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Acton Middle School in Granbury, 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 59
Address
 1300 JAMES RD
Granbury, TX 76048
Telephone
(817) 408-4800
(make sure to verify first before calling)
Website
http://www.granburyisd.org
City-data.com school rating
59
Students
798
Classroom Teachers (FTE)
46.6
Free lunch eligible students
251
Reduced-price lunch
eligible students
38
School district
GRANBURY ISD
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
OAK WOODS SCHOOL (1.6 miles):

90
ACTON EL (1.3 miles):

70
JOHN AND LYNN BRAWNER INT (5.2 miles):

64
MAMBRINO SCHOOL (5.1 miles):

63
Acton Middle School:

59
NETTIE BACCUS EL (4.8 miles):

51
PREMIER H S OF GRANBURY (3.8 miles):

44
STARS ACCELERATED H S (1.0 miles):

38
JOHN H WOOD JR CS GRANBURY (5.2 miles):

5
Acton Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Hood County:

56
Granbury:

52
Acton Middle School:

59

Students & Teachers


Total enrollment:
Enrollment in 2016: 798
Enrollment in 2015: 821
Enrollment in 2014: 804
Enrollment in 2013: 793
Enrollment in 2012: 777
Enrollment in 2011: 775
Enrollment in 2010: 762
Enrollment in 2009: 767
Enrollment in 2008: 777
Enrollment in 2007: 839
Enrollment in 2006: 829
Enrollment in 2005: 827
Enrollment in 2004: 794
Enrollment in 2003: 777
Enrollment in 2002: 720
Enrollment in 2001: 494
Enrollment in 2000: 486
Enrollment in 1999: 469

Acton Middle School - Historical enrollment


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

GradeG06G07G08Total
All students246271281798
Female students117142138397
Male students129129143401
American Indian/Alaska Native students12 - 3
Asian students3238
Hispanic students475047144
Black students2338
White students190207223620
Hawaiian Native/Pacific Islander students - - 11
Two or More Races students37414

Enrollment by grade:
6th grade enrollment: 246
7th grade enrollment: 271
8th grade enrollment: 281

Acton Middle School - Historical enrollment by grade


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

Female enrollment: 397 (49.7%)
Acton Middle School:

49.7%
Texas:

49.0%
Male enrollment: 401 (50.3%)
School:

50.3%
Texas:

50.1%

Acton Middle School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 3 (0.4%)
School:

0.4%
State:

0.4%
Asian enrollment: 8 (1.0%)
Acton Middle School:

1.0%
Texas:

3.1%
Hispanic enrollment: 144 (18.0%)
Here:

18.0%
State:

46.9%
Black enrollment: 8 (1.0%)
School:

1.0%
Texas:

11.6%
White enrollment: 620 (77.7%)
School:

77.7%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
School:

0.1%
Texas:

0.1%
Two or More Races enrollment: 14 (1.8%)
School:

1.8%
State:

2.1%

Acton Middle School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 289 (36.2%)
Acton Middle School:

36.2%
State:

61.6%
Free lunch eligible students: 251 (31.5%)
Acton Middle School:

31.5%
Texas:

55.4%
Reduced-price lunch eligible students: 38 (4.8%)
School:

4.8%
Texas:

6.2%

Acton Middle School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 46.6

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE nurses: 1

Student/Teacher Ratio
School:

17.1
Texas:

15.6

Acton Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,702,343
  • Full-time Equivalency Count of Teachers: 40 (Salary Expenditures: $2,032,425)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $23,249)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $225,566)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $251,863
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,203,184
  • Salary Expenditures for Teachers: $3,204,444
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $124,215)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $225,566)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $300,139

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 36 (male: 20, female: 16)
  • Hispanic: 34 (male: 20, female: 14)
  • Asian: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Students with disabilities:
Show data for

Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 73 (male: 44, female: 29)
  • Hispanic: 20 (male: 13, female: 7)
  • White: 53 (male: 31, female: 22)

    Students with disabilities served under Section 504

  • Hispanic16
  • Asian2
  • White64
  • Multirace4
  • LEP4
Students with disabilities served under Section 504: 86 (male: 47, female: 39)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 2 (all male)
  • White: 64 (male: 32, female: 32)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 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

  • Hispanic10
  • Asian2
  • White91
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 103 (male: 49, female: 54)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all female)
  • White: 91 (male: 44, female: 47)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

129.1
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

  • All4,652
  • Males4,632
  • Females4,672
  • Hispanic4,495
  • White4,655
Algebra I Average Scale Score:

4,652
Texas:

4,001
Algebra I students tested: 119
# Absent - Not Tested: 1
Algebra I # Answer Documents Submitted: 120

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.7 (79%)
  • Reporting Category 2: 10.3 (86%)
  • Reporting Category 3: 11.2 (80%)
  • Reporting Category 4: 8.7 (79%)
  • Reporting Category 5: 5.2 (87%)

Did Not Meet Grade Level Performance: 1%
Approaches Grade Level Performance: 5%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 71%

1%
5%
23%
71%
Males: (Average Scale Score: 4,632, Tested: 58, Did Not Meet Grade Level Performance: 0%, Approaches: 2%, Meets: 26%, Masters: 72%)
2%
26%
72%
Females: (Average Scale Score: 4,672, Tested: 61, Did Not Meet Grade Level Performance: 2%, Approaches: 8%, Meets: 21%, Masters: 69%)
2%
8%
21%
69%
Hispanic: (Average Scale Score: 4,495, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 22%, Masters: 67%)
11%
22%
67%
White: (Average Scale Score: 4,655, Tested: 104, Did Not Meet Grade Level Performance: 1%, Approaches: 5%, Meets: 24%, Masters: 70%)
1%
5%
24%
70%

    English I Average Scale Score

  • All4,417
  • Males4,380
  • Females4,439
  • White4,425
English I Average Scale Score:

4,417
State:

3,637
English I students tested: 116
English I # Answer Documents Submitted: 116

English I Avg Items Correct:
  • Reporting Category 1: 7 (88%)
  • Reporting Category 2: 10.9 (84%)
  • Reporting Category 3: 10.6 (82%)
  • Reporting Category 4: 10.6 (66%)
  • Reporting Category 5: 7.8 (87%)
  • Reporting Category 6: 8.2 (91%)

Did Not Meet Grade Level Performance: 1%
Approaches Grade Level Performance: 8%
Meets Grade Level Performance: 69%
Masters Grade Level Performance: 22%

1%
8%
69%
22%
Males: (Average Scale Score: 4,380, Tested: 44, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 68%, Masters: 18%)
14%
68%
18%
Females: (Average Scale Score: 4,439, Tested: 72, Did Not Meet Grade Level Performance: 1%, Approaches: 6%, Meets: 69%, Masters: 24%)
1%
6%
69%
24%
White: (Average Scale Score: 4,425, Tested: 107, Did Not Meet Grade Level Performance: 1%, Approaches: 7%, Meets: 71%, Masters: 21%)
1%
7%
71%
21%

English II students tested: 1
English II # Answer Documents Submitted: 1


6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,650
  • Males1,644
  • Females1,658
  • Hispanic1,604
  • Asian1,640
  • Black1,589
  • White1,660
  • Multirace1,616
Math Average Scale Score:

1,650
Texas:

1,546
Math students tested: 299
Math # Answer Documents Submitted: 299

Math Avg Items Correct:
  • Reporting Category 1: 6.1 (61%)
  • Reporting Category 2: 9 (60%)
  • Reporting Category 3: 3.2 (54%)
  • Reporting Category 4: 3.4 (49%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 19%

20%
37%
24%
19%
Males: (Average Scale Score: 1,644, Tested: 171, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 27%, Masters: 17%)
22%
34%
27%
17%
Females: (Average Scale Score: 1,658, Tested: 128, Did Not Meet Grade Level Performance: 17%, Approaches: 41%, Meets: 19%, Masters: 23%)
17%
41%
19%
23%
Hispanic: (Average Scale Score: 1,604, Tested: 37, Did Not Meet Grade Level Performance: 24%, Approaches: 52%, Meets: 19%, Masters: 5%)
24%
52%
19%
5%
Asian: (Average Scale Score: 1,640, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 33%, Masters: 0%)
17%
50%
33%
Black: (Average Scale Score: 1,589, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 29%, Masters: 0%)
29%
42%
29%
White: (Average Scale Score: 1,660, Tested: 243, Did Not Meet Grade Level Performance: 20%, Approaches: 33%, Meets: 24%, Masters: 23%)
20%
33%
24%
23%
Multirace: (Average Scale Score: 1,616, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 80%, Meets: 20%, Masters: 0%)
80%
20%

    Reading Average Scale Score
    (6th Grade)

  • All1,582
  • Males1,558
  • Females1,614
  • Hispanic1,531
  • Asian1,673
  • Black1,521
  • White1,589
  • Multirace1,610
Reading Average Scale Score:

1,582
State:

1,457
Reading students tested: 300
Reading # Answer Documents Submitted: 300

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (63%)
  • Reporting Category 2: 12.1 (71%)
  • Reporting Category 3: 9.3 (62%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 17%

30%
33%
20%
17%
Males: (Average Scale Score: 1,558, Tested: 171, Did Not Meet Grade Level Performance: 39%, Approaches: 30%, Meets: 18%, Masters: 13%)
39%
30%
18%
13%
Females: (Average Scale Score: 1,614, Tested: 129, Did Not Meet Grade Level Performance: 19%, Approaches: 36%, Meets: 23%, Masters: 22%)
19%
36%
23%
22%
Hispanic: (Average Scale Score: 1,531, Tested: 37, Did Not Meet Grade Level Performance: 43%, Approaches: 33%, Meets: 13%, Masters: 11%)
43%
33%
13%
11%
Asian: (Average Scale Score: 1,673, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 0%, Meets: 50%, Masters: 33%)
17%
50%
33%
Black: (Average Scale Score: 1,521, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 71%, Meets: 0%, Masters: 0%)
29%
71%
White: (Average Scale Score: 1,589, Tested: 244, Did Not Meet Grade Level Performance: 28%, Approaches: 33%, Meets: 21%, Masters: 18%)
28%
33%
21%
18%
Multirace: (Average Scale Score: 1,610, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 0%, Masters: 40%)
40%
20%
40%

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,648
  • Males1,639
  • Females1,655
  • Hispanic1,609
  • White1,665
  • Multirace1,551
Math Average Scale Score:

1,648
State:

1,571
Math students tested: 192
Math # Answer Documents Submitted: 195

Math Avg Items Correct:
  • Reporting Category 1: 3.4 (57%)
  • Reporting Category 2: 8.1 (54%)
  • Reporting Category 3: 6.3 (52%)
  • Reporting Category 4: 3.4 (48%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 11%

27%
35%
27%
11%
Males: (Average Scale Score: 1,639, Tested: 90, Did Not Meet Grade Level Performance: 32%, Approaches: 30%, Meets: 28%, Masters: 10%)
32%
30%
28%
10%
Females: (Average Scale Score: 1,655, Tested: 102, Did Not Meet Grade Level Performance: 23%, Approaches: 39%, Meets: 25%, Masters: 13%)
23%
39%
25%
13%
Hispanic: (Average Scale Score: 1,609, Tested: 41, Did Not Meet Grade Level Performance: 41%, Approaches: 37%, Meets: 20%, Masters: 2%)
41%
37%
20%
2%
White: (Average Scale Score: 1,665, Tested: 139, Did Not Meet Grade Level Performance: 21%, Approaches: 35%, Meets: 29%, Masters: 15%)
21%
35%
29%
15%
Multirace: (Average Scale Score: 1,551, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 17%, Masters: 0%)
67%
16%
17%

    Reading Average Scale Score
    (7th Grade)

  • All1,654
  • Males1,637
  • Females1,672
  • Hispanic1,604
  • White1,670
  • Multirace1,598
Reading Average Scale Score:

1,654
State:

1,550
Reading students tested: 278
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 280

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 12.1 (67%)
  • Reporting Category 3: 10.7 (67%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 27%

26%
23%
24%
27%
Males: (Average Scale Score: 1,637, Tested: 141, Did Not Meet Grade Level Performance: 33%, Approaches: 22%, Meets: 24%, Masters: 21%)
33%
22%
24%
21%
Females: (Average Scale Score: 1,672, Tested: 137, Did Not Meet Grade Level Performance: 20%, Approaches: 24%, Meets: 24%, Masters: 32%)
20%
24%
24%
32%
Hispanic: (Average Scale Score: 1,604, Tested: 52, Did Not Meet Grade Level Performance: 38%, Approaches: 33%, Meets: 16%, Masters: 13%)
38%
33%
16%
13%
White: (Average Scale Score: 1,670, Tested: 208, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 26%, Masters: 30%)
22%
22%
26%
30%
Multirace: (Average Scale Score: 1,598, Tested: 10, Did Not Meet Grade Level Performance: 50%, Approaches: 0%, Meets: 20%, Masters: 30%)
50%
20%
30%

Writing Average Scale Score:

3,528
State:

3,515
Writing students tested: 8
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 9

Writing Avg Items Correct:
  • Reporting Category 1: 5.8 (36%)
  • Reporting Category 2: 7.5 (58%)
  • Reporting Category 3: 10.1 (60%)

Did Not Meet Grade Level Performance: 63%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 13%

63%
13%
12%
13%
Males: (Average Scale Score: 2,991, Tested: 5, Did Not Meet Grade Level Performance: 100%, Approaches: 0%, Meets: 0%, Masters: 0%)
100%

8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,704
  • Males1,699
  • Females1,711
  • Hispanic1,656
  • White1,717
  • Multirace1,758
Math Average Scale Score:

1,704
Texas:

1,539
Math students tested: 229
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 232

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (70%)
  • Reporting Category 2: 9.4 (59%)
  • Reporting Category 3: 10.1 (68%)
  • Reporting Category 4: 4.2 (60%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 14%

20%
29%
37%
14%
Males: (Average Scale Score: 1,699, Tested: 127, Did Not Meet Grade Level Performance: 21%, Approaches: 31%, Meets: 35%, Masters: 13%)
21%
31%
35%
13%
Females: (Average Scale Score: 1,711, Tested: 102, Did Not Meet Grade Level Performance: 19%, Approaches: 27%, Meets: 40%, Masters: 14%)
19%
27%
40%
14%
Hispanic: (Average Scale Score: 1,656, Tested: 50, Did Not Meet Grade Level Performance: 32%, Approaches: 30%, Meets: 32%, Masters: 6%)
32%
30%
32%
6%
White: (Average Scale Score: 1,717, Tested: 164, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 41%, Masters: 15%)
16%
28%
41%
15%
Multirace: (Average Scale Score: 1,758, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 45%, Meets: 11%, Masters: 33%)
11%
45%
11%
33%

    Reading Average Scale Score
    (8th Grade)

  • All1,664
  • Males1,657
  • Females1,675
  • Hispanic1,629
  • White1,685
Reading Average Scale Score:

1,664
Texas:

1,561
Reading students tested: 144
Reading # Answer Documents Submitted: 149

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 13.6 (71%)
  • Reporting Category 3: 10.7 (63%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 20%

21%
39%
20%
20%
Males: (Average Scale Score: 1,657, Tested: 89, Did Not Meet Grade Level Performance: 21%, Approaches: 41%, Meets: 20%, Masters: 18%)
21%
41%
20%
18%
Females: (Average Scale Score: 1,675, Tested: 55, Did Not Meet Grade Level Performance: 20%, Approaches: 38%, Meets: 18%, Masters: 24%)
20%
38%
18%
24%
Hispanic: (Average Scale Score: 1,629, Tested: 44, Did Not Meet Grade Level Performance: 27%, Approaches: 53%, Meets: 11%, Masters: 9%)
27%
53%
11%
9%
White: (Average Scale Score: 1,685, Tested: 92, Did Not Meet Grade Level Performance: 16%, Approaches: 34%, Meets: 24%, Masters: 26%)
16%
34%
24%
26%

    Science Average Scale Score
    (8th Grade)

  • All4,250
  • Males4,300
  • Females4,199
  • Hispanic3,860
  • White4,359
  • Multirace4,045
Science Average Scale Score:

4,250
Texas:

3,634
Science students tested: 258
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 263

Science Avg Items Correct:
  • Reporting Category 1: 8.2 (75%)
  • Reporting Category 2: 6.8 (76%)
  • Reporting Category 3: 7.7 (70%)
  • Reporting Category 4: 8.5 (77%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 45%

16%
17%
22%
45%
Males: (Average Scale Score: 4,300, Tested: 131, Did Not Meet Grade Level Performance: 15%, Approaches: 19%, Meets: 20%, Masters: 46%)
15%
19%
20%
46%
Females: (Average Scale Score: 4,199, Tested: 127, Did Not Meet Grade Level Performance: 16%, Approaches: 16%, Meets: 24%, Masters: 44%)
16%
16%
24%
44%
Hispanic: (Average Scale Score: 3,860, Tested: 47, Did Not Meet Grade Level Performance: 28%, Approaches: 34%, Meets: 15%, Masters: 23%)
28%
34%
15%
23%
White: (Average Scale Score: 4,359, Tested: 196, Did Not Meet Grade Level Performance: 12%, Approaches: 13%, Meets: 24%, Masters: 51%)
12%
13%
24%
51%
Multirace: (Average Scale Score: 4,045, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 33%, Masters: 17%)
17%
33%
33%
17%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,766
  • Males3,772
  • Females3,759
  • Hispanic3,542
  • White3,839
  • Multirace3,408
Social Studies Average Scale Score:

3,766
Texas:

3,461
Social Studies students tested: 258
# Absent - Not Tested: 5
Social Studies # Answer Documents Submitted: 263

Social Studies Avg Items Correct:
  • Reporting Category 1: 10 (59%)
  • Reporting Category 2: 6.1 (61%)
  • Reporting Category 3: 5.8 (58%)
  • Reporting Category 4: 4.6 (66%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 19%

35%
28%
18%
19%
Males: (Average Scale Score: 3,772, Tested: 133, Did Not Meet Grade Level Performance: 38%, Approaches: 27%, Meets: 14%, Masters: 21%)
38%
27%
14%
21%
Females: (Average Scale Score: 3,759, Tested: 125, Did Not Meet Grade Level Performance: 32%, Approaches: 29%, Meets: 23%, Masters: 16%)
32%
29%
23%
16%
Hispanic: (Average Scale Score: 3,542, Tested: 47, Did Not Meet Grade Level Performance: 57%, Approaches: 17%, Meets: 22%, Masters: 4%)
57%
17%
22%
4%
White: (Average Scale Score: 3,839, Tested: 196, Did Not Meet Grade Level Performance: 29%, Approaches: 30%, Meets: 18%, Masters: 23%)
29%
30%
18%
23%
Multirace: (Average Scale Score: 3,408, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 0%, Masters: 17%)
67%
16%
17%

Accountability


Advanced Placement:
Show data for

(State average from 1,066 schools)

Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of students in Grades 11 and 12: <5
Number of students taking at least one AP exam: <5
Percent of students taking at least one AP exam:

0.0%
Texas:

19.2%
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:

0.0%
State:

28.0%

Number of AP exams:
<5
Number of AP exams with scores at or above 3: <5
Percent of AP exams with scores at or above 3:

0.0%
Texas:

25.9%

Health & Safety


Referrals and Arrests:
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(State average from 1,516 schools)

Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • White: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

2.5
State:

30.4

Students without disabilities who received a school-related arrest: 2 (all female)
  • White: 2

Students without disabilities who received a school-related arrest per 1,000 students
School:

2.5
Texas:

16.6


Harassment & Bullying:
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(State average from 919 schools)

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

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of 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.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 14
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

17.5
State:

2.5
Students reported as harassed or bullied on the basis of sex: 22 (male: 10, female: 12)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 16 (male: 8, female: 8)

Students disciplined for bullying or harassment on the basis of sex: 13 (male: 9, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 7 (male: 5, female: 2)


Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Acton Middle School:

3.8
Texas:

1.3

Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • White: 2


Allegations of harassment or bullying on the basis of sexual orientation: 5
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here:

6.3
Texas:

0.8

Allegations of harassment or bullying on the basis of religion: 2
Allegations of harassment or bullying on the basis of religion per 1,000 students
School:

2.5
State:

0.3


Chronic Student Absenteeismt:
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(State average from 7,777 schools)

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

    Chronic Student Absenteeism

  • Hispanic28
  • Asian2
  • Black2
  • White172
  • Multirace2
  • LEP4
  • IDEA28
  • 50434
Chronic Student Absenteeism: 206 (male: 99, female: 107)
  • Hispanic: 28 (male: 11, female: 17)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 172 (male: 86, female: 86)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 14, female: 14)
  • Section 504: 34 (male: 20, female: 14)
Chronic Student Absenteeism per 1,000 students
School:

258.1
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)

Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all female)
  • White: 2

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

2.5
State:

7.2


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

  • Hispanic45
  • Black3
  • White44
  • LEP20
  • IDEA23
  • 50420
School days missed due to out-of-school suspension: 92 (male: 82, female: 10)
  • Hispanic: 45 (male: 41, female: 4)
  • Black: 3 (all male)
  • White: 44 (male: 38, female: 6)
  • Limited English Proficiency (LEP): 20 (all male)
  • Individuals With Disabilities Education Act (IDEA): 23 (male: 22, female: 1)
  • Section 504: 20 (all male)

Instances of out-of-school suspension (Students without disabilities): 27

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

33.8
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic10
  • Native Hawaiian2
  • Black2
  • White34
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 50 (male: 40, female: 10)
  • Hispanic: 10 (male: 8, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 34 (male: 26, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic4
  • Black2
  • White7
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

Instances of out-of-school suspension (Students with disabilities): 16

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

20.1
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 11

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

13.8
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • White19
  • LEP2
  • 50413
Students with disabilities receiving one or more in-school suspension: 26 (male: 22, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 19 (male: 17, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 13 (male: 11, female: 2)

Students with disabilities receiving only one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Section 504: 5 (all male)

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

  • Hispanic2
  • White2
  • LEP2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 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)
  • Hispanic: 2
  • Section 504: 2

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

2.5
Texas:

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: 2
Percent of 7th grade students who passed: -100.0%
Acton Middle School -100.0%
State 102.7%

    8th grade student enrollment in Algebra I

  • Hispanic13
  • Asian2
  • Black4
  • White103
  • Multirace4
  • LEP2
  • IDEA4
8th grade student enrollment in Algebra I: 126 (male: 62, female: 64)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 103 (male: 53, female: 50)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    8th grade studenst who passed Algebra I

  • Hispanic11
  • Asian4
  • White101
  • LEP4
8th grade studenst who passed Algebra I: 116 (male: 56, female: 60)
  • Hispanic: 11 (male: 4, female: 7)
  • Asian: 4 (all female)
  • White: 101 (male: 52, female: 49)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 8th grade students who passed
School:

92.1%
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: 2

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