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Adams Middle School in Alice, 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 22
Address
 901 E THIRD ST
Alice, TX 78332
Telephone
(361) 660-2055
(make sure to verify first before calling)
Website
http://adams.aliceisd.net
City-data.com school rating
22
Students
713
Classroom Teachers (FTE)
45.4
Free lunch eligible students
466
Reduced-price lunch
eligible students
24
School district
ALICE 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:
SAENZ EL (1.1 miles):

60
NOONAN EL (1.1 miles):

40
ALICE H S (1.0 miles):

35
HILLCREST EL (1.4 miles):

31
SALAZAR EL (0.9 miles):

28
Adams Middle School:

22
MEMORIAL INT (1.3 miles):

21
DUBOSE INT (0.4 miles):

12
SCHALLERT EL (0.6 miles):

10
Adams Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Jim Wells County:

31
Alice:

27
Adams Middle School:

22

Students & Teachers


Total enrollment:
Enrollment in 2016: 713
Enrollment in 2015: 746
Enrollment in 2014: 778
Enrollment in 2013: 805
Enrollment in 2012: 841
Enrollment in 2011: 816
Enrollment in 2010: 830
Enrollment in 2009: 844
Enrollment in 2008: 767
Enrollment in 2007: 722
Enrollment in 2006: 827
Enrollment in 2005: 864
Enrollment in 2004: 848
Enrollment in 2003: 920
Enrollment in 2002: 915
Enrollment in 2001: 870
Enrollment in 2000: 863
Enrollment in 1999: 955

Adams Middle School - Historical enrollment


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

GradeG07G08Total
All students350363713
Female students179170349
Male students171193364
American Indian/Alaska Native students - 11
Asian students437
Hispanic students324337661
Black students336
White students191938

Enrollment by grade:
7th grade enrollment: 350
8th grade enrollment: 363

Adams Middle School - Historical enrollment by grade


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

Female enrollment: 349 (48.9%)
Here:

48.9%
State:

49.0%
Male enrollment: 364 (51.1%)
Here:

51.1%
State:

50.1%

Adams Middle School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 1 (0.1%)
Adams Middle School:

0.1%
State:

0.4%
Asian enrollment: 7 (1.0%)
Adams Middle School:

1.0%
Texas:

3.1%
Hispanic enrollment: 661 (92.7%)
School:

92.7%
Texas:

46.9%
Black enrollment: 6 (0.8%)
School:

0.8%
State:

11.6%
White enrollment: 38 (5.3%)
Here:

5.3%
State:

32.3%

Adams Middle School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 490 (68.7%)
School:

68.7%
State:

61.6%
Free lunch eligible students: 466 (65.4%)
School:

65.4%
State:

55.4%
Reduced-price lunch eligible students: 24 (3.4%)
Here:

3.4%
Texas:

6.2%

Adams Middle School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 45.4

Number of FTE teachers in their first year of teaching: 3
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: 15
Number of FTE nurses: 1

Student/Teacher Ratio
School:

15.7
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,625,570
  • Full-time Equivalency Count of Teachers: 32 (Salary Expenditures: $1,841,770)
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $60,884)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $380,395)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $342,521)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,614,671
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,066,079
  • Salary Expenditures for Teachers: $2,147,687
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $149,897)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $429,704)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $342,521)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,655,531

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 21 (male: 13, female: 8)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 69 (male: 50, female: 19)
  • Hispanic: 65 (male: 46, female: 19)
  • White: 4 (all male)

Students with disabilities served under Section 504: 42 (male: 23, female: 19)
  • Hispanic: 40 (male: 23, female: 17)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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 7th grade: 4 (all female)
  • Hispanic: 2
  • White: 2

Percent of 7th grade students retained
Here:

1.1%
Texas:

6.0%

Total number of students retained in 8th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 8th grade students retained
Adams Middle School:

1.1%
Texas:

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: 41 (male: 25, female: 16)
  • Hispanic: 37 (male: 23, female: 14)
  • White: 4 (male: 2, female: 2)

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

57.5
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

  • All4,330
  • Males4,100
  • Females4,626
  • Hispanic4,436
Algebra I Average Scale Score:

4,330
Texas:

4,001
Algebra I students tested: 16
Algebra I # Answer Documents Submitted: 16

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.1 (74%)
  • Reporting Category 2: 8.5 (71%)
  • Reporting Category 3: 10.3 (73%)
  • Reporting Category 4: 8.4 (76%)
  • Reporting Category 5: 4.6 (76%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 6%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 63%

6%
6%
25%
63%
Males: (Average Scale Score: 4,100, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 11%, Meets: 34%, Masters: 44%)
11%
11%
34%
44%
Females: (Average Scale Score: 4,626, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 14%, Masters: 86%)
14%
86%
Hispanic: (Average Scale Score: 4,436, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 22%, Masters: 71%)
7%
22%
71%

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,570
  • Males1,564
  • Females1,576
  • Hispanic1,570
  • White1,569
Math Average Scale Score:

1,570
State:

1,571
Math students tested: 355
# Absent - Not Tested: 5
Math # Answer Documents Submitted: 360

Math Avg Items Correct:
  • Reporting Category 1: 2.7 (45%)
  • Reporting Category 2: 6 (40%)
  • Reporting Category 3: 4.6 (38%)
  • Reporting Category 4: 2.2 (31%)

Did Not Meet Grade Level Performance: 58%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 2%

58%
32%
8%
2%
Males: (Average Scale Score: 1,564, Tested: 187, Did Not Meet Grade Level Performance: 63%, Approaches: 26%, Meets: 9%, Masters: 2%)
63%
26%
9%
2%
Females: (Average Scale Score: 1,576, Tested: 168, Did Not Meet Grade Level Performance: 53%, Approaches: 39%, Meets: 6%, Masters: 2%)
53%
39%
6%
2%
Hispanic: (Average Scale Score: 1,570, Tested: 339, Did Not Meet Grade Level Performance: 58%, Approaches: 33%, Meets: 7%, Masters: 2%)
58%
33%
7%
2%
White: (Average Scale Score: 1,569, Tested: 15, Did Not Meet Grade Level Performance: 67%, Approaches: 20%, Meets: 13%, Masters: 0%)
67%
20%
13%

    Reading Average Scale Score
    (7th Grade)

  • All1,588
  • Males1,570
  • Females1,608
  • Hispanic1,585
  • White1,635
Reading Average Scale Score:

1,588
Texas:

1,550
Reading students tested: 354
# Absent - Not Tested: 6
Reading # Answer Documents Submitted: 360

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (56%)
  • Reporting Category 2: 10.4 (58%)
  • Reporting Category 3: 8.8 (55%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 13%

43%
29%
15%
13%
Males: (Average Scale Score: 1,570, Tested: 186, Did Not Meet Grade Level Performance: 51%, Approaches: 25%, Meets: 12%, Masters: 12%)
51%
25%
12%
12%
Females: (Average Scale Score: 1,608, Tested: 168, Did Not Meet Grade Level Performance: 35%, Approaches: 32%, Meets: 19%, Masters: 14%)
35%
32%
19%
14%
Hispanic: (Average Scale Score: 1,585, Tested: 338, Did Not Meet Grade Level Performance: 44%, Approaches: 29%, Meets: 14%, Masters: 13%)
44%
29%
14%
13%
White: (Average Scale Score: 1,635, Tested: 15, Did Not Meet Grade Level Performance: 27%, Approaches: 20%, Meets: 40%, Masters: 13%)
27%
20%
40%
13%

    Writing Average Scale Score
    (7th Grade)

  • All3,498
  • Males3,361
  • Females3,653
  • Hispanic3,487
  • White3,739
Writing Average Scale Score:

3,498
State:

3,515
Writing students tested: 356
# Absent - Not Tested: 5
Writing # Answer Documents Submitted: 361

Writing Avg Items Correct:
  • Reporting Category 1: 7.1 (44%)
  • Reporting Category 2: 7.1 (55%)
  • Reporting Category 3: 9.9 (58%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 2%

51%
27%
20%
2%
Males: (Average Scale Score: 3,361, Tested: 189, Did Not Meet Grade Level Performance: 62%, Approaches: 22%, Meets: 14%, Masters: 2%)
62%
22%
14%
2%
Females: (Average Scale Score: 3,653, Tested: 167, Did Not Meet Grade Level Performance: 40%, Approaches: 32%, Meets: 26%, Masters: 2%)
40%
32%
26%
2%
Hispanic: (Average Scale Score: 3,487, Tested: 340, Did Not Meet Grade Level Performance: 52%, Approaches: 27%, Meets: 19%, Masters: 2%)
52%
27%
19%
2%
White: (Average Scale Score: 3,739, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 13%, Meets: 40%, Masters: 7%)
40%
13%
40%
7%

8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,624
  • Males1,614
  • Females1,634
  • Hispanic1,625
  • White1,614
Math Average Scale Score:

1,624
State:

1,539
Math students tested: 331
# Absent - Not Tested: 4
Math # Answer Documents Submitted: 351

Math Avg Items Correct:
  • Reporting Category 1: 2.1 (52%)
  • Reporting Category 2: 8.1 (51%)
  • Reporting Category 3: 7.4 (49%)
  • Reporting Category 4: 3.4 (49%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 1%

40%
39%
20%
1%
Males: (Average Scale Score: 1,614, Tested: 172, Did Not Meet Grade Level Performance: 44%, Approaches: 37%, Meets: 18%, Masters: 1%)
44%
37%
18%
1%
Females: (Average Scale Score: 1,634, Tested: 159, Did Not Meet Grade Level Performance: 35%, Approaches: 40%, Meets: 24%, Masters: 1%)
35%
40%
24%
1%
Hispanic: (Average Scale Score: 1,625, Tested: 306, Did Not Meet Grade Level Performance: 39%, Approaches: 39%, Meets: 21%, Masters: 1%)
39%
39%
21%
1%
White: (Average Scale Score: 1,614, Tested: 21, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 14%, Masters: 0%)
43%
43%
14%

    Reading Average Scale Score
    (8th Grade)

  • All1,632
  • Males1,614
  • Females1,652
  • Hispanic1,633
  • White1,638
Reading Average Scale Score:

1,632
State:

1,561
Reading students tested: 344
# Absent - Not Tested: 7
Reading # Answer Documents Submitted: 351

Reading Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • 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: 18%
Masters Grade Level Performance: 12%

36%
34%
18%
12%
Males: (Average Scale Score: 1,614, Tested: 179, Did Not Meet Grade Level Performance: 44%, Approaches: 29%, Meets: 18%, Masters: 9%)
44%
29%
18%
9%
Females: (Average Scale Score: 1,652, Tested: 165, Did Not Meet Grade Level Performance: 27%, Approaches: 41%, Meets: 18%, Masters: 14%)
27%
41%
18%
14%
Hispanic: (Average Scale Score: 1,633, Tested: 317, Did Not Meet Grade Level Performance: 35%, Approaches: 36%, Meets: 17%, Masters: 12%)
35%
36%
17%
12%
White: (Average Scale Score: 1,638, Tested: 22, Did Not Meet Grade Level Performance: 41%, Approaches: 23%, Meets: 31%, Masters: 5%)
41%
23%
31%
5%

    Science Average Scale Score
    (8th Grade)

  • All3,706
  • Males3,698
  • Females3,714
  • Hispanic3,695
  • White3,885
Science Average Scale Score:

3,706
State:

3,634
Science students tested: 346
# Absent - Not Tested: 6
Science # Answer Documents Submitted: 352

Science Avg Items Correct:
  • Reporting Category 1: 6.4 (58%)
  • Reporting Category 2: 5.1 (57%)
  • Reporting Category 3: 6.4 (58%)
  • Reporting Category 4: 6.7 (61%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 10%

39%
27%
24%
10%
Males: (Average Scale Score: 3,698, Tested: 181, Did Not Meet Grade Level Performance: 40%, Approaches: 24%, Meets: 25%, Masters: 11%)
40%
24%
25%
11%
Females: (Average Scale Score: 3,714, Tested: 165, Did Not Meet Grade Level Performance: 39%, Approaches: 30%, Meets: 23%, Masters: 8%)
39%
30%
23%
8%
Hispanic: (Average Scale Score: 3,695, Tested: 320, Did Not Meet Grade Level Performance: 41%, Approaches: 26%, Meets: 24%, Masters: 9%)
41%
26%
24%
9%
White: (Average Scale Score: 3,885, Tested: 22, Did Not Meet Grade Level Performance: 18%, Approaches: 46%, Meets: 18%, Masters: 18%)
18%
46%
18%
18%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,346
  • Males3,370
  • Females3,320
  • Hispanic3,348
  • White3,359
Social Studies Average Scale Score:

3,346
Texas:

3,461
Social Studies students tested: 344
# Absent - Not Tested: 8
Social Studies # Answer Documents Submitted: 352

Social Studies Avg Items Correct:
  • Reporting Category 1: 6.7 (40%)
  • Reporting Category 2: 4.6 (46%)
  • Reporting Category 3: 4.1 (41%)
  • Reporting Category 4: 3.3 (47%)

Did Not Meet Grade Level Performance: 73%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 4%
Masters Grade Level Performance: 1%

73%
22%
4%
1%
Males: (Average Scale Score: 3,370, Tested: 180, Did Not Meet Grade Level Performance: 69%, Approaches: 26%, Meets: 5%, Masters: 0%)
69%
26%
5%
Females: (Average Scale Score: 3,320, Tested: 164, Did Not Meet Grade Level Performance: 77%, Approaches: 18%, Meets: 3%, Masters: 2%)
77%
18%
3%
2%
Hispanic: (Average Scale Score: 3,348, Tested: 318, Did Not Meet Grade Level Performance: 73%, Approaches: 21%, Meets: 5%, Masters: 1%)
73%
21%
5%
1%
White: (Average Scale Score: 3,359, Tested: 22, Did Not Meet Grade Level Performance: 68%, Approaches: 32%, Meets: 0%, Masters: 0%)
68%
32%

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: 25


Total incidents per 1,000 students
Adams Middle School:

35.1
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

  • Hispanic109
  • White2
  • LEP4
  • IDEA7
  • 5047
Chronic Student Absenteeism: 111 (male: 56, female: 55)
  • Hispanic: 109 (male: 56, female: 53)
  • White: 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: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

155.7
Texas:

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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

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

5.6
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

  • Hispanic280
  • Black3
  • White19
  • LEP22
  • IDEA16
  • 50410
School days missed due to out-of-school suspension: 302 (male: 143, female: 159)
  • Hispanic: 280 (male: 135, female: 145)
  • Black: 3 (all male)
  • White: 19 (male: 5, female: 14)
  • Limited English Proficiency (LEP): 22 (male: 21, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 15, female: 1)
  • Section 504: 10 (male: 8, female: 2)

Instances of out-of-school suspension (Students without disabilities): 231

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

324.0
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic190
  • American Indian2
  • Black4
  • White10
  • LEP7
Students without disabilities receiving one or more in-school suspension: 206 (male: 105, female: 101)
  • Hispanic: 190 (male: 98, female: 92)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

  • Hispanic64
  • Black2
  • White4
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 70 (male: 42, female: 28)
  • Hispanic: 64 (male: 38, female: 26)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities receiving more than one out-of-school suspension: 48 (male: 26, female: 22)
  • Hispanic: 46 (male: 26, female: 20)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

Instances of out-of-school suspension (Students with disabilities): 33

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

46.3
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 39

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

54.7
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic10
  • White2
  • LEP5
  • 50413
Students with disabilities receiving one or more in-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
  • Section 504: 13 (male: 11, female: 2)

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

  • Hispanic10
  • White2
  • LEP2
  • 5044
Students with disabilities receiving only one out-of-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 4 (male: 2, female: 2)

Students with disabilities receiving more than one out-of-school suspension: 8 (all male)
  • Hispanic: 8
  • Limited English Proficiency (LEP): 2
  • Section 504: 7

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: 15 (male: 8, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • White: 2 (all female)
8th grade studenst who passed Algebra I: 11 (male: 7, female: 4)
  • Hispanic: 11 (male: 7, female: 4)
Percent of 8th grade students who passed
Adams Middle School:

73.3%
Texas:

87.0%

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