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Hailey Elementary School in The Woodlands, 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 67
Address
 12051 SAWMILL RD
The Woodlands, TX 77380
Telephone
(832) 663-4100
(make sure to verify first before calling)
Website
http://www.conroeisd.net
City-data.com school rating
67
Students
722
Classroom Teachers (FTE)
41.8
Free lunch eligible students
234
Reduced-price lunch
eligible students
53
School district
CONROE 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:
MCCULLOUGH J H (2.4 miles):

99
FRENCH EL (2.5 miles):

97
KNOX J H (0.2 miles):

96
LAMAR EL (1.6 miles):

81
FORD EL (2.0 miles):

75
Hailey Elementary School:

67
VOGEL INT (2.0 miles):

63
WILKERSON INT (0.3 miles):

58
GLEN LOCH EL (2.2 miles):

41
Hailey Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Montgomery County:

63
The Woodlands:

89
Hailey Elementary School:

67

Students & Teachers


Total enrollment:
Enrollment in 2016: 722
Enrollment in 2015: 720
Enrollment in 2014: 697
Enrollment in 2013: 719
Enrollment in 2012: 719
Enrollment in 2011: 736
Enrollment in 2010: 695
Enrollment in 2009: 663
Enrollment in 2008: 671
Enrollment in 2007: 655
Enrollment in 2006: 647
Enrollment in 2005: 668
Enrollment in 2004: 696
Enrollment in 2003: 620
Enrollment in 2002: 678
Enrollment in 2001: 656
Enrollment in 2000: 737
Enrollment in 1999: 762

Hailey Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04Total
All students44112162124148132722
Female students255070657859347
Male students196292597073375
American Indian/Alaska Native students - - 2 - 1 - 3
Asian students361077437
Hispanic students142841333734187
Black students7132019191795
White students195980607269359
Hawaiian Native/Pacific Islander students - - 3 - - - 3
Two or More Races students166512838

Enrollment by grade:
Pre-Kindergarten enrollment: 44
Kindergarten enrollment: 112
1st grade enrollment: 162
2nd grade enrollment: 124
3rd grade enrollment: 148
4th grade enrollment: 132

Hailey Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 347 (48.1%)
Hailey Elementary School:

48.1%
State:

49.0%
Male enrollment: 375 (51.9%)
School:

51.9%
State:

50.1%

Hailey Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.4%)
Here:

0.4%
State:

0.4%
Asian enrollment: 37 (5.1%)
Hailey Elementary School:

5.1%
Texas:

3.1%
Hispanic enrollment: 187 (25.9%)
Hailey Elementary School:

25.9%
Texas:

46.9%
Black enrollment: 95 (13.2%)
Here:

13.2%
Texas:

11.6%
White enrollment: 359 (49.7%)
Here:

49.7%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.4%)
Hailey Elementary School:

0.4%
State:

0.1%
Two or More Races enrollment: 38 (5.3%)
Hailey Elementary School:

5.3%
Texas:

2.1%

Hailey Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 287 (39.8%)
School:

39.8%
State:

61.6%
Free lunch eligible students: 234 (32.4%)
School:

32.4%
Texas:

55.4%
Reduced-price lunch eligible students: 53 (7.3%)
School:

7.3%
Texas:

6.2%

Hailey Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 41.8

Number of FTE teachers in their first year of teaching: 1
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: 8
Number of FTE nurses: 1

Student/Teacher Ratio
School:

17.3
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,475,669
  • Full-time Equivalency Count of Teachers: 36 (Salary Expenditures: $2,016,431)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $47,583)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $175,091)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $236,564)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $63,749
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $685,847
  • Salary Expenditures for Teachers: $2,414,021
  • Full-time Equivalency Count of Instructional Aides: 12 (Salary Expenditures: $179,450)
  • Full-time Equivalency Count of Support Services Staff: 4.6 (Salary Expenditures: $269,834)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $236,564)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $110,468

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic28
  • Asian4
  • Black2
  • White10
  • IDEA5
Students Enrolled in LEP Programs: 44 (male: 30, female: 14)
  • Hispanic: 28 (male: 20, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

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

  • Hispanic13
  • Black8
  • White26
  • Multirace4
  • LEP4
Students with disabilities served under IDEA: 51 (male: 37, female: 14)
  • Hispanic: 13 (all male)
  • Black: 8 (male: 4, female: 4)
  • White: 26 (male: 16, female: 10)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic10
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black7
  • White28
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 53 (male: 34, female: 19)
  • Hispanic: 10 (male: 8, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

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: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
Hailey Elementary School:

1.8%
Texas:

5.2%

    Total number of students retained in 1st grade

  • Hispanic2
  • Black4
  • White4
  • IDEA2
  • 5044
Total number of students retained in 1st grade: 10 (male: 6, female: 4)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

Percent of 1st grade students retained
Hailey Elementary School:

6.2%
Texas:

6.1%

    Total number of students retained in 2nd grade

  • Hispanic2
  • Black2
  • IDEA2
  • 5042
Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
  • Section 504: 2 (all male)

Percent of 2nd grade students retained
School:

3.2%
State:

4.8%

    Total number of students retained in 3rd grade

  • Hispanic4
  • Black2
  • White2
  • 5042
Total number of students retained in 3rd grade: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Section 504: 2 (all female)

Percent of 3rd grade students retained
Here:

5.4%
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

  • Hispanic5
  • Asian7
  • Black2
  • White34
  • Multirace4
  • IDEA2
Gifted and Talented Student Enrollment: 52 (male: 23, female: 29)
  • Hispanic: 5 (all female)
  • Asian: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 34 (male: 14, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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

72.0
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)

  • All1,487
  • Males1,516
  • Females1,457
  • Hispanic1,458
  • Asian1,567
  • Black1,410
  • White1,520
  • Multirace1,511
Math Average Scale Score:

1,487
Texas:

1,453
Math students tested: 173
Math # Answer Documents Submitted: 173

Math Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 9 (69%)
  • Reporting Category 3: 4.7 (68%)
  • Reporting Category 4: 2.8 (69%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 24%

19%
31%
26%
24%
Males: (Average Scale Score: 1,516, Tested: 88, Did Not Meet Grade Level Performance: 17%, Approaches: 27%, Meets: 26%, Masters: 30%)
17%
27%
26%
30%
Females: (Average Scale Score: 1,457, Tested: 85, Did Not Meet Grade Level Performance: 21%, Approaches: 35%, Meets: 25%, Masters: 19%)
21%
35%
25%
19%
Hispanic: (Average Scale Score: 1,458, Tested: 47, Did Not Meet Grade Level Performance: 21%, Approaches: 39%, Meets: 27%, Masters: 13%)
21%
39%
27%
13%
Asian: (Average Scale Score: 1,567, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 14%, Meets: 20%, Masters: 53%)
13%
14%
20%
53%
Black: (Average Scale Score: 1,410, Tested: 26, Did Not Meet Grade Level Performance: 38%, Approaches: 31%, Meets: 23%, Masters: 8%)
38%
31%
23%
8%
White: (Average Scale Score: 1,520, Tested: 77, Did Not Meet Grade Level Performance: 9%, Approaches: 34%, Meets: 25%, Masters: 32%)
9%
34%
25%
32%
Multirace: (Average Scale Score: 1,511, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 60%, Masters: 20%)
20%
60%
20%

    Reading Average Scale Score
    (3rd Grade)

  • All1,468
  • Males1,452
  • Females1,483
  • Hispanic1,436
  • Asian1,496
  • Black1,425
  • White1,504
  • Multirace1,446
Reading Average Scale Score:

1,468
State:

1,423
Reading students tested: 173
Reading # Answer Documents Submitted: 173

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (83%)
  • Reporting Category 2: 10.3 (69%)
  • Reporting Category 3: 9.6 (69%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 31%

16%
35%
18%
31%
Males: (Average Scale Score: 1,452, Tested: 88, Did Not Meet Grade Level Performance: 18%, Approaches: 35%, Meets: 25%, Masters: 22%)
18%
35%
25%
22%
Females: (Average Scale Score: 1,483, Tested: 85, Did Not Meet Grade Level Performance: 14%, Approaches: 34%, Meets: 11%, Masters: 41%)
14%
34%
11%
41%
Hispanic: (Average Scale Score: 1,436, Tested: 47, Did Not Meet Grade Level Performance: 23%, Approaches: 32%, Meets: 15%, Masters: 30%)
23%
32%
15%
30%
Asian: (Average Scale Score: 1,496, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 27%, Meets: 13%, Masters: 47%)
13%
27%
13%
47%
Black: (Average Scale Score: 1,425, Tested: 26, Did Not Meet Grade Level Performance: 23%, Approaches: 39%, Meets: 23%, Masters: 15%)
23%
39%
23%
15%
White: (Average Scale Score: 1,504, Tested: 77, Did Not Meet Grade Level Performance: 6%, Approaches: 38%, Meets: 21%, Masters: 35%)
6%
38%
21%
35%
Multirace: (Average Scale Score: 1,446, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 0%, Masters: 40%)
20%
40%
40%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,591
  • Males1,578
  • Females1,603
  • Hispanic1,574
  • Asian1,725
  • Black1,521
  • White1,604
  • Multirace1,577
Math Average Scale Score:

1,591
State:

1,546
Math students tested: 127
Math # Answer Documents Submitted: 127

Math Avg Items Correct:
  • Reporting Category 1: 6.4 (72%)
  • Reporting Category 2: 8.1 (74%)
  • Reporting Category 3: 7 (70%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 29%

17%
30%
24%
29%
Males: (Average Scale Score: 1,578, Tested: 61, Did Not Meet Grade Level Performance: 21%, Approaches: 28%, Meets: 21%, Masters: 30%)
21%
28%
21%
30%
Females: (Average Scale Score: 1,603, Tested: 66, Did Not Meet Grade Level Performance: 12%, Approaches: 33%, Meets: 26%, Masters: 29%)
12%
33%
26%
29%
Hispanic: (Average Scale Score: 1,574, Tested: 36, Did Not Meet Grade Level Performance: 14%, Approaches: 47%, Meets: 17%, Masters: 22%)
14%
47%
17%
22%
Asian: (Average Scale Score: 1,725, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 33%, Masters: 67%)
33%
67%
Black: (Average Scale Score: 1,521, Tested: 14, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 29%, Masters: 7%)
36%
28%
29%
7%
White: (Average Scale Score: 1,604, Tested: 66, Did Not Meet Grade Level Performance: 15%, Approaches: 27%, Meets: 23%, Masters: 35%)
15%
27%
23%
35%
Multirace: (Average Scale Score: 1,577, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 60%, Masters: 20%)
20%
60%
20%

    Reading Average Scale Score
    (4th Grade)

  • All1,551
  • Males1,533
  • Females1,568
  • Hispanic1,557
  • Asian1,644
  • Black1,472
  • White1,559
  • Multirace1,528
Reading Average Scale Score:

1,551
State:

1,496
Reading students tested: 127
Reading # Answer Documents Submitted: 127

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 10.6 (70%)
  • Reporting Category 3: 9.2 (71%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 30%

21%
25%
24%
30%
Males: (Average Scale Score: 1,533, Tested: 61, Did Not Meet Grade Level Performance: 33%, Approaches: 18%, Meets: 21%, Masters: 28%)
33%
18%
21%
28%
Females: (Average Scale Score: 1,568, Tested: 66, Did Not Meet Grade Level Performance: 11%, Approaches: 30%, Meets: 27%, Masters: 32%)
11%
30%
27%
32%
Hispanic: (Average Scale Score: 1,557, Tested: 36, Did Not Meet Grade Level Performance: 14%, Approaches: 28%, Meets: 27%, Masters: 31%)
14%
28%
27%
31%
Asian: (Average Scale Score: 1,644, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 50%, Masters: 50%)
50%
50%
Black: (Average Scale Score: 1,472, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 15%, Masters: 14%)
43%
28%
15%
14%
White: (Average Scale Score: 1,559, Tested: 66, Did Not Meet Grade Level Performance: 23%, Approaches: 22%, Meets: 23%, Masters: 32%)
23%
22%
23%
32%
Multirace: (Average Scale Score: 1,528, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 20%, Masters: 20%)
20%
40%
20%
20%

    Writing Average Scale Score
    (4th Grade)

  • All3,805
  • Males3,633
  • Females3,966
  • Hispanic3,760
  • Asian4,141
  • Black3,518
  • White3,844
  • Multirace4,022
Writing Average Scale Score:

3,805
State:

3,570
Writing students tested: 126
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 127

Writing Avg Items Correct:
  • Reporting Category 1: 3.9 (49%)
  • Reporting Category 2: 4.5 (57%)
  • Reporting Category 3: 11.1 (70%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 11%

31%
29%
29%
11%
Males: (Average Scale Score: 3,633, Tested: 61, Did Not Meet Grade Level Performance: 44%, Approaches: 25%, Meets: 28%, Masters: 3%)
44%
25%
28%
3%
Females: (Average Scale Score: 3,966, Tested: 65, Did Not Meet Grade Level Performance: 18%, Approaches: 33%, Meets: 31%, Masters: 18%)
18%
33%
31%
18%
Hispanic: (Average Scale Score: 3,760, Tested: 36, Did Not Meet Grade Level Performance: 31%, Approaches: 33%, Meets: 33%, Masters: 3%)
31%
33%
33%
3%
Asian: (Average Scale Score: 4,141, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 50%, Masters: 17%)
33%
50%
17%
Black: (Average Scale Score: 3,518, Tested: 14, Did Not Meet Grade Level Performance: 50%, Approaches: 29%, Meets: 21%, Masters: 0%)
50%
29%
21%
White: (Average Scale Score: 3,844, Tested: 65, Did Not Meet Grade Level Performance: 31%, Approaches: 26%, Meets: 26%, Masters: 17%)
31%
26%
26%
17%
Multirace: (Average Scale Score: 4,022, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 40%, Masters: 20%)
20%
20%
40%
20%

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

  • Hispanic19
  • Asian4
  • Native Hawaiian2
  • Black7
  • White22
  • Multirace2
  • LEP4
  • IDEA10
  • 5047
Chronic Student Absenteeism: 56 (male: 36, female: 20)
  • Hispanic: 19 (male: 14, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

77.6
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

  • Hispanic2
  • Black12
  • IDEA12
  • 5042
School days missed due to out-of-school suspension: 14 (male: 9, female: 5)
  • Hispanic: 2 (all male)
  • Black: 12 (male: 7, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 12 (male: 7, female: 5)
  • Section 504: 2 (all female)
Instances of out-of-school suspension (Students without disabilities): 2

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

2.8
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2
Instances of out-of-school suspension (Students with disabilities): 12

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

16.6
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 2

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

2.8
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Black2
  • White2
  • Multirace2
  • 5044
Students with disabilities receiving one or more in-school suspension: 6 (male: 2, female: 4)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
  • Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Section 504: 2 (all female)

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