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A P Solis Middle School in Donna, TX
(06-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 57
Address
 700 S AVE
Donna, TX 78537
Telephone
(956) 464-1650
(make sure to verify first before calling)
Website
http://www.donnaisd.net
City-data.com school rating
57
Students
710
Classroom Teachers (FTE)
82.3
Free lunch eligible students
582
School district
DONNA 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:
IDEA COLLEGE PREP (0.5 miles):

65
IDEA ACADEMY (0.5 miles):

64
A P Solis Middle School:

57
C STAINKE EL (0.5 miles):

52
GUZMAN EL (0.9 miles):

50
J W CACERES EL (0.8 miles):

47
LE NOIR EL (1.0 miles):

38
M RIVAS EL (0.8 miles):

32
A M OCHOA EL (0.4 miles):

30
A P Solis Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Hidalgo County:

58
Donna:

39
A P Solis Middle School:

57

Students & Teachers


Total enrollment:
Enrollment in 2016: 710

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

GradeG06G07G08Total
All students245242223710
Female students113106116335
Male students132136107375
Hispanic students243242220705
White students2 - 35

Enrollment by grade:
6th grade enrollment: 245
7th grade enrollment: 242
8th grade enrollment: 223

A P Solis Middle School - Enrollment by grade


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

Female enrollment: 335 (47.2%)
School:

47.2%
State:

49.0%
Male enrollment: 375 (52.8%)
School:

52.8%
Texas:

50.1%

A P Solis Middle School - Enrollment by gender


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

Hispanic enrollment: 705 (99.3%)
A P Solis Middle School:

99.3%
State:

46.9%
White enrollment: 5 (0.7%)
A P Solis Middle School:

0.7%
State:

32.3%

A P Solis Middle School - Enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 582 (82.0%)
Here:

82.0%
State:

61.6%
Free lunch eligible students: 582 (82.0%)
A P Solis Middle School:

82.0%
Texas:

55.4%
Reduced-price lunch eligible students: 0 (0.0%)
A P Solis Middle School:

0.0%
State:

6.2%

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

Classroom Teachers (FTE): 82.3

Number of FTE teachers in their first year of teaching: 8
Number of FTE teachers in their second year of teaching: 10
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 25.9
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 6
Number of FTE nurses: 1
Number of FTE psychologists: 0.1
Number of FTE social workers: 0.1

Student/Teacher Ratio
Here:

8.6
State:

15.6

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,698,946
  • Full-time Equivalency Count of Teachers: 70.7 (Salary Expenditures: $3,249,670)
  • Full-time Equivalency Count of Instructional Aides: 10.3 (Salary Expenditures: $141,478)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $272,018)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $177,713)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $737,898
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,366,374
  • Salary Expenditures for Teachers: $3,573,870
  • Full-time Equivalency Count of Instructional Aides: 20.3 (Salary Expenditures: $212,796)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $272,018)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $177,713)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $840,498

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 316 (male: 179, female: 137)
  • Hispanic: 316 (male: 179, female: 137)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 26, female: 20)

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: 83 (male: 52, female: 31)
  • Hispanic: 83 (male: 52, female: 31)
  • Limited English Proficiency (LEP): 53 (male: 31, female: 22)

Students with disabilities served under Section 504: 28 (male: 17, female: 11)
  • Hispanic: 28 (male: 17, female: 11)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 748 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 7th grade: 2 (all female)
  • Hispanic: 2

Percent of 7th grade students retained
School:

0.8%
Texas:

6.0%


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: 100 (male: 41, female: 59)
  • Hispanic: 100 (male: 41, female: 59)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)

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

140.8
State:

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

  • All4,704
  • Males4,615
  • Females4,748
  • Hispanic4,704
Algebra I Average Scale Score:

4,704
Texas:

4,001
Algebra I students tested: 27
Algebra I # Answer Documents Submitted: 27

Algebra I Avg Items Correct:
  • Reporting Category 1: 9 (81%)
  • Reporting Category 2: 10 (84%)
  • Reporting Category 3: 11.7 (84%)
  • Reporting Category 4: 9.3 (85%)
  • Reporting Category 5: 5.3 (89%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 4%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 78%

4%
18%
78%
Males: (Average Scale Score: 4,615, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 22%, Masters: 67%)
11%
22%
67%
Females: (Average Scale Score: 4,748, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 17%, Masters: 83%)
17%
83%
Hispanic: (Average Scale Score: 4,704, Tested: 27, Did Not Meet Grade Level Performance: 0%, Approaches: 4%, Meets: 18%, Masters: 78%)
4%
18%
78%

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,672
  • Males1,665
  • Females1,680
  • Hispanic1,671
Math Average Scale Score:

1,672
Texas:

1,546
Math students tested: 265
Math # Answer Documents Submitted: 265

Math Avg Items Correct:
  • Reporting Category 1: 6.2 (62%)
  • Reporting Category 2: 8.9 (59%)
  • Reporting Category 3: 3.9 (66%)
  • Reporting Category 4: 4.2 (60%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 19%

13%
32%
36%
19%
Males: (Average Scale Score: 1,665, Tested: 136, Did Not Meet Grade Level Performance: 13%, Approaches: 33%, Meets: 38%, Masters: 16%)
13%
33%
38%
16%
Females: (Average Scale Score: 1,680, Tested: 129, Did Not Meet Grade Level Performance: 13%, Approaches: 30%, Meets: 35%, Masters: 22%)
13%
30%
35%
22%
Hispanic: (Average Scale Score: 1,671, Tested: 262, Did Not Meet Grade Level Performance: 13%, Approaches: 32%, Meets: 36%, Masters: 19%)
13%
32%
36%
19%

    Reading Average Scale Score
    (6th Grade)

  • All1,560
  • Males1,535
  • Females1,586
  • Hispanic1,558
Reading Average Scale Score:

1,560
Texas:

1,457
Reading students tested: 265
Reading # Answer Documents Submitted: 265

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 11.4 (67%)
  • Reporting Category 3: 8.5 (57%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 12%

40%
29%
19%
12%
Males: (Average Scale Score: 1,535, Tested: 136, Did Not Meet Grade Level Performance: 46%, Approaches: 30%, Meets: 17%, Masters: 7%)
46%
30%
17%
7%
Females: (Average Scale Score: 1,586, Tested: 129, Did Not Meet Grade Level Performance: 34%, Approaches: 27%, Meets: 21%, Masters: 18%)
34%
27%
21%
18%
Hispanic: (Average Scale Score: 1,558, Tested: 262, Did Not Meet Grade Level Performance: 40%, Approaches: 30%, Meets: 18%, Masters: 12%)
40%
30%
18%
12%

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,677
  • Males1,679
  • Females1,676
  • Hispanic1,677
Math Average Scale Score:

1,677
Texas:

1,571
Math students tested: 282
Math # Answer Documents Submitted: 283

Math Avg Items Correct:
  • Reporting Category 1: 3.3 (55%)
  • Reporting Category 2: 9 (60%)
  • Reporting Category 3: 7.4 (61%)
  • Reporting Category 4: 3.5 (49%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 19%

26%
28%
27%
19%
Males: (Average Scale Score: 1,679, Tested: 156, Did Not Meet Grade Level Performance: 28%, Approaches: 25%, Meets: 26%, Masters: 21%)
28%
25%
26%
21%
Females: (Average Scale Score: 1,676, Tested: 126, Did Not Meet Grade Level Performance: 23%, Approaches: 33%, Meets: 27%, Masters: 17%)
23%
33%
27%
17%
Hispanic: (Average Scale Score: 1,677, Tested: 282, Did Not Meet Grade Level Performance: 26%, Approaches: 28%, Meets: 27%, Masters: 19%)
26%
28%
27%
19%

    Reading Average Scale Score
    (7th Grade)

  • All1,615
  • Males1,597
  • Females1,636
  • Hispanic1,615
Reading Average Scale Score:

1,615
State:

1,550
Reading students tested: 283
Reading # Answer Documents Submitted: 283

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 11.1 (61%)
  • Reporting Category 3: 9.3 (58%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 15%

37%
30%
18%
15%
Males: (Average Scale Score: 1,597, Tested: 156, Did Not Meet Grade Level Performance: 44%, Approaches: 29%, Meets: 15%, Masters: 12%)
44%
29%
15%
12%
Females: (Average Scale Score: 1,636, Tested: 127, Did Not Meet Grade Level Performance: 28%, Approaches: 32%, Meets: 21%, Masters: 19%)
28%
32%
21%
19%
Hispanic: (Average Scale Score: 1,615, Tested: 283, Did Not Meet Grade Level Performance: 37%, Approaches: 30%, Meets: 18%, Masters: 15%)
37%
30%
18%
15%

    Writing Average Scale Score
    (7th Grade)

  • All3,707
  • Males3,593
  • Females3,846
  • Hispanic3,707
Writing Average Scale Score:

3,707
State:

3,515
Writing students tested: 286
Writing # Answer Documents Submitted: 286

Writing Avg Items Correct:
  • Reporting Category 1: 8.4 (52%)
  • Reporting Category 2: 7.3 (56%)
  • Reporting Category 3: 11.5 (67%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 10%

44%
23%
23%
10%
Males: (Average Scale Score: 3,593, Tested: 157, Did Not Meet Grade Level Performance: 54%, Approaches: 21%, Meets: 17%, Masters: 8%)
54%
21%
17%
8%
Females: (Average Scale Score: 3,846, Tested: 129, Did Not Meet Grade Level Performance: 32%, Approaches: 26%, Meets: 29%, Masters: 13%)
32%
26%
29%
13%
Hispanic: (Average Scale Score: 3,707, Tested: 286, Did Not Meet Grade Level Performance: 44%, Approaches: 23%, Meets: 23%, Masters: 10%)
44%
23%
23%
10%

8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,737
  • Males1,724
  • Females1,750
  • Hispanic1,737
Math Average Scale Score:

1,737
State:

1,539
Math students tested: 254
Math # Answer Documents Submitted: 280

Math Avg Items Correct:
  • Reporting Category 1: 2.9 (74%)
  • Reporting Category 2: 11.5 (72%)
  • Reporting Category 3: 10.6 (71%)
  • Reporting Category 4: 4.3 (61%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 42%
Masters Grade Level Performance: 22%

11%
25%
42%
22%
Males: (Average Scale Score: 1,724, Tested: 129, Did Not Meet Grade Level Performance: 12%, Approaches: 28%, Meets: 41%, Masters: 19%)
12%
28%
41%
19%
Females: (Average Scale Score: 1,750, Tested: 125, Did Not Meet Grade Level Performance: 10%, Approaches: 22%, Meets: 42%, Masters: 26%)
10%
22%
42%
26%
Hispanic: (Average Scale Score: 1,737, Tested: 254, Did Not Meet Grade Level Performance: 11%, Approaches: 25%, Meets: 42%, Masters: 22%)
11%
25%
42%
22%

    Reading Average Scale Score
    (8th Grade)

  • All1,636
  • Males1,621
  • Females1,650
  • Hispanic1,636
Reading Average Scale Score:

1,636
State:

1,561
Reading students tested: 278
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 280

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 12.4 (65%)
  • Reporting Category 3: 10.1 (60%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 13%

36%
34%
17%
13%
Males: (Average Scale Score: 1,621, Tested: 136, Did Not Meet Grade Level Performance: 39%, Approaches: 35%, Meets: 16%, Masters: 10%)
39%
35%
16%
10%
Females: (Average Scale Score: 1,650, Tested: 142, Did Not Meet Grade Level Performance: 34%, Approaches: 31%, Meets: 19%, Masters: 16%)
34%
31%
19%
16%
Hispanic: (Average Scale Score: 1,636, Tested: 278, Did Not Meet Grade Level Performance: 36%, Approaches: 34%, Meets: 17%, Masters: 13%)
36%
34%
17%
13%

    Science Average Scale Score
    (8th Grade)

  • All3,936
  • Males3,939
  • Females3,934
  • Hispanic3,936
Science Average Scale Score:

3,936
State:

3,634
Science students tested: 276
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 277

Science Avg Items Correct:
  • Reporting Category 1: 7.4 (68%)
  • Reporting Category 2: 6.2 (68%)
  • Reporting Category 3: 6.9 (63%)
  • Reporting Category 4: 7.5 (68%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 22%

24%
30%
24%
22%
Males: (Average Scale Score: 3,939, Tested: 135, Did Not Meet Grade Level Performance: 23%, Approaches: 32%, Meets: 22%, Masters: 23%)
23%
32%
22%
23%
Females: (Average Scale Score: 3,934, Tested: 141, Did Not Meet Grade Level Performance: 25%, Approaches: 28%, Meets: 26%, Masters: 21%)
25%
28%
26%
21%
Hispanic: (Average Scale Score: 3,936, Tested: 276, Did Not Meet Grade Level Performance: 24%, Approaches: 30%, Meets: 24%, Masters: 22%)
24%
30%
24%
22%

    Social Studies Average Scale Score
    (8th Grade)

  • All4,036
  • Males4,065
  • Females4,009
  • Hispanic4,036
Social Studies Average Scale Score:

4,036
State:

3,461
Social Studies students tested: 277
Social Studies # Answer Documents Submitted: 277

Social Studies Avg Items Correct:
  • Reporting Category 1: 11.9 (70%)
  • Reporting Category 2: 8 (80%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 4.4 (63%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 37%

16%
28%
19%
37%
Males: (Average Scale Score: 4,065, Tested: 136, Did Not Meet Grade Level Performance: 13%, Approaches: 31%, Meets: 21%, Masters: 36%)
13%
31%
21%
36%
Females: (Average Scale Score: 4,009, Tested: 141, Did Not Meet Grade Level Performance: 18%, Approaches: 26%, Meets: 18%, Masters: 38%)
18%
26%
18%
38%
Hispanic: (Average Scale Score: 4,036, Tested: 277, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 19%, Masters: 37%)
16%
28%
19%
37%

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.
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 physical attack or fight without a weapon: 2


Total incidents per 1,000 students
A P Solis Middle School:

2.8
Texas:

38.0

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

  • Hispanic139
  • LEP79
  • IDEA19
  • 50410
Chronic Student Absenteeism: 139 (male: 71, female: 68)
  • Hispanic: 139 (male: 71, female: 68)
  • Limited English Proficiency (LEP): 79 (male: 41, female: 38)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

195.8
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)

Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
Total Number of Non-IDEA students subjected to mechanical restraint: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Non-IDEA students subjected to mechanical restraint per 1,000 students
School:

5.6
State:

5.4

Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Here:

2.8
State:

1.0


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

  • Hispanic108
  • LEP59
  • IDEA9
  • 5043
School days missed due to out-of-school suspension: 108 (male: 74, female: 34)
  • Hispanic: 108 (male: 74, female: 34)
  • Limited English Proficiency (LEP): 59 (male: 41, female: 18)
  • Individuals With Disabilities Education Act (IDEA): 9 (male: 4, female: 5)
  • Section 504: 3 (all male)

Instances of out-of-school suspension (Students without disabilities): 28

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

39.4
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 187 (male: 119, female: 68)
  • Hispanic: 187 (male: 119, female: 68)
  • Limited English Proficiency (LEP): 112 (male: 80, female: 32)

Students without disabilities receiving only one out-of-school suspension: 22 (male: 11, female: 11)
  • Hispanic: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)

Students without disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Instances of out-of-school suspension (Students with disabilities): 4

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

5.6
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 1

Instances of out-of-school suspension per 1,000 students (Section 504 only)
A P Solis Middle School:

1.4
State:

12.0
Students with disabilities receiving one or more in-school suspension: 34 (male: 26, female: 8)
  • Hispanic: 34 (male: 26, female: 8)
  • Limited English Proficiency (LEP): 22 (male: 17, female: 5)
  • Section 504: 13 (male: 11, female: 2)

Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Students with disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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.
8th grade student enrollment in Algebra I: 21 (male: 10, female: 11)
  • Hispanic: 19 (male: 8, female: 11)
  • White: 2 (all male)
8th grade studenst who passed Algebra I: 20 (male: 10, female: 10)
  • Hispanic: 20 (male: 10, female: 10)
Percent of 8th grade students who passed
Here:

95.2%
State:

87.0%

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