Armando Cuellar Middle School in Weslaco, TX
(06-08 • 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 46
- Address
- 1201 S BRIDGE ST
Weslaco, TX 78596
- Telephone
- (956) 969-6720
(make sure to verify first before calling)
- Website
- http://www.cuellar.wisd.us/
- City-data.com school rating
- 46
- Students
- 737
- Classroom Teachers (FTE)
- 52.7
- Free lunch eligible students
- 615
- School district
- WESLACO 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:
MEMORIAL EL (1.2 miles): | 80 |
DR R E MARGO EL (0.5 miles): | 68 |
CENTRAL MIDDLE (0.5 miles): | 66 |
AIRPORT EL (1.3 miles): | 66 |
F D ROOSEVELT EL (1.1 miles): | 48 |
Armando Cuellar Middle School: | 46 |
WESLACO 21ST CENTURY CTE EARLY COLLEGE H S (0.3 miles): | 41 |
WESLACO EAST H S (0.7 miles): | 39 |
HORTON DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM (1.0 miles): | 18 |
Armando Cuellar Middle School rating compared to average state, county and city schools ratings:
Texas: | 54 |
Hidalgo County: | 58 |
Weslaco: | 57 |
Armando Cuellar Middle School: | 46 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 737
Enrollment in 2015: 802
Enrollment in 2014: 835
Enrollment in 2013: 837
Enrollment in 2012: 741
Enrollment in 2011: 778
Enrollment in 2010: 706
Enrollment in 2009: 754
Enrollment in 2008: 675
Enrollment in 2007: 666
Enrollment in 2006: 683
Enrollment in 2005: 722
Enrollment in 2004: 721
Enrollment in 2003: 711
Enrollment in 2002: 655
Enrollment in 2001: 667
Enrollment in 2000: 953
Enrollment in 1999: 920
Enrollment in 2015: 802
Enrollment in 2014: 835
Enrollment in 2013: 837
Enrollment in 2012: 741
Enrollment in 2011: 778
Enrollment in 2010: 706
Enrollment in 2009: 754
Enrollment in 2008: 675
Enrollment in 2007: 666
Enrollment in 2006: 683
Enrollment in 2005: 722
Enrollment in 2004: 721
Enrollment in 2003: 711
Enrollment in 2002: 655
Enrollment in 2001: 667
Enrollment in 2000: 953
Enrollment in 1999: 920
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | Total |
---|---|---|---|---|
All students | 225 | 235 | 277 | 737 |
Female students | 104 | 123 | 131 | 358 |
Male students | 121 | 112 | 146 | 379 |
American Indian/Alaska Native students | 1 | - | 2 | 3 |
Asian students | 1 | - | - | 1 |
Hispanic students | 220 | 234 | 274 | 728 |
White students | 3 | 1 | 1 | 5 |
Enrollment by grade:
6th grade enrollment: 225
7th grade enrollment: 235
8th grade enrollment: 277
7th grade enrollment: 235
8th grade enrollment: 277
Armando Cuellar Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 358 (48.6%)
Armando Cuellar Middle School: | 48.6% |
State: | 49.0% |
Male enrollment: 379 (51.4%)
Here: | 51.4% |
Texas: | 50.1% |
Armando Cuellar Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.4%)
Armando Cuellar Middle School: | 0.4% |
State: | 0.4% |
Asian enrollment: 1 (0.1%)
School: | 0.1% |
Texas: | 3.1% |
Hispanic enrollment: 728 (98.8%)
Armando Cuellar Middle School: | 98.8% |
Texas: | 46.9% |
White enrollment: 5 (0.7%)
Armando Cuellar Middle School: | 0.7% |
Texas: | 32.3% |
Armando Cuellar Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 615 (83.4%)
Armando Cuellar Middle School: | 83.4% |
State: | 61.6% |
Free lunch eligible students: 615 (83.4%)
Armando Cuellar Middle School: | 83.4% |
Texas: | 55.4% |
Reduced-price lunch eligible students: 0 (0.0%)
Armando Cuellar Middle School: | 0.0% |
State: | 6.2% |
Armando Cuellar Middle School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 52.7
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 24
Number of FTE security guards: 3
Number of FTE nurses: 1
Number of FTE social workers: 1
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 24
Number of FTE security guards: 3
Number of FTE nurses: 1
Number of FTE social workers: 1
Student/Teacher Ratio
Here: | 14.0 |
State: | 15.6 |
Armando Cuellar Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,083,205
- Full-time Equivalency Count of Teachers: 52.7 (Salary Expenditures: $2,537,064)
- Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $424,438)
- Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $111,393)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $833,138
- Salary Expenditures for Teachers: $2,977,075
- Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $114,108)
- Full-time Equivalency Count of Support Services Staff: 8.5 (Salary Expenditures: $607,637)
- Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $111,393)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 184 (male: 95, female: 89)
- Hispanic: 184 (male: 95, female: 89)
- Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
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 (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: 89 (male: 58, female: 31)
Students with disabilities served under Section 504: 28 (male: 17, female: 11)
- Hispanic: 89 (male: 58, female: 31)
- Limited English Proficiency (LEP): 20 (male: 13, female: 7)
Students with disabilities served under Section 504: 28 (male: 17, female: 11)
- Hispanic: 28 (male: 17, female: 11)
- Limited English Proficiency (LEP): 2 (all female)
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 6th grade: 4 (male: 2, female: 2)
Percent of 6th grade students retained
Total number of students retained in 7th grade: 4 (male: 2, female: 2)
Percent of 7th grade students retained
Total number of students retained in 8th grade: 4 (male: 2, female: 2)
Percent of 8th grade students retained
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Percent of 6th grade students retained
Armando Cuellar Middle School: | 1.8% |
Texas: | 6.3% |
Total number of students retained in 7th grade: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Percent of 7th grade students retained
Here: | 1.7% |
State: | 6.0% |
Total number of students retained in 8th grade: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Percent of 8th grade students retained
Here: | 1.4% |
Texas: | 7.0% |
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/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: 39 (male: 17, female: 22)
Gifted and Talented Student Enrollment per 1,000 students
- Hispanic: 37 (male: 17, female: 20)
- Asian: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
Here: | 52.9 |
Texas: | 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 students tested: 77
Algebra I # Answer Documents Submitted: 77
Algebra I Avg Items Correct:
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 3%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 97%
English I students tested: 35
English I # Answer Documents Submitted: 35
English I Avg Items Correct:
Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 94%
Masters Grade Level Performance: 3%
6th Grade
Math students tested: 211
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 260
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 5%
Reading students tested: 259
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 260
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 9%
7th Grade
Math students tested: 217
Math # Answer Documents Submitted: 278
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 20%
Reading students tested: 228
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 278
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 16%
Writing students tested: 231
Writing # Answer Documents Submitted: 231
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 7%
8th Grade
Math students tested: 220
Math # Answer Documents Submitted: 252
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 20%
Reading students tested: 201
Reading # Answer Documents Submitted: 252
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 7%
Science students tested: 233
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 234
Science Avg Items Correct:
Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 18%
Social Studies students tested: 233
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 234
Social Studies Avg Items Correct:
Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 19%
- All4,949
- Males4,901
- Females5,020
- Hispanic4,936
- White5,143
Algebra I Average Scale Score
Algebra I Average Scale Score: | 4,949 |
State: | 4,001 |
Algebra I # Answer Documents Submitted: 77
Algebra I Avg Items Correct:
- Reporting Category 1: 9.9 (90%)
- Reporting Category 2: 11.1 (92%)
- Reporting Category 3: 12.2 (87%)
- Reporting Category 4: 10 (91%)
- Reporting Category 5: 5.7 (95%)
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 3%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 97%
Males: (Average Scale Score: 4,901, Tested: 46, Did Not Meet Grade Level Performance: 0%, Approaches: 4%, Meets: 0%, Masters: 96%)
Females: (Average Scale Score: 5,020, Tested: 31, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
Hispanic: (Average Scale Score: 4,936, Tested: 72, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 0%, Masters: 97%)
White: (Average Scale Score: 5,143, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
- All4,312
- Males4,207
- Females4,374
- Hispanic4,312
English I Average Scale Score
English I Average Scale Score: | 4,312 |
Texas: | 3,637 |
English I # Answer Documents Submitted: 35
English I Avg Items Correct:
- Reporting Category 1: 7.2 (90%)
- Reporting Category 2: 11.1 (85%)
- Reporting Category 3: 10.4 (80%)
- Reporting Category 4: 9.4 (59%)
- Reporting Category 5: 7.3 (81%)
- Reporting Category 6: 7.9 (88%)
Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 94%
Masters Grade Level Performance: 3%
Males: (Average Scale Score: 4,207, Tested: 13, Did Not Meet Grade Level Performance: 8%, Approaches: 0%, Meets: 92%, Masters: 0%)
Females: (Average Scale Score: 4,374, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 95%, Masters: 5%)
Hispanic: (Average Scale Score: 4,312, Tested: 35, Did Not Meet Grade Level Performance: 3%, Approaches: 0%, Meets: 94%, Masters: 3%)
6th Grade
- All1,592
- Males1,602
- Females1,583
- Hispanic1,592
Math Average Scale Score
(6th Grade)
Math Average Scale Score: | 1,592 |
Texas: | 1,546 |
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 260
Math Avg Items Correct:
- Reporting Category 1: 5.6 (56%)
- Reporting Category 2: 7.2 (48%)
- Reporting Category 3: 2.5 (42%)
- Reporting Category 4: 2.7 (39%)
Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 5%
Males: (Average Scale Score: 1,602, Tested: 102, Did Not Meet Grade Level Performance: 30%, Approaches: 36%, Meets: 28%, Masters: 6%)
Females: (Average Scale Score: 1,583, Tested: 109, Did Not Meet Grade Level Performance: 30%, Approaches: 43%, Meets: 22%, Masters: 5%)
Hispanic: (Average Scale Score: 1,592, Tested: 208, Did Not Meet Grade Level Performance: 31%, Approaches: 39%, Meets: 25%, Masters: 5%)
- All1,548
- Males1,540
- Females1,556
- Hispanic1,549
Reading Average Scale Score
(6th Grade)
Reading Average Scale Score: | 1,548 |
Texas: | 1,457 |
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 260
Reading Avg Items Correct:
- Reporting Category 1: 4.8 (60%)
- Reporting Category 2: 11.4 (67%)
- Reporting Category 3: 8.3 (55%)
Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 9%
Males: (Average Scale Score: 1,540, Tested: 124, Did Not Meet Grade Level Performance: 46%, Approaches: 27%, Meets: 19%, Masters: 8%)
Females: (Average Scale Score: 1,556, Tested: 135, Did Not Meet Grade Level Performance: 36%, Approaches: 42%, Meets: 12%, Masters: 10%)
Hispanic: (Average Scale Score: 1,549, Tested: 254, Did Not Meet Grade Level Performance: 41%, Approaches: 34%, Meets: 16%, Masters: 9%)
7th Grade
- All1,670
- Males1,659
- Females1,683
- Hispanic1,672
- White1,620
Math Average Scale Score
(7th Grade)
Math Average Scale Score: | 1,670 |
State: | 1,571 |
Math # Answer Documents Submitted: 278
Math Avg Items Correct:
- Reporting Category 1: 3.6 (61%)
- Reporting Category 2: 8.7 (58%)
- Reporting Category 3: 6.7 (56%)
- Reporting Category 4: 3.4 (49%)
Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 20%
Males: (Average Scale Score: 1,659, Tested: 116, Did Not Meet Grade Level Performance: 30%, Approaches: 33%, Meets: 21%, Masters: 16%)
Females: (Average Scale Score: 1,683, Tested: 101, Did Not Meet Grade Level Performance: 26%, Approaches: 26%, Meets: 22%, Masters: 26%)
Hispanic: (Average Scale Score: 1,672, Tested: 210, Did Not Meet Grade Level Performance: 28%, Approaches: 30%, Meets: 21%, Masters: 21%)
White: (Average Scale Score: 1,620, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
- All1,614
- Males1,612
- Females1,617
- Hispanic1,615
- White1,596
Reading Average Scale Score
(7th Grade)
Reading Average Scale Score: | 1,614 |
State: | 1,550 |
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 278
Reading Avg Items Correct:
- Reporting Category 1: 5 (62%)
- Reporting Category 2: 11.2 (62%)
- Reporting Category 3: 9.5 (59%)
Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 16%
Males: (Average Scale Score: 1,612, Tested: 130, Did Not Meet Grade Level Performance: 36%, Approaches: 31%, Meets: 17%, Masters: 16%)
Females: (Average Scale Score: 1,617, Tested: 98, Did Not Meet Grade Level Performance: 34%, Approaches: 37%, Meets: 14%, Masters: 15%)
Hispanic: (Average Scale Score: 1,615, Tested: 222, Did Not Meet Grade Level Performance: 34%, Approaches: 34%, Meets: 16%, Masters: 16%)
White: (Average Scale Score: 1,596, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 0%, Masters: 20%)
- All3,741
- Males3,689
- Females3,809
- Hispanic3,750
- White3,576
Writing Average Scale Score
(7th Grade)
Writing Average Scale Score: | 3,741 |
Texas: | 3,515 |
Writing # Answer Documents Submitted: 231
Writing Avg Items Correct:
- Reporting Category 1: 7.6 (47%)
- Reporting Category 2: 8.3 (64%)
- Reporting Category 3: 11.8 (70%)
Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 7%
Males: (Average Scale Score: 3,689, Tested: 131, Did Not Meet Grade Level Performance: 37%, Approaches: 32%, Meets: 26%, Masters: 5%)
Females: (Average Scale Score: 3,809, Tested: 100, Did Not Meet Grade Level Performance: 30%, Approaches: 28%, Meets: 32%, Masters: 10%)
Hispanic: (Average Scale Score: 3,750, Tested: 225, Did Not Meet Grade Level Performance: 33%, Approaches: 31%, Meets: 29%, Masters: 7%)
White: (Average Scale Score: 3,576, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 0%, Masters: 20%)
8th Grade
- All1,708
- Males1,701
- Females1,716
- Hispanic1,709
Math Average Scale Score
(8th Grade)
Math Average Scale Score: | 1,708 |
Texas: | 1,539 |
Math # Answer Documents Submitted: 252
Math Avg Items Correct:
- Reporting Category 1: 2.8 (70%)
- Reporting Category 2: 10.2 (64%)
- Reporting Category 3: 9.2 (61%)
- Reporting Category 4: 4.5 (64%)
Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 20%
Males: (Average Scale Score: 1,701, Tested: 114, Did Not Meet Grade Level Performance: 27%, Approaches: 27%, Meets: 28%, Masters: 18%)
Females: (Average Scale Score: 1,716, Tested: 106, Did Not Meet Grade Level Performance: 23%, Approaches: 26%, Meets: 28%, Masters: 23%)
Hispanic: (Average Scale Score: 1,709, Tested: 219, Did Not Meet Grade Level Performance: 25%, Approaches: 27%, Meets: 27%, Masters: 21%)
- All1,622
- Males1,618
- Females1,627
- Hispanic1,620
Reading Average Scale Score
(8th Grade)
Reading Average Scale Score: | 1,622 |
Texas: | 1,561 |
Reading # Answer Documents Submitted: 252
Reading Avg Items Correct:
- Reporting Category 1: 4.9 (62%)
- Reporting Category 2: 12.3 (65%)
- Reporting Category 3: 9.7 (57%)
Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 7%
Males: (Average Scale Score: 1,618, Tested: 110, Did Not Meet Grade Level Performance: 38%, Approaches: 37%, Meets: 18%, Masters: 7%)
Females: (Average Scale Score: 1,627, Tested: 91, Did Not Meet Grade Level Performance: 34%, Approaches: 36%, Meets: 22%, Masters: 8%)
Hispanic: (Average Scale Score: 1,620, Tested: 196, Did Not Meet Grade Level Performance: 37%, Approaches: 37%, Meets: 18%, Masters: 8%)
- All3,746
- Males3,779
- Females3,710
- Hispanic3,739
Science Average Scale Score
(8th Grade)
Science Average Scale Score: | 3,746 |
Texas: | 3,634 |
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 234
Science Avg Items Correct:
- Reporting Category 1: 6.5 (59%)
- Reporting Category 2: 5 (56%)
- Reporting Category 3: 6.7 (61%)
- Reporting Category 4: 6.9 (63%)
Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 18%
Males: (Average Scale Score: 3,779, Tested: 122, Did Not Meet Grade Level Performance: 33%, Approaches: 31%, Meets: 18%, Masters: 18%)
Females: (Average Scale Score: 3,710, Tested: 111, Did Not Meet Grade Level Performance: 40%, Approaches: 28%, Meets: 13%, Masters: 19%)
Hispanic: (Average Scale Score: 3,739, Tested: 228, Did Not Meet Grade Level Performance: 36%, Approaches: 31%, Meets: 15%, Masters: 18%)
- All3,792
- Males3,847
- Females3,731
- Hispanic3,789
Social Studies Average Scale Score
(8th Grade)
Social Studies Average Scale Score: | 3,792 |
State: | 3,461 |
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 234
Social Studies Avg Items Correct:
- Reporting Category 1: 10.4 (61%)
- Reporting Category 2: 6.1 (61%)
- Reporting Category 3: 6.2 (62%)
- Reporting Category 4: 4.2 (60%)
Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 19%
Males: (Average Scale Score: 3,847, Tested: 122, Did Not Meet Grade Level Performance: 27%, Approaches: 32%, Meets: 21%, Masters: 20%)
Females: (Average Scale Score: 3,731, Tested: 111, Did Not Meet Grade Level Performance: 38%, Approaches: 25%, Meets: 20%, Masters: 17%)
Hispanic: (Average Scale Score: 3,789, Tested: 228, Did Not Meet Grade Level Performance: 33%, Approaches: 28%, Meets: 20%, Masters: 19%)
Health & Safety
Corporal Punishment:
Show data for
This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 2
Students without disabilities who received corporal punishment: 4 (male: 2, female: 2)
Instances of corporal punishment (Students with disabilities): 1
Students with disabilities who received corporal punishment: 2 (all male)
Students without disabilities who received corporal punishment: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
Instances of corporal punishment (Students with disabilities): 1
Students with disabilities who received corporal punishment: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Chronic Student Absenteeismt:
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(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.
- Hispanic100
- LEP28
- IDEA22
- 5044
Chronic Student Absenteeism
- Hispanic: 100 (male: 50, female: 50)
- Limited English Proficiency (LEP): 28 (male: 14, female: 14)
- Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)
- Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School: | 135.7 |
State: | 147.9 |
Restraint and Seclusion:
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(State average from 2,148 schools)
Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of Non-IDEA students subjected to seclusion: 2 (all female)
Non-IDEA students subjected to seclusion per 1,000 students
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Non-IDEA students subjected to seclusion per 1,000 students
School: | 2.7 |
Texas: | 0.3 |
Suspensions:
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(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).
- Hispanic167
- White1
- LEP36
- IDEA29
- 50410
School days missed due to out-of-school suspension
- Hispanic: 167 (male: 109, female: 58)
- White: 1 (all male)
- Limited English Proficiency (LEP): 36 (male: 20, female: 16)
- Individuals With Disabilities Education Act (IDEA): 29 (male: 27, female: 2)
- Section 504: 10 (male: 8, female: 2)
Instances of out-of-school suspension (Students without disabilities): 59
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School: | 80.1 |
State: | 102.7 |
- Hispanic: 130 (male: 56, female: 74)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 46 (male: 20, female: 26)
Students without disabilities receiving only one out-of-school suspension: 34 (male: 14, female: 20)
- Hispanic: 34 (male: 14, female: 20)
- Limited English Proficiency (LEP): 13 (male: 5, female: 8)
Students without disabilities receiving more than one out-of-school suspension: 13 (male: 8, female: 5)
- Hispanic: 13 (male: 8, female: 5)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 14
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 19.0 |
State: | 27.5 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here: | 6.8 |
Texas: | 12.0 |
- Hispanic16
- White2
- LEP5
- 5047
Students with disabilities receiving one or more in-school suspension
- Hispanic: 16 (male: 11, female: 5)
- White: 2 (all male)
- Limited English Proficiency (LEP): 5 (all male)
- Section 504: 7 (male: 2, female: 5)
Students with disabilities receiving only one out-of-school suspension: 5 (all male)
- Hispanic: 5
- Limited English Proficiency (LEP): 2
- Section 504: 7
Students with disabilities receiving more than 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)
Expulsions:
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(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: 7 (male: 5, female: 2)
Students without Disabilities who received an expulsion with educational services per 1,000 students
Students with Disabilities who received an expulsion with educational services: 2 (all male)
Students with Disabilities who received an expulsion with educational services per 1,000 students
- Hispanic: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without Disabilities who received an expulsion with educational services per 1,000 students
School: | 9.5 |
State: | 32.9 |
Students with Disabilities who received an expulsion with educational services: 2 (all male)
- Hispanic: 2
Students with Disabilities who received an expulsion with educational services per 1,000 students
School: | 2.7 |
State: | 5.4 |
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: 7 (male: 5, female: 2)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
Students with disabilities transferred to an alternative school for disciplinary reasons
- Hispanic: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here: | 9.5 |
State: | 49.7 |
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
- Hispanic: 2
Students with disabilities transferred to an alternative school for disciplinary reasons
School: | 2.7 |
State: | 5.9 |
Classes & Courses
Algebra I:
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(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: 26
7th grade studenst who passed Algebra I: 22
8th grade student enrollment in Algebra I: 61 (male: 35, female: 26)
7th grade studenst who passed Algebra I: 22
Percent of 7th grade students who passed
Armando Cuellar Middle School: | 84.6% |
State: | 102.7% |
8th grade student enrollment in Algebra I: 61 (male: 35, female: 26)
- Hispanic: 61 (male: 35, female: 26)
- Limited English Proficiency (LEP): 7 (male: 2, female: 5)
- Hispanic: 53 (male: 31, female: 22)
- Limited English Proficiency (LEP): 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Here: | 86.9% |
State: | 87.0% |
Geometry:
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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: 20
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