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A C Jones High School in Beeville, TX
(09-12 • 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 31
Address
 1902 N ADAMS
Beeville, TX 78102
Telephone
(361) 362-6000
(make sure to verify first before calling)
Website
http://beevilleisd.net
City-data.com school rating
31
Students
1,010
Classroom Teachers (FTE)
65.5
Free lunch eligible students
481
Reduced-price lunch
eligible students
90
School district
BEEVILLE 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:
SKIDMORE-TYNAN EL (12.0 miles):

78
SKIDMORE-TYNAN J H (12.1 miles):

76
SKIDMORE-TYNAN H S (12.0 miles):

56
ST MARY'S ACADEMY CHARTER SCHOOL (1.0 miles):

48
R A HALL EL (1.0 miles):

44
A C Jones High School:

31
MORENO J H (1.5 miles):

23
THOMAS JEFFERSON INT (0.7 miles):

15
FADDEN-MCKEOWN-CHAMBLISS EL (2.5 miles):

11
A C Jones High School rating compared to average state, county and city schools ratings:
Texas:

54
Bee County:

42
Beeville:

29
A C Jones High School:

31

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,010
Enrollment in 2015: 970
Enrollment in 2014: 965
Enrollment in 2013: 1,035
Enrollment in 2012: 1,014
Enrollment in 2011: 1,053
Enrollment in 2010: 1,027
Enrollment in 2009: 998
Enrollment in 2008: 1,013
Enrollment in 2007: 1,071
Enrollment in 2006: 1,076
Enrollment in 2005: 1,095
Enrollment in 2004: 1,110
Enrollment in 2003: 1,130
Enrollment in 2002: 1,163
Enrollment in 2001: 1,166
Enrollment in 2000: 1,206
Enrollment in 1999: 1,186

A C Jones High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG09G10G11G12Total
All students3212632341921,010
Female students15211611890476
Male students169147116102534
Asian students - 3 - 36
Hispanic students286202193151832
Black students299525
White students31443132138
Hawaiian Native/Pacific Islander students - 1 - - 1
Two or More Races students24118

Enrollment by grade:
9th grade enrollment: 321
10th grade enrollment: 263
11th grade enrollment: 234
12th grade enrollment: 192

A C Jones High School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)

Female enrollment: 476 (47.1%)
A C Jones High School:

47.1%
Texas:

49.0%
Male enrollment: 534 (52.9%)
School:

52.9%
State:

50.1%

A C Jones High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)

Asian enrollment: 6 (0.6%)
School:

0.6%
Texas:

3.1%
Hispanic enrollment: 832 (82.4%)
School:

82.4%
Texas:

46.9%
Black enrollment: 25 (2.5%)
A C Jones High School:

2.5%
Texas:

11.6%
White enrollment: 138 (13.7%)
Here:

13.7%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
A C Jones High School:

0.1%
State:

0.1%
Two or More Races enrollment: 8 (0.8%)
School:

0.8%
State:

2.1%

A C Jones High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)

Free/reduced-price lunch eligible students: 571 (56.5%)
Here:

56.5%
State:

61.6%
Free lunch eligible students: 481 (47.6%)
A C Jones High School:

47.6%
State:

55.4%
Reduced-price lunch eligible students: 90 (8.9%)
Here:

8.9%
Texas:

6.2%

A C Jones High School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 65.5

Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 29
Number of FTE security guards: 2
Number of FTE nurses: 1

Student/Teacher Ratio
A C Jones High School:

15.4
State:

15.6

A C Jones High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,225,150
  • Full-time Equivalency Count of Teachers: 65.5 (Salary Expenditures: $2,826,873)
  • Full-time Equivalency Count of Instructional Aides: 9.8 (Salary Expenditures: $117,387)
  • Full-time Equivalency Count of Support Services Staff: 10 (Salary Expenditures: $153,343)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $624,123)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,226,425
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,174,579
  • Salary Expenditures for Teachers: $3,050,571
  • Full-time Equivalency Count of Instructional Aides: 9.8 (Salary Expenditures: $162,594)
  • Full-time Equivalency Count of Support Services Staff: 10 (Salary Expenditures: $549,175)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $462,810)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,905,220

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 15 (male: 13, female: 2)
  • Hispanic: 13 (male: 11, female: 2)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

  • Hispanic71
  • Black4
  • White14
  • LEP4
Students with disabilities served under IDEA: 89 (male: 57, female: 32)
  • Hispanic: 71 (male: 46, female: 25)
  • Black: 4 (all male)
  • White: 14 (male: 7, female: 7)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic52
  • Black2
  • White7
  • LEP2
Students with disabilities served under Section 504: 61 (male: 34, female: 27)
  • Hispanic: 52 (male: 32, female: 20)
  • Black: 2 (all female)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 1,124 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 9th grade

  • Hispanic16
  • Black2
  • White2
  • LEP2
  • IDEA4
  • 5044
Total number of students retained in 9th grade: 20 (male: 10, female: 10)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)

Percent of 9th grade students retained
School:

6.2%
Texas:

18.3%

    Total number of students retained in 10th grade

  • Hispanic10
  • Black2
  • White2
  • 5042
Total number of students retained in 10th grade: 14 (male: 12, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Section 504: 2 (all male)

Percent of 10th grade students retained
Here:

5.3%
State:

15.1%

Total number of students retained in 11th grade: 4 (all female)
  • Hispanic: 2
  • White: 2

Percent of 11th grade students retained
Here:

1.7%
Texas:

14.9%

Total number of students retained in 12th grade: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

Percent of 12th grade students retained
A C Jones High School:

5.2%
State:

14.2%


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: 73 (male: 28, female: 45)
  • Hispanic: 49 (male: 17, female: 32)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 2 (all female)

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

72.3
Texas:

79.4

Dual Enrollment:
(State average from 1,381 schools)

This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
Dual Enrollment: 18 (male: 6, female: 12)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)

Dual Enrollment per 1,000 students
School:

17.8
Texas:

133.0

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 Average Scale Score

  • All3,711
  • Males3,655
  • Females3,787
  • Hispanic3,701
  • Black3,854
  • White3,740
Algebra I Average Scale Score:

3,711
State:

3,927
Algebra I students tested: 325
# Absent - Not Tested: 17
Algebra I # Answer Documents Submitted: 342

Algebra I Avg Items Correct:
  • Reporting Category 1: 5.1 (46%)
  • Reporting Category 2: 5.5 (46%)
  • Reporting Category 3: 6.5 (46%)
  • Reporting Category 4: 5.4 (50%)
  • Reporting Category 5: 3 (51%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 9%

38%
39%
14%
9%
Males: (Average Scale Score: 3,655, Tested: 187, Did Not Meet Grade Level Performance: 42%, Approaches: 40%, Meets: 12%, Masters: 6%)
42%
40%
12%
6%
Females: (Average Scale Score: 3,787, Tested: 138, Did Not Meet Grade Level Performance: 32%, Approaches: 38%, Meets: 16%, Masters: 14%)
32%
38%
16%
14%
Hispanic: (Average Scale Score: 3,701, Tested: 282, Did Not Meet Grade Level Performance: 40%, Approaches: 37%, Meets: 14%, Masters: 9%)
40%
37%
14%
9%
Black: (Average Scale Score: 3,854, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 45%, Meets: 22%, Masters: 11%)
22%
45%
22%
11%
White: (Average Scale Score: 3,740, Tested: 31, Did Not Meet Grade Level Performance: 26%, Approaches: 55%, Meets: 9%, Masters: 10%)
26%
55%
9%
10%

    Biology Average Scale Score

  • All3,792
  • Males3,776
  • Females3,813
  • Hispanic3,767
  • Black3,745
  • White3,933
Biology Average Scale Score:

3,792
Texas:

3,671
Biology students tested: 303
# Absent - Not Tested: 9
Biology # Answer Documents Submitted: 312

Biology Avg Items Correct:
  • Reporting Category 1: 5.4 (49%)
  • Reporting Category 2: 5.2 (47%)
  • Reporting Category 3: 5 (50%)
  • Reporting Category 4: 5.3 (49%)
  • Reporting Category 5: 6.1 (56%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 7%

31%
37%
25%
7%
Males: (Average Scale Score: 3,776, Tested: 175, Did Not Meet Grade Level Performance: 33%, Approaches: 36%, Meets: 25%, Masters: 6%)
33%
36%
25%
6%
Females: (Average Scale Score: 3,813, Tested: 128, Did Not Meet Grade Level Performance: 28%, Approaches: 38%, Meets: 27%, Masters: 7%)
28%
38%
27%
7%
Hispanic: (Average Scale Score: 3,767, Tested: 255, Did Not Meet Grade Level Performance: 32%, Approaches: 38%, Meets: 25%, Masters: 5%)
32%
38%
25%
5%
Black: (Average Scale Score: 3,745, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%
White: (Average Scale Score: 3,933, Tested: 34, Did Not Meet Grade Level Performance: 32%, Approaches: 21%, Meets: 32%, Masters: 15%)
32%
21%
32%
15%

    English I Average Scale Score

  • All3,719
  • Males3,650
  • Females3,820
  • Hispanic3,710
  • Black3,832
  • White3,725
English I Average Scale Score:

3,719
Texas:

3,609
English I students tested: 413
# Absent - Not Tested: 5
English I # Answer Documents Submitted: 418

English I Avg Items Correct:
  • Reporting Category 1: 4.7 (59%)
  • Reporting Category 2: 6.8 (52%)
  • Reporting Category 3: 7 (54%)
  • Reporting Category 4: 7.4 (46%)
  • Reporting Category 5: 5.4 (60%)
  • Reporting Category 6: 5.9 (65%)

Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 1%

57%
19%
23%
1%
Males: (Average Scale Score: 3,650, Tested: 244, Did Not Meet Grade Level Performance: 65%, Approaches: 17%, Meets: 17%, Masters: 1%)
65%
17%
17%
1%
Females: (Average Scale Score: 3,820, Tested: 169, Did Not Meet Grade Level Performance: 47%, Approaches: 20%, Meets: 31%, Masters: 2%)
47%
20%
31%
2%
Hispanic: (Average Scale Score: 3,710, Tested: 349, Did Not Meet Grade Level Performance: 57%, Approaches: 20%, Meets: 22%, Masters: 1%)
57%
20%
22%
1%
Black: (Average Scale Score: 3,832, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 20%, Meets: 50%, Masters: 0%)
30%
20%
50%
White: (Average Scale Score: 3,725, Tested: 50, Did Not Meet Grade Level Performance: 64%, Approaches: 16%, Meets: 18%, Masters: 2%)
64%
16%
18%
2%

    English II Average Scale Score

  • All3,734
  • Males3,645
  • Females3,822
  • Hispanic3,730
  • Black3,724
  • White3,775
English II Average Scale Score:

3,734
State:

3,594
English II students tested: 350
# Absent - Not Tested: 8
English II # Answer Documents Submitted: 359

English II Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 7.5 (58%)
  • Reporting Category 3: 7.4 (57%)
  • Reporting Category 4: 7.6 (48%)
  • Reporting Category 5: 5.8 (64%)
  • Reporting Category 6: 5.8 (65%)

Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 2%

53%
19%
26%
2%
Males: (Average Scale Score: 3,645, Tested: 175, Did Not Meet Grade Level Performance: 60%, Approaches: 18%, Meets: 20%, Masters: 2%)
60%
18%
20%
2%
Females: (Average Scale Score: 3,822, Tested: 175, Did Not Meet Grade Level Performance: 47%, Approaches: 19%, Meets: 32%, Masters: 2%)
47%
19%
32%
2%
Hispanic: (Average Scale Score: 3,730, Tested: 308, Did Not Meet Grade Level Performance: 54%, Approaches: 19%, Meets: 25%, Masters: 2%)
54%
19%
25%
2%
Black: (Average Scale Score: 3,724, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 0%, Meets: 40%, Masters: 0%)
60%
40%
White: (Average Scale Score: 3,775, Tested: 35, Did Not Meet Grade Level Performance: 51%, Approaches: 9%, Meets: 37%, Masters: 3%)
51%
9%
37%
3%

    U.S. History Average Scale Score

  • All3,860
  • Males3,911
  • Females3,809
  • Hispanic3,853
  • Black3,712
  • White3,964
U.S. History Average Scale Score:

3,860
Texas:

3,831
U.S. History students tested: 310
# Absent - Not Tested: 14
U.S. History # Answer Documents Submitted: 324

U.S. History Avg Items Correct:
  • Reporting Category 1: 17.5 (58%)
  • Reporting Category 2: 6.4 (54%)
  • Reporting Category 3: 4.9 (49%)
  • Reporting Category 4: 9.2 (58%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 12%

23%
40%
25%
12%
Males: (Average Scale Score: 3,911, Tested: 156, Did Not Meet Grade Level Performance: 21%, Approaches: 39%, Meets: 24%, Masters: 16%)
21%
39%
24%
16%
Females: (Average Scale Score: 3,809, Tested: 154, Did Not Meet Grade Level Performance: 25%, Approaches: 41%, Meets: 27%, Masters: 7%)
25%
41%
27%
7%
Hispanic: (Average Scale Score: 3,853, Tested: 267, Did Not Meet Grade Level Performance: 23%, Approaches: 40%, Meets: 27%, Masters: 10%)
23%
40%
27%
10%
Black: (Average Scale Score: 3,712, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 16%, Masters: 17%)
50%
17%
16%
17%
White: (Average Scale Score: 3,964, Tested: 34, Did Not Meet Grade Level Performance: 12%, Approaches: 47%, Meets: 20%, Masters: 21%)
12%
47%
20%
21%

5th Grade

Science students tested: 1
Science # Answer Documents Submitted: 1


Accountability


SAT/ACT:
Show data for

(State average from 1,567 schools)

The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

A C Jones High School - ACT/SAT scores

    Average ACT composite score

  • All18.2
  • Hispanic17.5
  • Asian17.7
  • White20.8
  • LEP14.5
Percent of graduates taking the ACT:

38.1%
State:

41.3%
ACT composite scores above criteria:

15.3%
Texas:

21.8%
Number of graduates: <200
Number of graduates taking the ACT: <75

Average ACT composite score:

18.2
State:

18.9
Average ACT English score:

16.7
State:

17.8
Average ACT mathematics score:

18.4
State:

19.1
Average ACT reading score:

18.1
Texas:

19.3
Average ACT science score:

19.1
State:

19.2

    Average SAT combined score

  • All923
  • Hispanic877
  • White1,077
Percent of graduates taking the SAT:

6.9%
Texas:

45.4%
SAT combined scores above criteria:

7.7%
State:

19.5%
Number of graduates: <200
Number of graduates taking the SAT: <25

Average SAT critical reading and mathematics combined score:

923
Texas:

875
Average SAT mathematics score:

458
Texas:

443
Average SAT critical reading score:

465
Texas:

432
Average SAT writing score:

452
State:

415

    SAT or ACT Test Participation

  • Hispanic70
  • Black4
  • White19
  • LEP2
SAT or ACT Test Participation: 93 (male: 45, female: 48)
  • Hispanic: 70 (male: 35, female: 35)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 8, female: 11)
  • Limited English Proficiency (LEP): 2 (all female)

Advanced Placement:
(State average from 1,179 schools)

Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.

A C Jones High School - AP exams with scores at or above criteria

    Exams with scores at or above criteria (%)

  • All17.6
  • Hispanic21.4
  • Asian25.0
  • White12.5
Number of students in Grades 11 and 12: 430
Number of students taking at least one AP exam: 18
Percent of students taking at least one AP exam:

4.2%
State:

24.6%
Number of examinees scoring at or above 3 on at least one AP exam: 5
Examinees scoring at or above criteria on at least one AP exam:

27.8%
State:

39.6%

Number of AP exams:
34
Number of AP exams with scores at or above 3: 6
Percent of AP exams with scores at or above 3:

17.6%
State:

33.1%

Number of different AP courses provided by school: 8
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No

    Students Enrolled in at least one AP Course

  • Hispanic49
  • Asian4
  • Black4
  • White16
Students Enrolled in at least one AP Course: 73 (male: 26, female: 47)
  • Hispanic: 49 (male: 14, female: 35)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 8, female: 8)

Student Enrollment in Advanced Placement (AP) Mathematics: 18 (male: 6, female: 12)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)

    Student Enrollment in Advanced Placement (AP) Science

  • Hispanic34
  • Asian2
  • Black4
  • White10
Student Enrollment in Advanced Placement (AP) Science: 50 (male: 20, female: 30)
  • Hispanic: 34 (male: 11, female: 23)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)

Students Enrollment in Other Advanced Placement (AP) Subjects: 48 (male: 15, female: 33)
  • Hispanic: 34 (male: 8, female: 26)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)

    Students who took one or more AP exams

  • Hispanic10
  • Asian4
  • Black2
  • White7
Students who took one or more AP exams: 23 (male: 11, female: 12)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)

Percent students who received a qualifying score on one or more AP exams
Here:

0.0%
Texas:

45.1%

Students who did not receive a qualifying score on any AP exams: 16 (male: 8, female: 8)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 8 (male: 4, female: 4)

    Students who took no AP exams

  • Hispanic40
  • Asian2
  • Black2
  • White5
Students who took no AP exams: 49 (male: 20, female: 29)
  • Hispanic: 40 (male: 11, female: 29)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 5 (all male)

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

  • Hispanic187
  • Black7
  • White14
  • LEP2
  • IDEA19
  • 50413
Chronic Student Absenteeism: 208 (male: 82, female: 126)
  • Hispanic: 187 (male: 80, female: 107)
  • Black: 7 (male: 2, female: 5)
  • White: 14 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)
  • Section 504: 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
A C Jones High School:

205.9
Texas:

147.9

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).
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

  • Hispanic128
  • White24
  • LEP2
  • IDEA18
  • 50425
School days missed due to out-of-school suspension: 152 (male: 124, female: 28)
  • Hispanic: 128 (male: 103, female: 25)
  • White: 24 (male: 21, female: 3)
  • Limited English Proficiency (LEP): 2 (male: 1, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 18 (male: 17, female: 1)
  • Section 504: 25 (all male)

Instances of out-of-school suspension (Students without disabilities): 45

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

44.6
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic67
  • Native Hawaiian2
  • Black2
  • White10
  • LEP2
Students without disabilities receiving one or more in-school suspension: 81 (male: 62, female: 19)
  • Hispanic: 67 (male: 50, female: 17)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities receiving only one out-of-school suspension: 30 (male: 22, female: 8)
  • Hispanic: 28 (male: 20, female: 8)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Students without disabilities receiving more than one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Instances of out-of-school suspension (Students with disabilities): 26

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

25.7
State:

27.5
Instances of out-of-school suspension (Section 504 only): 5

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

5.0
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 17 (male: 13, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • White: 4 (male: 2, female: 2)
  • Section 504: 8 (all male)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic13
  • White2
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 15 (male: 13, female: 2)
  • Hispanic: 13 (male: 11, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Students with disabilities receiving more than one out-of-school suspension: 7 (all male)
  • Hispanic: 5
  • White: 2
  • Section 504: 2


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.

Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without 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 without educational services: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion without educational services per 1,000 students
A C Jones High School:

2.0
Texas:

2.0

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
A C Jones High School:

2.0
Texas:

5.4

Classes & Courses


Algebra I:
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(State average from 1,490 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.
Number of Algebra I classes: 33
Number of Algebra I classes taught by certified teachers: 33


    9-10th grade student enrollment in Algebra I

  • Hispanic253
  • Black4
  • White28
  • Multirace2
  • LEP7
  • IDEA34
9-10th grade student enrollment in Algebra I: 287 (male: 149, female: 138)
  • Hispanic: 253 (male: 128, female: 125)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 23, female: 11)

    9-10th grade studenst who passed Algebra I

  • Hispanic203
  • White26
  • LEP4
  • IDEA29
9-10th grade studenst who passed Algebra I: 229 (male: 113, female: 116)
  • Hispanic: 203 (male: 97, female: 106)
  • White: 26 (male: 16, female: 10)
  • Limited English Proficiency (LEP): 4 (all male)
  • Individuals With Disabilities Education Act (IDEA): 29 (male: 19, female: 10)
Percent of 9-10th grade students who passed
School:

79.8%
Texas:

77.3%

11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
11-12th studenst who passed Algebra I: 4 (all male)
  • Hispanic: 4
Percent of 11-12th grade students who passed
School:

100.0%
State:

73.9%


Algebra II:
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Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 23
Number of Algebra II classes taught by certified teachers: 23

    Student Enrollment in Algebra II

  • Hispanic190
  • Asian2
  • Black7
  • White31
  • Multirace4
  • IDEA4
Student Enrollment in Algebra II: 234 (male: 124, female: 110)
  • Hispanic: 190 (male: 98, female: 92)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 31 (male: 17, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Calculus:
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Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 3
Number of Calculus classes taught by certified teachers: 3

Student Enrollment in Calculus: 11 (male: 7, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • White: 7 (male: 5, female: 2)

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.
Number of Geometry classes: 26
Number of Geometry classes taught by certified teachers: 26

    Student Enrollment in Geometry

  • Hispanic202
  • Asian2
  • Native Hawaiian2
  • Black5
  • White37
  • Multirace4
  • LEP2
  • IDEA22
Student Enrollment in Geometry: 252 (male: 138, female: 114)
  • Hispanic: 202 (male: 110, female: 92)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 5 (all male)
  • White: 37 (male: 17, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)

Advanced Mathematics:
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Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 28
Number of Advanced Mathematics classes taught by certified teachers: 28

    Student Enrollment in Advanced Mathematics

  • Hispanic178
  • Asian7
  • Black7
  • White40
  • Multirace2
  • LEP4
  • IDEA16
Student Enrollment in Advanced Mathematics: 234 (male: 113, female: 121)
  • Hispanic: 178 (male: 83, female: 95)
  • Asian: 7 (male: 5, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 40 (male: 23, female: 17)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 5, female: 11)

Biology:
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Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 42
Number of Biology classes taught by certified teachers: 42

    Student Enrollment in Biology

  • Hispanic277
  • Black4
  • White34
  • Multirace2
  • LEP7
  • IDEA31
Student Enrollment in Biology: 317 (male: 170, female: 147)
  • Hispanic: 277 (male: 146, female: 131)
  • Black: 4 (male: 2, female: 2)
  • White: 34 (male: 20, female: 14)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 23, female: 8)

Chemistry:
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Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 30
Number of Chemistry classes taught by certified teachers: 30

    Student Enrollment in Chemistry

  • Hispanic202
  • Asian2
  • Native Hawaiian2
  • Black5
  • White40
  • Multirace4
  • LEP2
  • IDEA16
Student Enrollment in Chemistry: 255 (male: 141, female: 114)
  • Hispanic: 202 (male: 110, female: 92)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 5 (all male)
  • White: 40 (male: 20, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 5, female: 11)

Physics:
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Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 35
Number of Physics classes taught by certified teachers: 35

    Student Enrollment in Physics

  • Hispanic223
  • Asian2
  • Black7
  • White34
  • Multirace4
  • LEP4
  • IDEA22
Student Enrollment in Physics: 270 (male: 151, female: 119)
  • Hispanic: 223 (male: 119, female: 104)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 34 (male: 23, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 17, female: 5)

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