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A & M Consolidated Middle School in College Station, TX
(07-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 62
Address
 105 HOLIK DR
College Station, TX 77840
Telephone
(979) 764-5575
(make sure to verify first before calling)
Website
http://amcms.csisd.org
City-data.com school rating
62
Students
882
Classroom Teachers (FTE)
59.1
Free lunch eligible students
352
Reduced-price lunch
eligible students
47
School district
COLLEGE STATION ISD
Charter school
No
Title I status
Title I schoolwide eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
COLLEGE STATION H S (1.4 miles):

87
A & M CONS H S (1.6 miles):

83
SOUTHWOOD VALLEY EL (2.2 miles):

81
OAKWOOD INT (0.1 miles):

75
JOHNSON EL (2.5 miles):

75
A & M Consolidated Middle School:

62
SOUTH KNOLL EL (1.0 miles):

59
COLLEGE HILLS EL (1.1 miles):

28
CROCKETT EL (2.5 miles):

28
A & M Consolidated Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Brazos County:

50
College Station:

74
A & M Consolidated Middle School:

62

Students & Teachers


Total enrollment:
Enrollment in 2016: 882
Enrollment in 2015: 903
Enrollment in 2014: 850
Enrollment in 2013: 826
Enrollment in 2012: 779
Enrollment in 2011: 680
Enrollment in 2010: 638
Enrollment in 2009: 671
Enrollment in 2008: 608
Enrollment in 2007: 616
Enrollment in 2006: 643
Enrollment in 2005: 537
Enrollment in 2004: 532
Enrollment in 2003: 537
Enrollment in 2002: 495
Enrollment in 2001: 479

A & M Consolidated Middle School - Historical enrollment


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

GradeG07G08Total
All students450432882
Female students227216443
Male students223216439
American Indian/Alaska Native students123
Asian students382159
Hispanic students118122240
Black students6976145
White students202192394
Hawaiian Native/Pacific Islander students - 11
Two or More Races students221840

Enrollment by grade:
7th grade enrollment: 450
8th grade enrollment: 432

A & M Consolidated Middle School - Historical enrollment by grade


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

Female enrollment: 443 (50.2%)
A & M Consolidated Middle School:

50.2%
State:

49.0%
Male enrollment: 439 (49.8%)
School:

49.8%
State:

50.1%

A & M Consolidated Middle School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 3 (0.3%)
A & M Consolidated Middle School:

0.3%
Texas:

0.4%
Asian enrollment: 59 (6.7%)
A & M Consolidated Middle School:

6.7%
State:

3.1%
Hispanic enrollment: 240 (27.2%)
Here:

27.2%
State:

46.9%
Black enrollment: 145 (16.4%)
Here:

16.4%
State:

11.6%
White enrollment: 394 (44.7%)
School:

44.7%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
A & M Consolidated Middle School:

0.1%
State:

0.1%
Two or More Races enrollment: 40 (4.5%)
School:

4.5%
Texas:

2.1%

A & M Consolidated Middle School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 399 (45.2%)
School:

45.2%
Texas:

61.6%
Free lunch eligible students: 352 (39.9%)
A & M Consolidated Middle School:

39.9%
State:

55.4%
Reduced-price lunch eligible students: 47 (5.3%)
A & M Consolidated Middle School:

5.3%
Texas:

6.2%

A & M Consolidated Middle School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 59.1

Number of FTE teachers in their first year of teaching: 8
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 14
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
A & M Consolidated Middle School:

14.9
Texas:

15.6

A & M Consolidated Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,575,371
  • Full-time Equivalency Count of Teachers: 50.1 (Salary Expenditures: $2,861,726)
  • Full-time Equivalency Count of Instructional Aides: 8.7 (Salary Expenditures: $156,924)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $436,880)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $374,315)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $509,363
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,760,989
  • Salary Expenditures for Teachers: $2,929,928
  • Full-time Equivalency Count of Instructional Aides: 8.7 (Salary Expenditures: $156,924)
  • Full-time Equivalency Count of Support Services Staff: 5.5 (Salary Expenditures: $538,657)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $374,315)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $875,897

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic28
  • American Indian2
  • Asian10
  • Black2
  • White4
  • IDEA4
Students Enrolled in LEP Programs: 46 (male: 28, female: 18)
  • Hispanic: 28 (male: 17, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • 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

  • Hispanic26
  • Black26
  • White26
  • Multirace4
  • LEP4
Students with disabilities served under IDEA: 82 (male: 46, female: 36)
  • Hispanic: 26 (male: 13, female: 13)
  • Black: 26 (male: 10, female: 16)
  • White: 26 (male: 19, female: 7)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all female)

    Students with disabilities served under Section 504

  • Hispanic22
  • Black13
  • White52
  • Multirace4
  • LEP2
Students with disabilities served under Section 504: 91 (male: 59, female: 32)
  • Hispanic: 22 (male: 14, female: 8)
  • Black: 13 (male: 8, female: 5)
  • White: 52 (male: 35, female: 17)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 1,054 schools)

A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 8th grade: 2 (all male)
  • Two or More Races: 2

Percent of 8th grade students retained
A & M Consolidated Middle School:

0.5%
State:

7.0%


Gifted and Talented:
Show data for

(State average from 7,254 schools)

This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic16
  • Asian22
  • Black7
  • White94
  • Multirace4
  • IDEA2
Gifted and Talented Student Enrollment: 143 (male: 79, female: 64)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 22 (male: 14, female: 8)
  • Black: 7 (male: 2, female: 5)
  • White: 94 (male: 50, female: 44)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
A & M Consolidated Middle School:

162.1
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)

The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,600
  • Males4,564
  • Females4,634
  • Hispanic4,477
  • Asian4,840
  • Black4,319
  • White4,614
  • Multirace4,609
Algebra I Average Scale Score:

4,600
State:

4,001
Algebra I students tested: 240
# Absent - Not Tested: 1
Algebra I # Answer Documents Submitted: 241

Algebra I Avg Items Correct:
  • Reporting Category 1: 9 (82%)
  • Reporting Category 2: 10.2 (85%)
  • Reporting Category 3: 11.4 (82%)
  • Reporting Category 4: 8.7 (79%)
  • Reporting Category 5: 5 (84%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 4%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 75%

4%
21%
75%
Males: (Average Scale Score: 4,564, Tested: 117, Did Not Meet Grade Level Performance: 0%, Approaches: 4%, Meets: 22%, Masters: 74%)
4%
22%
74%
Females: (Average Scale Score: 4,634, Tested: 123, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 20%, Masters: 77%)
3%
20%
77%
Hispanic: (Average Scale Score: 4,477, Tested: 38, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 34%, Masters: 61%)
5%
34%
61%
Asian: (Average Scale Score: 4,840, Tested: 30, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 0%, Masters: 90%)
10%
90%
Black: (Average Scale Score: 4,319, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 19%, Meets: 18%, Masters: 63%)
19%
18%
63%
White: (Average Scale Score: 4,614, Tested: 148, Did Not Meet Grade Level Performance: 0%, Approaches: 1%, Meets: 22%, Masters: 77%)
1%
22%
77%
Multirace: (Average Scale Score: 4,609, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 14%, Masters: 86%)
14%
86%

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,589
  • Males1,592
  • Females1,587
  • Hispanic1,577
  • Asian1,709
  • Black1,556
  • White1,614
  • Multirace1,631
Math Average Scale Score:

1,589
State:

1,571
Math students tested: 215
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 434

Math Avg Items Correct:
  • Reporting Category 1: 3.1 (52%)
  • Reporting Category 2: 6.4 (43%)
  • Reporting Category 3: 4.8 (40%)
  • Reporting Category 4: 2.4 (35%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 3%

47%
40%
10%
3%
Males: (Average Scale Score: 1,592, Tested: 112, Did Not Meet Grade Level Performance: 48%, Approaches: 33%, Meets: 15%, Masters: 4%)
48%
33%
15%
4%
Females: (Average Scale Score: 1,587, Tested: 103, Did Not Meet Grade Level Performance: 47%, Approaches: 47%, Meets: 4%, Masters: 2%)
47%
47%
4%
2%
Hispanic: (Average Scale Score: 1,577, Tested: 82, Did Not Meet Grade Level Performance: 54%, Approaches: 35%, Meets: 11%, Masters: 0%)
54%
35%
11%
Asian: (Average Scale Score: 1,709, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 20%, Masters: 20%)
20%
40%
20%
20%
Black: (Average Scale Score: 1,556, Tested: 57, Did Not Meet Grade Level Performance: 60%, Approaches: 36%, Meets: 4%, Masters: 0%)
60%
36%
4%
White: (Average Scale Score: 1,614, Tested: 55, Did Not Meet Grade Level Performance: 31%, Approaches: 51%, Meets: 13%, Masters: 5%)
31%
51%
13%
5%
Multirace: (Average Scale Score: 1,631, Tested: 9, Did Not Meet Grade Level Performance: 44%, Approaches: 34%, Meets: 11%, Masters: 11%)
44%
34%
11%
11%

    Reading Average Scale Score
    (7th Grade)

  • All1,658
  • Males1,649
  • Females1,668
  • Hispanic1,606
  • Asian1,726
  • Black1,543
  • White1,722
  • Multirace1,666
Reading Average Scale Score:

1,658
Texas:

1,550
Reading students tested: 433
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 438

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 12 (67%)
  • Reporting Category 3: 10.6 (66%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 33%

30%
23%
14%
33%
Males: (Average Scale Score: 1,649, Tested: 222, Did Not Meet Grade Level Performance: 30%, Approaches: 24%, Meets: 15%, Masters: 31%)
30%
24%
15%
31%
Females: (Average Scale Score: 1,668, Tested: 211, Did Not Meet Grade Level Performance: 30%, Approaches: 22%, Meets: 13%, Masters: 35%)
30%
22%
13%
35%
Hispanic: (Average Scale Score: 1,606, Tested: 120, Did Not Meet Grade Level Performance: 38%, Approaches: 30%, Meets: 15%, Masters: 17%)
38%
30%
15%
17%
Asian: (Average Scale Score: 1,726, Tested: 36, Did Not Meet Grade Level Performance: 19%, Approaches: 17%, Meets: 20%, Masters: 44%)
19%
17%
20%
44%
Black: (Average Scale Score: 1,543, Tested: 70, Did Not Meet Grade Level Performance: 66%, Approaches: 18%, Meets: 9%, Masters: 7%)
66%
18%
9%
7%
White: (Average Scale Score: 1,722, Tested: 187, Did Not Meet Grade Level Performance: 13%, Approaches: 20%, Meets: 17%, Masters: 50%)
13%
20%
17%
50%
Multirace: (Average Scale Score: 1,666, Tested: 18, Did Not Meet Grade Level Performance: 39%, Approaches: 17%, Meets: 5%, Masters: 39%)
39%
17%
5%
39%

    Writing Average Scale Score
    (7th Grade)

  • All3,837
  • Males3,736
  • Females3,943
  • Hispanic3,635
  • Asian4,113
  • Black3,374
  • White4,070
  • Multirace4,050
Writing Average Scale Score:

3,837
Texas:

3,515
Writing students tested: 435
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 437

Writing Avg Items Correct:
  • Reporting Category 1: 7.9 (49%)
  • Reporting Category 2: 8.8 (68%)
  • Reporting Category 3: 11.9 (70%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 16%

34%
23%
27%
16%
Males: (Average Scale Score: 3,736, Tested: 223, Did Not Meet Grade Level Performance: 38%, Approaches: 24%, Meets: 27%, Masters: 11%)
38%
24%
27%
11%
Females: (Average Scale Score: 3,943, Tested: 212, Did Not Meet Grade Level Performance: 30%, Approaches: 21%, Meets: 29%, Masters: 20%)
30%
21%
29%
20%
Hispanic: (Average Scale Score: 3,635, Tested: 120, Did Not Meet Grade Level Performance: 45%, Approaches: 23%, Meets: 25%, Masters: 7%)
45%
23%
25%
7%
Asian: (Average Scale Score: 4,113, Tested: 36, Did Not Meet Grade Level Performance: 25%, Approaches: 14%, Meets: 25%, Masters: 36%)
25%
14%
25%
36%
Black: (Average Scale Score: 3,374, Tested: 70, Did Not Meet Grade Level Performance: 69%, Approaches: 21%, Meets: 7%, Masters: 3%)
69%
21%
7%
3%
White: (Average Scale Score: 4,070, Tested: 189, Did Not Meet Grade Level Performance: 15%, Approaches: 25%, Meets: 40%, Masters: 20%)
15%
25%
40%
20%
Multirace: (Average Scale Score: 4,050, Tested: 18, Did Not Meet Grade Level Performance: 39%, Approaches: 17%, Meets: 0%, Masters: 44%)
39%
17%
44%

8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,691
  • Males1,699
  • Females1,684
  • Hispanic1,641
  • Asian1,858
  • Black1,601
  • White1,741
  • Multirace1,740
Math Average Scale Score:

1,691
State:

1,539
Math students tested: 425
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 627

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (63%)
  • Reporting Category 2: 9.7 (61%)
  • Reporting Category 3: 9.4 (63%)
  • Reporting Category 4: 3.9 (56%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 14%

26%
29%
31%
14%
Males: (Average Scale Score: 1,699, Tested: 206, Did Not Meet Grade Level Performance: 26%, Approaches: 27%, Meets: 31%, Masters: 16%)
26%
27%
31%
16%
Females: (Average Scale Score: 1,684, Tested: 219, Did Not Meet Grade Level Performance: 26%, Approaches: 30%, Meets: 32%, Masters: 12%)
26%
30%
32%
12%
Hispanic: (Average Scale Score: 1,641, Tested: 132, Did Not Meet Grade Level Performance: 36%, Approaches: 37%, Meets: 22%, Masters: 5%)
36%
37%
22%
5%
Asian: (Average Scale Score: 1,858, Tested: 23, Did Not Meet Grade Level Performance: 4%, Approaches: 5%, Meets: 30%, Masters: 61%)
4%
5%
30%
61%
Black: (Average Scale Score: 1,601, Tested: 74, Did Not Meet Grade Level Performance: 55%, Approaches: 27%, Meets: 15%, Masters: 3%)
55%
27%
15%
3%
White: (Average Scale Score: 1,741, Tested: 181, Did Not Meet Grade Level Performance: 9%, Approaches: 27%, Meets: 46%, Masters: 18%)
9%
27%
46%
18%
Multirace: (Average Scale Score: 1,740, Tested: 14, Did Not Meet Grade Level Performance: 29%, Approaches: 21%, Meets: 21%, Masters: 29%)
29%
21%
21%
29%

    Reading Average Scale Score
    (8th Grade)

  • All1,697
  • Males1,688
  • Females1,705
  • Hispanic1,643
  • Asian1,762
  • Black1,594
  • White1,763
  • Multirace1,740
Reading Average Scale Score:

1,697
State:

1,561
Reading students tested: 449
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 625

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 13.8 (73%)
  • Reporting Category 3: 11.8 (70%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 33%

25%
22%
20%
33%
Males: (Average Scale Score: 1,688, Tested: 214, Did Not Meet Grade Level Performance: 28%, Approaches: 23%, Meets: 19%, Masters: 30%)
28%
23%
19%
30%
Females: (Average Scale Score: 1,705, Tested: 235, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 19%, Masters: 37%)
22%
22%
19%
37%
Hispanic: (Average Scale Score: 1,643, Tested: 132, Did Not Meet Grade Level Performance: 40%, Approaches: 27%, Meets: 15%, Masters: 18%)
40%
27%
15%
18%
Asian: (Average Scale Score: 1,762, Tested: 28, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 14%, Masters: 57%)
14%
15%
14%
57%
Black: (Average Scale Score: 1,594, Tested: 79, Did Not Meet Grade Level Performance: 48%, Approaches: 32%, Meets: 12%, Masters: 8%)
48%
32%
12%
8%
White: (Average Scale Score: 1,763, Tested: 196, Did Not Meet Grade Level Performance: 8%, Approaches: 17%, Meets: 25%, Masters: 50%)
8%
17%
25%
50%
Multirace: (Average Scale Score: 1,740, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 25%, Meets: 17%, Masters: 50%)
8%
25%
17%
50%

    Science Average Scale Score
    (8th Grade)

  • All3,987
  • Males4,034
  • Females3,943
  • Hispanic3,652
  • Asian4,448
  • Black3,520
  • White4,305
  • Multirace4,366
Science Average Scale Score:

3,987
State:

3,634
Science students tested: 444
Science # Answer Documents Submitted: 451

Science Avg Items Correct:
  • Reporting Category 1: 7.1 (64%)
  • Reporting Category 2: 6.1 (68%)
  • Reporting Category 3: 7.2 (65%)
  • Reporting Category 4: 7.7 (70%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 31%

27%
26%
16%
31%
Males: (Average Scale Score: 4,034, Tested: 212, Did Not Meet Grade Level Performance: 25%, Approaches: 24%, Meets: 16%, Masters: 35%)
25%
24%
16%
35%
Females: (Average Scale Score: 3,943, Tested: 232, Did Not Meet Grade Level Performance: 28%, Approaches: 28%, Meets: 18%, Masters: 26%)
28%
28%
18%
26%
Hispanic: (Average Scale Score: 3,652, Tested: 128, Did Not Meet Grade Level Performance: 45%, Approaches: 34%, Meets: 11%, Masters: 10%)
45%
34%
11%
10%
Asian: (Average Scale Score: 4,448, Tested: 26, Did Not Meet Grade Level Performance: 4%, Approaches: 19%, Meets: 19%, Masters: 58%)
4%
19%
19%
58%
Black: (Average Scale Score: 3,520, Tested: 79, Did Not Meet Grade Level Performance: 53%, Approaches: 33%, Meets: 8%, Masters: 6%)
53%
33%
8%
6%
White: (Average Scale Score: 4,305, Tested: 196, Did Not Meet Grade Level Performance: 8%, Approaches: 21%, Meets: 22%, Masters: 49%)
8%
21%
22%
49%
Multirace: (Average Scale Score: 4,366, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 16%, Meets: 23%, Masters: 46%)
15%
16%
23%
46%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,629
  • Males3,661
  • Females3,600
  • Hispanic3,423
  • Asian3,960
  • Black3,303
  • White3,833
  • Multirace3,892
Social Studies Average Scale Score:

3,629
Texas:

3,461
Social Studies students tested: 448
# Absent - Not Tested: 2
Social Studies # Answer Documents Submitted: 451

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.3 (55%)
  • Reporting Category 2: 5.5 (55%)
  • Reporting Category 3: 5.3 (53%)
  • Reporting Category 4: 4.1 (58%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 11%

42%
34%
13%
11%
Males: (Average Scale Score: 3,661, Tested: 216, Did Not Meet Grade Level Performance: 41%, Approaches: 34%, Meets: 12%, Masters: 13%)
41%
34%
12%
13%
Females: (Average Scale Score: 3,600, Tested: 232, Did Not Meet Grade Level Performance: 43%, Approaches: 34%, Meets: 15%, Masters: 8%)
43%
34%
15%
8%
Hispanic: (Average Scale Score: 3,423, Tested: 130, Did Not Meet Grade Level Performance: 60%, Approaches: 33%, Meets: 4%, Masters: 3%)
60%
33%
4%
3%
Asian: (Average Scale Score: 3,960, Tested: 28, Did Not Meet Grade Level Performance: 18%, Approaches: 21%, Meets: 32%, Masters: 29%)
18%
21%
32%
29%
Black: (Average Scale Score: 3,303, Tested: 79, Did Not Meet Grade Level Performance: 71%, Approaches: 23%, Meets: 6%, Masters: 0%)
71%
23%
6%
White: (Average Scale Score: 3,833, Tested: 198, Did Not Meet Grade Level Performance: 24%, Approaches: 38%, Meets: 21%, Masters: 17%)
24%
38%
21%
17%
Multirace: (Average Scale Score: 3,892, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 46%, Meets: 0%, Masters: 27%)
27%
46%
27%

Health & Safety


Referrals and Arrests:
Show data for

(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.
Students without disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
A & M Consolidated Middle School:

6.8
Texas:

17.4

    Students with disabilities who were referred to a law enforcement agency or official

  • Hispanic2
  • Black2
  • White2
  • 5042
Students with disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Section 504: 2 (all male)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
A & M Consolidated Middle School:

6.8
Texas:

5.4

Students with disabilities who received a school-related arrest: 2 (all male)
  • White: 2

Students with disabilities who received a school-related arrest per 1,000 students
School:

2.3
Texas:

4.1


Harassment & Bullying:
Show data for

(State average from 919 schools)

An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 90
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

102.0
State:

1.3

    Students reported as harassed or bullied on the basis of race, color, or national origin

  • Hispanic4
  • Asian2
  • White7
  • IDEA4
  • 5042
Students reported as harassed or bullied on the basis of race, color, or national origin: 13 (male: 6, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all female)

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Hispanic19
  • American Indian2
  • Asian2
  • Black34
  • White13
  • Multirace4
  • LEP4
  • IDEA10
  • 5047
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 74 (male: 37, female: 37)
  • Hispanic: 19 (male: 11, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 34 (male: 14, female: 20)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 2, female: 8)
  • Section 504: 7 (male: 5, female: 2)



Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)

A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic10
  • Asian4
  • Black10
  • White13
  • Multirace2
  • LEP4
  • IDEA7
  • 5044
Chronic Student Absenteeism: 39 (male: 20, female: 19)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

44.2
Texas:

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

  • Hispanic76
  • Asian5
  • Black182
  • White67
  • Multirace4
  • LEP16
  • IDEA65
  • 50440
School days missed due to out-of-school suspension: 334 (male: 203, female: 131)
  • Hispanic: 76 (male: 47, female: 29)
  • Asian: 5 (all male)
  • Black: 182 (male: 89, female: 93)
  • White: 67 (male: 60, female: 7)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 16 (all male)
  • Individuals With Disabilities Education Act (IDEA): 65 (male: 37, female: 28)
  • Section 504: 40 (male: 27, female: 13)

Instances of out-of-school suspension (Students without disabilities): 93

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

105.4
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic37
  • Asian4
  • Native Hawaiian2
  • Black58
  • White28
  • Multirace4
  • LEP2
Students without disabilities receiving one or more in-school suspension: 133 (male: 75, female: 58)
  • Hispanic: 37 (male: 23, female: 14)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 58 (male: 29, female: 29)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic7
  • Black22
  • White7
  • Multirace4
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 40 (male: 20, female: 20)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 22 (male: 8, female: 14)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • Asian2
  • Black13
  • White2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 24 (male: 17, female: 7)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Instances of out-of-school suspension (Students with disabilities): 31

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
A & M Consolidated Middle School:

35.1
State:

27.5
Instances of out-of-school suspension (Section 504 only): 16

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

18.1
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • Asian2
  • Black16
  • White7
  • Multirace2
  • LEP2
  • 50425
Students with disabilities receiving one or more in-school suspension: 34 (male: 15, female: 19)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all female)
  • Black: 16 (male: 8, female: 8)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 25 (male: 17, female: 8)

Students with disabilities receiving only one out-of-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • Section 504: 10 (male: 8, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • Black4
  • White2
  • 5044
Students with disabilities receiving more than one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Section 504: 4 (male: 2, female: 2)


Expulsions:
Show data for

(State average from 1,623 schools)

Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
School:

2.3
State:

5.4

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)

Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
7th grade student enrollment in Algebra I: 5
7th grade studenst who passed Algebra I: 4
Percent of 7th grade students who passed
A & M Consolidated Middle School:

80.0%
Texas:

102.7%

    8th grade student enrollment in Algebra I

  • Hispanic91
  • Asian34
  • Black37
  • White37
  • Multirace2
  • IDEA2
8th grade student enrollment in Algebra I: 201 (male: 113, female: 88)
  • Hispanic: 91 (male: 44, female: 47)
  • Asian: 34 (male: 29, female: 5)
  • Black: 37 (male: 14, female: 23)
  • White: 37 (male: 26, female: 11)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    8th grade studenst who passed Algebra I

  • Hispanic89
  • Asian35
  • Black38
  • White38
8th grade studenst who passed Algebra I: 200 (male: 115, female: 85)
  • Hispanic: 89 (male: 43, female: 46)
  • Asian: 35 (male: 31, female: 4)
  • Black: 38 (male: 16, female: 22)
  • White: 38 (male: 25, female: 13)
Percent of 8th grade students who passed
Here:

99.5%
Texas:

87.0%


Geometry:
Show data for

Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
8th grade students enrolled in Geometry: 23

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