Jones Elementary School in Midland, TX
(PK-06 • 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 28
- Address
- 4919 SHADYLANE DR
Midland, TX 79703
- Telephone
- (432) 240-7200
(make sure to verify first before calling)
- Website
- http://www.midlandisd.net
- City-data.com school rating
- 28
- Students
- 384
- Classroom Teachers (FTE)
- 24.8
- Free lunch eligible students
- 163
- Reduced-price lunch
eligible students - 52
- School district
- MIDLAND 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:
BONHAM EL (1.2 miles): | 43 |
BARBARA YARBROUGH EL (1.1 miles): | 39 |
HENDERSON EL (0.6 miles): | 32 |
Jones Elementary School: | 28 |
LONG EL (1.0 miles): | 27 |
ALAMO J H (1.1 miles): | 20 |
PREMIER H S OF MIDLAND (0.8 miles): | 16 |
SCHARBAUER EL (1.7 miles): | 14 |
BURNET EL (1.2 miles): | 10 |
Jones Elementary School rating compared to average state, county and city schools ratings:
Texas: | 54 |
Midland County: | 36 |
Midland: | 36 |
Jones Elementary School: | 28 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 384
Enrollment in 2015: 496
Enrollment in 2014: 478
Enrollment in 2013: 487
Enrollment in 2012: 465
Enrollment in 2011: 451
Enrollment in 2010: 481
Enrollment in 2009: 501
Enrollment in 2008: 502
Enrollment in 2007: 488
Enrollment in 2006: 491
Enrollment in 2005: 511
Enrollment in 2004: 513
Enrollment in 2003: 531
Enrollment in 2002: 532
Enrollment in 2001: 514
Enrollment in 2000: 512
Enrollment in 1999: 549
Enrollment in 2015: 496
Enrollment in 2014: 478
Enrollment in 2013: 487
Enrollment in 2012: 465
Enrollment in 2011: 451
Enrollment in 2010: 481
Enrollment in 2009: 501
Enrollment in 2008: 502
Enrollment in 2007: 488
Enrollment in 2006: 491
Enrollment in 2005: 511
Enrollment in 2004: 513
Enrollment in 2003: 531
Enrollment in 2002: 532
Enrollment in 2001: 514
Enrollment in 2000: 512
Enrollment in 1999: 549
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | PK | KG | G01 | G02 | G03 | G04 | G05 | G06 | Total |
---|---|---|---|---|---|---|---|---|---|
All students | 42 | 55 | 61 | 50 | 47 | 42 | 43 | 44 | 384 |
Female students | 25 | 27 | 32 | 27 | 20 | 17 | 21 | 22 | 191 |
Male students | 17 | 28 | 29 | 23 | 27 | 25 | 22 | 22 | 193 |
Asian students | - | - | - | - | - | 1 | - | - | 1 |
Hispanic students | 25 | 30 | 38 | 35 | 35 | 28 | 24 | 33 | 248 |
Black students | 4 | 4 | 3 | 1 | 4 | 5 | 3 | 2 | 26 |
White students | 13 | 20 | 19 | 12 | 7 | 8 | 14 | 7 | 100 |
Two or More Races students | - | 1 | 1 | 2 | 1 | - | 2 | 2 | 9 |
Enrollment by grade:
Pre-Kindergarten enrollment: 42
Kindergarten enrollment: 55
1st grade enrollment: 61
2nd grade enrollment: 50
3rd grade enrollment: 47
4th grade enrollment: 42
5th grade enrollment: 43
6th grade enrollment: 44
Kindergarten enrollment: 55
1st grade enrollment: 61
2nd grade enrollment: 50
3rd grade enrollment: 47
4th grade enrollment: 42
5th grade enrollment: 43
6th grade enrollment: 44
Jones Elementary School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 191 (49.7%)
Jones Elementary School: | 49.7% |
State: | 49.0% |
Male enrollment: 193 (50.3%)
Jones Elementary School: | 50.3% |
State: | 50.1% |
Jones Elementary School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 1 (0.3%)
Here: | 0.3% |
State: | 3.1% |
Hispanic enrollment: 248 (64.6%)
School: | 64.6% |
State: | 46.9% |
Black enrollment: 26 (6.8%)
Jones Elementary School: | 6.8% |
Texas: | 11.6% |
White enrollment: 100 (26.0%)
Here: | 26.0% |
Texas: | 32.3% |
Two or More Races enrollment: 9 (2.3%)
Here: | 2.3% |
State: | 2.1% |
Jones Elementary School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 215 (56.0%)
Jones Elementary School: | 56.0% |
State: | 61.6% |
Free lunch eligible students: 163 (42.4%)
Here: | 42.4% |
Texas: | 55.4% |
Reduced-price lunch eligible students: 52 (13.5%)
Here: | 13.5% |
State: | 6.2% |
Jones Elementary School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 24.8
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: 7.2
Number of FTE nurses: 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: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7.2
Number of FTE nurses: 1
Student/Teacher Ratio
Here: | 15.5 |
Texas: | 15.6 |
Jones Elementary School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,424,578
- Full-time Equivalency Count of Teachers: 24.7 (Salary Expenditures: $1,115,823)
- Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $16,285)
- Full-time Equivalency Count of Support Services Staff: 2.5 (Salary Expenditures: $138,619)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $153,851)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,694,839
- Salary Expenditures for Teachers: $1,327,164
- Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $75,205)
- Full-time Equivalency Count of Support Services Staff: 2.5 (Salary Expenditures: $138,619)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $153,851)
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: 20 (all male)
Students with disabilities served under Section 504: 19 (male: 8, female: 11)
- Hispanic: 16
- White: 4
- Hispanic13
- Black2
- White2
- Multirace2
Students with disabilities served under Section 504
- Hispanic: 13 (male: 8, female: 5)
- Black: 2 (all female)
- White: 2 (all female)
- Two or More Races: 2 (all female)
Retention:
Show data for
(State average from 3,162 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 1st grade: 2 (all male)
Percent of 1st grade students retained
Total number of students retained in 2nd grade: 2 (all female)
Percent of 2nd grade students retained
Total number of students retained in 3rd grade: 2 (all female)
Percent of 3rd grade students retained
Total number of students retained in 4th grade: 4 (male: 2, female: 2)
Percent of 4th grade students retained
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 1st grade students retained
Jones Elementary School: | 3.3% |
Texas: | 6.1% |
Total number of students retained in 2nd grade: 2 (all female)
- Hispanic: 2
Percent of 2nd grade students retained
Jones Elementary School: | 4.0% |
Texas: | 4.8% |
Total number of students retained in 3rd grade: 2 (all female)
- Hispanic: 2
Percent of 3rd grade students retained
Here: | 4.3% |
State: | 4.1% |
Total number of students retained in 4th grade: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
Percent of 4th grade students retained
Here: | 9.5% |
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/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: 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
- Black: 2
Gifted and Talented Student Enrollment per 1,000 students
School: | 5.2 |
State: | 78.6 |
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 students tested: 48
Math # Answer Documents Submitted: 48
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 6%
Reading students tested: 48
Reading # Answer Documents Submitted: 48
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 17%
4th Grade
Math students tested: 48
Math # Answer Documents Submitted: 48
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 19%
Reading students tested: 48
Reading # Answer Documents Submitted: 48
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 8%
Writing students tested: 49
Writing # Answer Documents Submitted: 49
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 2%
5th Grade
Math students tested: 52
Math # Answer Documents Submitted: 52
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 29%
Reading students tested: 52
Reading # Answer Documents Submitted: 52
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 48%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 15%
Science students tested: 51
Science # Answer Documents Submitted: 51
Science Avg Items Correct:
Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 44%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 16%
6th Grade
Math students tested: 39
Math # Answer Documents Submitted: 39
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 5%
Reading students tested: 38
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 39
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 16%
- All1,412
- Males1,431
- Females1,400
- Hispanic1,396
- White1,441
Math Average Scale Score
(3rd Grade)
Math Average Scale Score: | 1,412 |
Texas: | 1,453 |
Math # Answer Documents Submitted: 48
Math Avg Items Correct:
- Reporting Category 1: 5.3 (66%)
- Reporting Category 2: 7.4 (57%)
- Reporting Category 3: 3.5 (50%)
- Reporting Category 4: 2.4 (60%)
Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 6%
Males: (Average Scale Score: 1,431, Tested: 19, Did Not Meet Grade Level Performance: 37%, Approaches: 21%, Meets: 31%, Masters: 11%)
Females: (Average Scale Score: 1,400, Tested: 29, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 21%, Masters: 3%)
Hispanic: (Average Scale Score: 1,396, Tested: 29, Did Not Meet Grade Level Performance: 48%, Approaches: 21%, Meets: 28%, Masters: 3%)
White: (Average Scale Score: 1,441, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 53%, Meets: 23%, Masters: 6%)
- All1,392
- Males1,374
- Females1,405
- Hispanic1,373
- White1,410
Reading Average Scale Score
(3rd Grade)
Reading Average Scale Score: | 1,392 |
State: | 1,423 |
Reading # Answer Documents Submitted: 48
Reading Avg Items Correct:
- Reporting Category 1: 3.9 (78%)
- Reporting Category 2: 8.6 (57%)
- Reporting Category 3: 7.8 (55%)
Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 17%
Males: (Average Scale Score: 1,374, Tested: 19, Did Not Meet Grade Level Performance: 47%, Approaches: 27%, Meets: 5%, Masters: 21%)
Females: (Average Scale Score: 1,405, Tested: 29, Did Not Meet Grade Level Performance: 28%, Approaches: 44%, Meets: 14%, Masters: 14%)
Hispanic: (Average Scale Score: 1,373, Tested: 29, Did Not Meet Grade Level Performance: 45%, Approaches: 31%, Meets: 10%, Masters: 14%)
White: (Average Scale Score: 1,410, Tested: 17, Did Not Meet Grade Level Performance: 24%, Approaches: 47%, Meets: 11%, Masters: 18%)
4th Grade
- All1,534
- Males1,540
- Females1,526
- Hispanic1,534
- White1,577
Math Average Scale Score
(4th Grade)
Math Average Scale Score: | 1,534 |
Texas: | 1,546 |
Math # Answer Documents Submitted: 48
Math Avg Items Correct:
- Reporting Category 1: 6.2 (69%)
- Reporting Category 2: 6.8 (62%)
- Reporting Category 3: 6.1 (61%)
- Reporting Category 4: 2.2 (55%)
Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 19%
Males: (Average Scale Score: 1,540, Tested: 28, Did Not Meet Grade Level Performance: 29%, Approaches: 25%, Meets: 25%, Masters: 21%)
Females: (Average Scale Score: 1,526, Tested: 20, Did Not Meet Grade Level Performance: 30%, Approaches: 35%, Meets: 20%, Masters: 15%)
Hispanic: (Average Scale Score: 1,534, Tested: 32, Did Not Meet Grade Level Performance: 25%, Approaches: 34%, Meets: 28%, Masters: 13%)
White: (Average Scale Score: 1,577, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 18%, Meets: 10%, Masters: 45%)
- All1,462
- Males1,473
- Females1,447
- Hispanic1,454
- White1,513
Reading Average Scale Score
(4th Grade)
Reading Average Scale Score: | 1,462 |
State: | 1,496 |
Reading # Answer Documents Submitted: 48
Reading Avg Items Correct:
- Reporting Category 1: 5.1 (63%)
- Reporting Category 2: 8.7 (58%)
- Reporting Category 3: 7.4 (57%)
Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 8%
Males: (Average Scale Score: 1,473, Tested: 28, Did Not Meet Grade Level Performance: 36%, Approaches: 32%, Meets: 21%, Masters: 11%)
Females: (Average Scale Score: 1,447, Tested: 20, Did Not Meet Grade Level Performance: 45%, Approaches: 40%, Meets: 10%, Masters: 5%)
Hispanic: (Average Scale Score: 1,454, Tested: 32, Did Not Meet Grade Level Performance: 41%, Approaches: 34%, Meets: 19%, Masters: 6%)
White: (Average Scale Score: 1,513, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 18%, Masters: 18%)
- All3,588
- Males3,553
- Females3,634
- Hispanic3,572
- White3,660
Writing Average Scale Score
(4th Grade)
Writing Average Scale Score: | 3,588 |
State: | 3,570 |
Writing # Answer Documents Submitted: 49
Writing Avg Items Correct:
- Reporting Category 1: 3.7 (46%)
- Reporting Category 2: 3.6 (45%)
- Reporting Category 3: 10.3 (65%)
Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 2%
Males: (Average Scale Score: 3,553, Tested: 28, Did Not Meet Grade Level Performance: 39%, Approaches: 36%, Meets: 21%, Masters: 4%)
Females: (Average Scale Score: 3,634, Tested: 21, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 29%, Masters: 0%)
Hispanic: (Average Scale Score: 3,572, Tested: 32, Did Not Meet Grade Level Performance: 41%, Approaches: 31%, Meets: 25%, Masters: 3%)
White: (Average Scale Score: 3,660, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 42%, Meets: 25%, Masters: 0%)
5th Grade
- All1,604
- Males1,610
- Females1,598
- Hispanic1,632
- Black1,476
- White1,609
Math Average Scale Score
(5th Grade)
Math Average Scale Score: | 1,604 |
Texas: | 1,603 |
Math # Answer Documents Submitted: 52
Math Avg Items Correct:
- Reporting Category 1: 4 (66%)
- Reporting Category 2: 10.6 (62%)
- Reporting Category 3: 5.6 (62%)
- Reporting Category 4: 2.3 (58%)
Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 29%
Males: (Average Scale Score: 1,610, Tested: 24, Did Not Meet Grade Level Performance: 13%, Approaches: 50%, Meets: 13%, Masters: 25%)
Females: (Average Scale Score: 1,598, Tested: 28, Did Not Meet Grade Level Performance: 32%, Approaches: 18%, Meets: 18%, Masters: 32%)
Hispanic: (Average Scale Score: 1,632, Tested: 34, Did Not Meet Grade Level Performance: 9%, Approaches: 38%, Meets: 18%, Masters: 35%)
Black: (Average Scale Score: 1,476, Tested: 8, Did Not Meet Grade Level Performance: 63%, Approaches: 25%, Meets: 13%, Masters: 0%)
White: (Average Scale Score: 1,609, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 25%, Meets: 13%, Masters: 25%)
- All1,543
- Males1,556
- Females1,531
- Hispanic1,564
- Black1,451
- White1,566
Reading Average Scale Score
(5th Grade)
Reading Average Scale Score: | 1,543 |
State: | 1,546 |
Reading # Answer Documents Submitted: 52
Reading Avg Items Correct:
- Reporting Category 1: 4.8 (60%)
- Reporting Category 2: 11.2 (70%)
- Reporting Category 3: 8.9 (64%)
Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 48%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 15%
Males: (Average Scale Score: 1,556, Tested: 24, Did Not Meet Grade Level Performance: 13%, Approaches: 50%, Meets: 25%, Masters: 13%)
Females: (Average Scale Score: 1,531, Tested: 28, Did Not Meet Grade Level Performance: 25%, Approaches: 46%, Meets: 11%, Masters: 18%)
Hispanic: (Average Scale Score: 1,564, Tested: 34, Did Not Meet Grade Level Performance: 12%, Approaches: 53%, Meets: 14%, Masters: 21%)
Black: (Average Scale Score: 1,451, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 37%, Meets: 13%, Masters: 0%)
White: (Average Scale Score: 1,566, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 50%, Meets: 25%, Masters: 13%)
- All3,784
- Males3,830
- Females3,742
- Hispanic3,911
- Black3,302
- White3,878
Science Average Scale Score
(5th Grade)
Science Average Scale Score: | 3,784 |
Texas: | 3,771 |
Science # Answer Documents Submitted: 51
Science Avg Items Correct:
- Reporting Category 1: 4.1 (68%)
- Reporting Category 2: 5.9 (73%)
- Reporting Category 3: 6.2 (62%)
- Reporting Category 4: 8 (67%)
Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 44%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 16%
Males: (Average Scale Score: 3,830, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 46%, Meets: 20%, Masters: 13%)
Females: (Average Scale Score: 3,742, Tested: 27, Did Not Meet Grade Level Performance: 30%, Approaches: 40%, Meets: 11%, Masters: 19%)
Hispanic: (Average Scale Score: 3,911, Tested: 33, Did Not Meet Grade Level Performance: 12%, Approaches: 55%, Meets: 12%, Masters: 21%)
Black: (Average Scale Score: 3,302, Tested: 8, Did Not Meet Grade Level Performance: 75%, Approaches: 0%, Meets: 25%, Masters: 0%)
White: (Average Scale Score: 3,878, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 25%, Masters: 13%)
6th Grade
- All1,600
- Males1,617
- Females1,585
- Hispanic1,599
- White1,614
Math Average Scale Score
(6th Grade)
Math Average Scale Score: | 1,600 |
State: | 1,546 |
Math # Answer Documents Submitted: 39
Math Avg Items Correct:
- Reporting Category 1: 5.1 (51%)
- Reporting Category 2: 7.7 (51%)
- Reporting Category 3: 2.9 (49%)
- Reporting Category 4: 2.9 (41%)
Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 5%
Males: (Average Scale Score: 1,617, Tested: 20, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 45%, Masters: 5%)
Females: (Average Scale Score: 1,585, Tested: 18, Did Not Meet Grade Level Performance: 39%, Approaches: 33%, Meets: 22%, Masters: 6%)
Hispanic: (Average Scale Score: 1,599, Tested: 28, Did Not Meet Grade Level Performance: 29%, Approaches: 32%, Meets: 35%, Masters: 4%)
White: (Average Scale Score: 1,614, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 23%, Meets: 33%, Masters: 11%)
- All1,580
- Males1,582
- Females1,584
- Hispanic1,578
- White1,591
Reading Average Scale Score
(6th Grade)
Reading Average Scale Score: | 1,580 |
Texas: | 1,457 |
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 39
Reading Avg Items Correct:
- Reporting Category 1: 5.3 (66%)
- Reporting Category 2: 12 (71%)
- Reporting Category 3: 9.4 (62%)
Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 16%
Males: (Average Scale Score: 1,582, Tested: 19, Did Not Meet Grade Level Performance: 11%, Approaches: 63%, Meets: 10%, Masters: 16%)
Females: (Average Scale Score: 1,584, Tested: 18, Did Not Meet Grade Level Performance: 33%, Approaches: 39%, Meets: 11%, Masters: 17%)
Hispanic: (Average Scale Score: 1,578, Tested: 28, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 15%, Masters: 14%)
White: (Average Scale Score: 1,591, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 63%, Meets: 0%, Masters: 25%)
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.
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.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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.
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.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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 threats of physical attack without a weapon: 1
Total incidents per 1,000 students
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of threats of physical attack without a weapon: 1
Total incidents per 1,000 students
School: | 2.6 |
Texas: | 38.0 |
Referrals and Arrests:
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(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 4 (all male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Students without disabilities who received a school-related arrest: 2 (all male)
Students without disabilities who received a school-related arrest per 1,000 students
- Hispanic: 2
- Black: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here: | 10.4 |
Texas: | 30.4 |
Students without disabilities who received a school-related arrest: 2 (all male)
- Hispanic: 2
Students without disabilities who received a school-related arrest per 1,000 students
School: | 5.2 |
Texas: | 16.6 |
Harassment & Bullying:
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(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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 1
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Students reported as harassed or bullied on the basis of sex: 2 (all female)Jones Elementary School: | 2.6 |
Texas: | 4.1 |
- Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Corporal Punishment:
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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 (All preschool students): 1
Instances of corporal punishment (Students without disabilities): 1
Students without disabilities who received corporal punishment: 2 (all male)
Instances of corporal punishment (Students without disabilities): 1
Students without disabilities who received corporal punishment: 2 (all male)
- White: 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.
- Hispanic37
- Asian2
- Black4
- White10
- Multirace2
- IDEA2
- 5044
Chronic Student Absenteeism
- Hispanic: 37 (male: 20, female: 17)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 10 (male: 5, female: 5)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here: | 143.2 |
Texas: | 147.9 |
Restraint and Seclusion:
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(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
- Hispanic: 2
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Jones Elementary School: | 5.2 |
State: | 6.8 |
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).
- Hispanic5
- Black2
- White4
- IDEA1
- 5041
School days missed due to out-of-school suspension
- Hispanic: 5
- Black: 2
- White: 4
- Individuals With Disabilities Education Act (IDEA): 1
- Section 504: 1
Instances of out-of-school suspension (Students without disabilities): 5
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 13.0 |
State: | 102.7 |
- Hispanic13
- Black2
- White5
- Multirace2
Students without disabilities receiving one or more in-school suspension
- Hispanic: 13 (male: 8, female: 5)
- Black: 2 (all male)
- White: 5 (all male)
- Two or More Races: 2 (all female)
Students without disabilities receiving only one out-of-school suspension: 6 (all male)
- Hispanic: 2
- Black: 2
- White: 2
Instances of out-of-school suspension (Students with disabilities): 1
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 2.6 |
State: | 27.5 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Jones Elementary School: | 2.6 |
State: | 12.0 |
- Hispanic: 5
- White: 2
- Section 504: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- White: 2
- Section 504: 2
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