters: 0%)
21%
68%
11%

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

  • All1,385
  • Males1,370
  • Females1,402
  • Hispanic1,385
Reading Average Scale Score:

1,385
Texas:

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

Reading Avg Items Correct:
  • Reporting Category 1: 3.6 (73%)
  • Reporting Category 2: 9.6 (64%)
  • Reporting Category 3: 7.5 (54%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 5%

26%
32%
37%
5%
Males: (Average Scale Score: 1,370, Tested: 10, Did Not Meet Grade Level Performance: 40%, Approaches: 30%, Meets: 20%, Masters: 10%)
40%
30%
20%
10%
Females: (Average Scale Score: 1,402, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 33%, Meets: 56%, Masters: 0%)
11%
33%
56%
Hispanic: (Average Scale Score: 1,385, Tested: 19, Did Not Meet Grade Level Performance: 26%, Approaches: 32%, Meets: 37%, Masters: 5%)
26%
32%
37%
5%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,521
  • Males1,510
  • Females1,536
  • Hispanic1,526
Math Average Scale Score:

1,521
Texas:

1,546
Math students tested: 75
Math # Answer Documents Submitted: 75

Math Avg Items Correct:
  • Reporting Category 1: 5.9 (65%)
  • Reporting Category 2: 6.4 (58%)
  • Reporting Category 3: 5.5 (55%)
  • Reporting Category 4: 2.3 (58%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 15%

35%
30%
20%
15%
Males: (Average Scale Score: 1,510, Tested: 43, Did Not Meet Grade Level Performance: 37%, Approaches: 35%, Meets: 16%, Masters: 12%)
37%
35%
16%
12%
Females: (Average Scale Score: 1,536, Tested: 32, Did Not Meet Grade Level Performance: 31%, Approaches: 25%, Meets: 25%, Masters: 19%)
31%
25%
25%
19%
Hispanic: (Average Scale Score: 1,526, Tested: 67, Did Not Meet Grade Level Performance: 31%, Approaches: 32%, Meets: 22%, Masters: 15%)
31%
32%
22%
15%

    Reading Average Scale Score
    (4th Grade)

  • All1,482
  • Males1,502
  • Females1,456
  • Hispanic1,489
Reading Average Scale Score:

1,482
State:

1,496
Reading students tested: 74
Reading # Answer Documents Submitted: 74

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 8.5 (57%)
  • Reporting Category 3: 8.4 (64%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 18%

36%
29%
17%
18%
Males: (Average Scale Score: 1,502, Tested: 42, Did Not Meet Grade Level Performance: 26%, Approaches: 29%, Meets: 24%, Masters: 21%)
26%
29%
24%
21%
Females: (Average Scale Score: 1,456, Tested: 32, Did Not Meet Grade Level Performance: 50%, Approaches: 28%, Meets: 9%, Masters: 13%)
50%
28%
9%
13%
Hispanic: (Average Scale Score: 1,489, Tested: 66, Did Not Meet Grade Level Performance: 33%, Approaches: 31%, Meets: 18%, Masters: 18%)
33%
31%
18%
18%

    Writing Average Scale Score
    (4th Grade)

  • All3,499
  • Males3,539
  • Females3,447
  • Hispanic3,530
Writing Average Scale Score:

3,499
State:

3,570
Writing students tested: 74
Writing # Answer Documents Submitted: 74

Writing Avg Items Correct:
  • Reporting Category 1: 3.4 (43%)
  • Reporting Category 2: 3.3 (42%)
  • Reporting Category 3: 10 (62%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 0%

50%
36%
14%
Males: (Average Scale Score: 3,539, Tested: 42, Did Not Meet Grade Level Performance: 43%, Approaches: 40%, Meets: 17%, Masters: 0%)
43%
40%
17%
Females: (Average Scale Score: 3,447, Tested: 32, Did Not Meet Grade Level Performance: 59%, Approaches: 32%, Meets: 9%, Masters: 0%)
59%
32%
9%
Hispanic: (Average Scale Score: 3,530, Tested: 66, Did Not Meet Grade Level Performance: 47%, Approaches: 39%, Meets: 14%, Masters: 0%)
47%
39%
14%
4th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 2
Reading # Answer Documents Submitted: 2

Writing students tested: 2
Writing # Answer Documents Submitted: 2

Health & Safety


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 disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Here:

2.1
State:

0.4
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all female)
  • Hispanic: 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

  • Hispanic34
  • Black4
  • White4
  • LEP7
  • IDEA10
  • 5044
Chronic Student Absenteeism: 42 (male: 18, female: 24)
  • Hispanic: 34 (male: 14, female: 20)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

89.2
Texas:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
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.
Students without disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

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