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Agua Dulce High School in Agua Dulce, TX
(06-12 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 35
Address
 1 LONGHORN DR
Agua Dulce, TX 78330
Telephone
(361) 998-2214
(make sure to verify first before calling)
Website
http://www.adisd.esc2.net
City-data.com school rating
35
Students
217
Classroom Teachers (FTE)
18.9
Free lunch eligible students
124
Reduced-price lunch
eligible students
10
School district
AGUA DULCE 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:
BANQUETE EL (7.3 miles):

74
BANQUETE J H (7.3 miles):

59
BANQUETE H S (7.6 miles):

56
AGUA DULCE ELEMENTARY SCHOOL (0.0 miles):

47
ALICE H S (8.7 miles):

35
Agua Dulce High School:

35
HILLCREST EL (8.4 miles):

31
DUBOSE INT (9.7 miles):

12
SCHALLERT EL (9.5 miles):

10
Agua Dulce High School rating compared to average state, county and city schools ratings:
Texas:

54
El Paso County:

54
Agua Dulce:

41
Agua Dulce High School:

35

Students & Teachers


Total enrollment:
Enrollment in 2016: 217
Enrollment in 2015: 220
Enrollment in 2014: 212
Enrollment in 2013: 203
Enrollment in 2012: 198
Enrollment in 2011: 193
Enrollment in 2010: 190
Enrollment in 2009: 196
Enrollment in 2008: 175
Enrollment in 2007: 186
Enrollment in 2006: 178
Enrollment in 2005: 143
Enrollment in 2004: 141
Enrollment in 2003: 139
Enrollment in 2002: 145
Enrollment in 2001: 171
Enrollment in 2000: 188
Enrollment in 1999: 136

Agua Dulce High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08G09G10G11G12Total
All students30294133202737217
Female students108221611122099
Male students2021191791517118
American Indian/Alaska Native students - - - - - - 11
Asian students - 1 - - - - - 1
Hispanic students29243328152224175
Black students - - 1 - 1 - - 2
White students1475451238

Enrollment by grade:
6th grade enrollment: 30
7th grade enrollment: 29
8th grade enrollment: 41
9th grade enrollment: 33
10th grade enrollment: 20
11th grade enrollment: 27
12th grade enrollment: 37

Agua Dulce High School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 99 (45.6%)
Agua Dulce High School:

45.6%
State:

49.0%
Male enrollment: 118 (54.4%)
Agua Dulce High School:

54.4%
Texas:

50.1%

Agua Dulce High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.5%)
Here:

0.5%
Texas:

0.4%
Asian enrollment: 1 (0.5%)
Agua Dulce High School:

0.5%
Texas:

3.1%
Hispanic enrollment: 175 (80.6%)
Agua Dulce High School:

80.6%
State:

46.9%
Black enrollment: 2 (0.9%)
School:

0.9%
Texas:

11.6%
White enrollment: 38 (17.5%)
Agua Dulce High School:

17.5%
Texas:

32.3%

Agua Dulce High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 134 (61.8%)
Agua Dulce High School:

61.8%
Texas:

61.6%
Free lunch eligible students: 124 (57.1%)
School:

57.1%
Texas:

55.4%
Reduced-price lunch eligible students: 10 (4.6%)
Agua Dulce High School:

4.6%
Texas:

6.2%

Agua Dulce High School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 18.9

Number of FTE teachers in their first year of teaching: 2
Number of FTE school counselors: 1
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

11.5
State:

15.6

Agua Dulce High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,396,332
  • Full-time Equivalency Count of Teachers: 20 (Salary Expenditures: $1,150,411)
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $150,382)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $41,753)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $67,116)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $100,780
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,422,100
  • Salary Expenditures for Teachers: $1,230,465
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $150,382)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $41,753)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $67,116)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $100,780

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 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: 21 (male: 17, female: 4)
  • Hispanic: 17 (male: 13, female: 4)
  • White: 4 (all male)
Students with disabilities served under Section 504: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)

Retention:
Show data for

(State average from 1,071 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 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Percent of 7th grade students retained
Agua Dulce High School:

13.8%
Texas:

6.1%
Total number of students retained in 8th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Percent of 8th grade students retained
Agua Dulce High School:

9.8%
Texas:

7.2%
Total number of students retained in 10th grade: 2 (all male)
  • White: 2

Percent of 10th grade students retained
Agua Dulce High School:

10.0%
Texas:

17.4%
Total number of students retained in 11th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Percent of 11th grade students retained
Agua Dulce High School:

14.8%
State:

13.7%
Total number of students retained in 12th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Percent of 12th grade students retained
Here:

10.8%
Texas:

23.7%

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: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)

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

41.5
Texas:

79.4

Dual Enrollment:
(State average from 1,381 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
Dual Enrollment: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Dual Enrollment per 1,000 students
School:

36.9
State:

133.0

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,153
  • Males4,155
  • Females4,144
  • Hispanic4,156
Algebra I Average Scale Score:

4,153
Texas:

4,001
Algebra I students tested: 29
Algebra I # Answer Documents Submitted: 29

Algebra I Avg Items Correct:
  • Reporting Category 1: 6.8 (62%)
  • Reporting Category 2: 8.1 (68%)
  • Reporting Category 3: 9 (64%)
  • Reporting Category 4: 7.5 (68%)
  • Reporting Category 5: 3.7 (61%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 41%

17%
21%
21%
41%
Males: (Average Scale Score: 4,155, Tested: 22, Did Not Meet Grade Level Performance: 23%, Approaches: 18%, Meets: 14%, Masters: 45%)
23%
18%
14%
45%
Females: (Average Scale Score: 4,144, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 42%, Masters: 29%)
29%
42%
29%
Hispanic: (Average Scale Score: 4,156, Tested: 24, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 17%, Masters: 46%)
13%
25%
17%
46%

    Biology Average Scale Score

  • All3,961
  • Males4,029
  • Females3,839
  • Hispanic3,906
  • White4,120
Biology Average Scale Score:

3,961
State:

3,772
Biology students tested: 39
Biology # Answer Documents Submitted: 39

Biology Avg Items Correct:
  • Reporting Category 1: 5.3 (48%)
  • Reporting Category 2: 6.1 (55%)
  • Reporting Category 3: 5.9 (59%)
  • Reporting Category 4: 6.8 (62%)
  • Reporting Category 5: 6.8 (62%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 38%
Masters Grade Level Performance: 13%

28%
21%
38%
13%
Males: (Average Scale Score: 4,029, Tested: 25, Did Not Meet Grade Level Performance: 24%, Approaches: 16%, Meets: 44%, Masters: 16%)
24%
16%
44%
16%
Females: (Average Scale Score: 3,839, Tested: 14, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 29%, Masters: 7%)
36%
28%
29%
7%
Hispanic: (Average Scale Score: 3,906, Tested: 30, Did Not Meet Grade Level Performance: 30%, Approaches: 27%, Meets: 30%, Masters: 13%)
30%
27%
30%
13%
White: (Average Scale Score: 4,120, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 0%, Meets: 57%, Masters: 14%)
29%
57%
14%

    English I Average Scale Score

  • All3,882
  • Males3,880
  • Females3,885
  • Hispanic3,841
  • White3,935
English I Average Scale Score:

3,882
State:

3,637
English I students tested: 41
English I # Answer Documents Submitted: 41

English I Avg Items Correct:
  • Reporting Category 1: 5.9 (73%)
  • Reporting Category 2: 9.1 (70%)
  • Reporting Category 3: 8 (61%)
  • Reporting Category 4: 7.4 (46%)
  • Reporting Category 5: 5.7 (63%)
  • Reporting Category 6: 6.1 (68%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 41%
Masters Grade Level Performance: 0%

34%
25%
41%
Males: (Average Scale Score: 3,880, Tested: 26, Did Not Meet Grade Level Performance: 31%, Approaches: 23%, Meets: 46%, Masters: 0%)
31%
23%
46%
Females: (Average Scale Score: 3,885, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 27%, Meets: 33%, Masters: 0%)
40%
27%
33%
Hispanic: (Average Scale Score: 3,841, Tested: 33, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 36%, Masters: 0%)
36%
28%
36%
White: (Average Scale Score: 3,935, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 50%, Masters: 0%)
33%
17%
50%

    English II Average Scale Score

  • All3,841
  • Males3,757
  • Females3,899
  • Hispanic3,829
  • White3,902
English II Average Scale Score:

3,841
State:

3,718
English II students tested: 42
English II # Answer Documents Submitted: 42

English II Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 8.4 (64%)
  • Reporting Category 3: 8.2 (63%)
  • Reporting Category 4: 9.4 (59%)
  • Reporting Category 5: 6.5 (72%)
  • Reporting Category 6: 5.7 (63%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 0%

40%
29%
31%
Males: (Average Scale Score: 3,757, Tested: 17, Did Not Meet Grade Level Performance: 53%, Approaches: 29%, Meets: 18%, Masters: 0%)
53%
29%
18%
Females: (Average Scale Score: 3,899, Tested: 25, Did Not Meet Grade Level Performance: 32%, Approaches: 28%, Meets: 40%, Masters: 0%)
32%
28%
40%
Hispanic: (Average Scale Score: 3,829, Tested: 35, Did Not Meet Grade Level Performance: 46%, Approaches: 25%, Meets: 29%, Masters: 0%)
46%
25%
29%
White: (Average Scale Score: 3,902, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 43%, Masters: 0%)
14%
43%
43%

    U.S. History Average Scale Score

  • All3,844
  • Males3,851
  • Females3,839
  • Hispanic3,839
U.S. History Average Scale Score:

3,844
Texas:

3,953
U.S. History students tested: 23
U.S. History # Answer Documents Submitted: 23

U.S. History Avg Items Correct:
  • Reporting Category 1: 15.6 (52%)
  • Reporting Category 2: 7.3 (61%)
  • Reporting Category 3: 4.7 (47%)
  • Reporting Category 4: 10 (63%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 44%
Masters Grade Level Performance: 4%

26%
26%
44%
4%
Males: (Average Scale Score: 3,851, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 18%, Meets: 46%, Masters: 9%)
27%
18%
46%
9%
Females: (Average Scale Score: 3,839, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 33%, Meets: 42%, Masters: 0%)
25%
33%
42%
Hispanic: (Average Scale Score: 3,839, Tested: 20, Did Not Meet Grade Level Performance: 25%, Approaches: 30%, Meets: 40%, Masters: 5%)
25%
30%
40%
5%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,567
  • Males1,565
  • Females1,571
  • Hispanic1,535
Math Average Scale Score:

1,567
State:

1,546
Math students tested: 17
Math # Answer Documents Submitted: 17

Math Avg Items Correct:
  • Reporting Category 1: 5.4 (54%)
  • Reporting Category 2: 4.9 (33%)
  • Reporting Category 3: 2.6 (43%)
  • Reporting Category 4: 2.9 (42%)

Did Not Meet Grade Level Performance: 71%
Approaches Grade Level Performance: 5%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 12%

71%
5%
12%
12%
Males: (Average Scale Score: 1,565, Tested: 9, Did Not Meet Grade Level Performance: 67%, Approaches: 0%, Meets: 22%, Masters: 11%)
67%
22%
11%
Females: (Average Scale Score: 1,571, Tested: 8, Did Not Meet Grade Level Performance: 75%, Approaches: 12%, Meets: 0%, Masters: 13%)
75%
12%
13%
Hispanic: (Average Scale Score: 1,535, Tested: 13, Did Not Meet Grade Level Performance: 85%, Approaches: 7%, Meets: 0%, Masters: 8%)
85%
7%
8%

    Reading Average Scale Score
    (6th Grade)

  • All1,507
  • Males1,520
  • Females1,491
  • Hispanic1,483
Reading Average Scale Score:

1,507
State:

1,457
Reading students tested: 17
Reading # Answer Documents Submitted: 17

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (54%)
  • Reporting Category 2: 9.8 (57%)
  • Reporting Category 3: 7.6 (51%)

Did Not Meet Grade Level Performance: 59%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 6%

59%
29%
6%
6%
Males: (Average Scale Score: 1,520, Tested: 9, Did Not Meet Grade Level Performance: 44%, Approaches: 34%, Meets: 11%, Masters: 11%)
44%
34%
11%
11%
Females: (Average Scale Score: 1,491, Tested: 8, Did Not Meet Grade Level Performance: 75%, Approaches: 25%, Meets: 0%, Masters: 0%)
75%
25%
Hispanic: (Average Scale Score: 1,483, Tested: 13, Did Not Meet Grade Level Performance: 69%, Approaches: 31%, Meets: 0%, Masters: 0%)
69%
31%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,631
  • Males1,612
  • Females1,648
  • Hispanic1,621
Math Average Scale Score:

1,631
State:

1,571
Math students tested: 30
Math # Answer Documents Submitted: 30

Math Avg Items Correct:
  • Reporting Category 1: 3.8 (64%)
  • Reporting Category 2: 7.7 (51%)
  • Reporting Category 3: 5.6 (47%)
  • Reporting Category 4: 3 (43%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 67%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 3%

20%
67%
10%
3%
Males: (Average Scale Score: 1,612, Tested: 14, Did Not Meet Grade Level Performance: 29%, Approaches: 57%, Meets: 14%, Masters: 0%)
29%
57%
14%
Females: (Average Scale Score: 1,648, Tested: 16, Did Not Meet Grade Level Performance: 13%, Approaches: 75%, Meets: 7%, Masters: 6%)
13%
75%
7%
6%
Hispanic: (Average Scale Score: 1,621, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 71%, Meets: 7%, Masters: 0%)
22%
71%
7%

    Reading Average Scale Score
    (7th Grade)

  • All1,624
  • Males1,571
  • Females1,671
  • Hispanic1,617
Reading Average Scale Score:

1,624
State:

1,550
Reading students tested: 30
Reading # Answer Documents Submitted: 30

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 10.9 (61%)
  • Reporting Category 3: 10.4 (65%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 47%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 20%

23%
47%
10%
20%
Males: (Average Scale Score: 1,571, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 36%, Meets: 7%, Masters: 14%)
43%
36%
7%
14%
Females: (Average Scale Score: 1,671, Tested: 16, Did Not Meet Grade Level Performance: 6%, Approaches: 56%, Meets: 13%, Masters: 25%)
6%
56%
13%
25%
Hispanic: (Average Scale Score: 1,617, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 52%, Meets: 7%, Masters: 19%)
22%
52%
7%
19%

    Writing Average Scale Score
    (7th Grade)

  • All3,584
  • Males3,397
  • Females3,746
  • Hispanic3,516
Writing Average Scale Score:

3,584
Texas:

3,515
Writing students tested: 30
Writing # Answer Documents Submitted: 30

Writing Avg Items Correct:
  • Reporting Category 1: 6.4 (40%)
  • Reporting Category 2: 8.1 (62%)
  • Reporting Category 3: 10.8 (64%)

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

40%
40%
10%
10%
Males: (Average Scale Score: 3,397, Tested: 14, Did Not Meet Grade Level Performance: 50%, Approaches: 29%, Meets: 21%, Masters: 0%)
50%
29%
21%
Females: (Average Scale Score: 3,746, Tested: 16, Did Not Meet Grade Level Performance: 31%, Approaches: 50%, Meets: 0%, Masters: 19%)
31%
50%
19%
Hispanic: (Average Scale Score: 3,516, Tested: 27, Did Not Meet Grade Level Performance: 41%, Approaches: 44%, Meets: 8%, Masters: 7%)
41%
44%
8%
7%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,626
  • Males1,607
  • Females1,658
  • Hispanic1,628
Math Average Scale Score:

1,626
Texas:

1,539
Math students tested: 29
Math # Answer Documents Submitted: 37

Math Avg Items Correct:
  • Reporting Category 1: 2.4 (59%)
  • Reporting Category 2: 9.1 (57%)
  • Reporting Category 3: 6.5 (43%)
  • Reporting Category 4: 3.4 (49%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 0%

31%
38%
31%
Males: (Average Scale Score: 1,607, Tested: 18, Did Not Meet Grade Level Performance: 33%, Approaches: 45%, Meets: 22%, Masters: 0%)
33%
45%
22%
Females: (Average Scale Score: 1,658, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 45%, Masters: 0%)
27%
28%
45%
Hispanic: (Average Scale Score: 1,628, Tested: 26, Did Not Meet Grade Level Performance: 31%, Approaches: 38%, Meets: 31%, Masters: 0%)
31%
38%
31%

    Reading Average Scale Score
    (8th Grade)

  • All1,661
  • Males1,650
  • Females1,683
  • Hispanic1,659
Reading Average Scale Score:

1,661
State:

1,561
Reading students tested: 34
Reading # Answer Documents Submitted: 35

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 13.3 (70%)
  • Reporting Category 3: 11 (65%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 21%

24%
38%
17%
21%
Males: (Average Scale Score: 1,650, Tested: 23, Did Not Meet Grade Level Performance: 26%, Approaches: 44%, Meets: 8%, Masters: 22%)
26%
44%
8%
22%
Females: (Average Scale Score: 1,683, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 27%, Meets: 37%, Masters: 18%)
18%
27%
37%
18%
Hispanic: (Average Scale Score: 1,659, Tested: 29, Did Not Meet Grade Level Performance: 24%, Approaches: 42%, Meets: 17%, Masters: 17%)
24%
42%
17%
17%

    Science Average Scale Score
    (8th Grade)

  • All3,910
  • Males3,937
  • Females3,856
  • Hispanic3,923
Science Average Scale Score:

3,910
State:

3,634
Science students tested: 36
Science # Answer Documents Submitted: 36

Science Avg Items Correct:
  • Reporting Category 1: 7.2 (65%)
  • Reporting Category 2: 5.9 (65%)
  • Reporting Category 3: 6.9 (63%)
  • Reporting Category 4: 7.5 (68%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 25%

33%
14%
28%
25%
Males: (Average Scale Score: 3,937, Tested: 24, Did Not Meet Grade Level Performance: 33%, Approaches: 13%, Meets: 29%, Masters: 25%)
33%
13%
29%
25%
Females: (Average Scale Score: 3,856, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 25%, Masters: 25%)
33%
17%
25%
25%
Hispanic: (Average Scale Score: 3,923, Tested: 31, Did Not Meet Grade Level Performance: 32%, Approaches: 16%, Meets: 29%, Masters: 23%)
32%
16%
29%
23%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,544
  • Males3,538
  • Females3,556
  • Hispanic3,551
Social Studies Average Scale Score:

3,544
State:

3,461
Social Studies students tested: 36
Social Studies # Answer Documents Submitted: 36

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.6 (51%)
  • Reporting Category 2: 5.1 (51%)
  • Reporting Category 3: 5.2 (52%)
  • Reporting Category 4: 3.7 (53%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 6%

44%
39%
11%
6%
Males: (Average Scale Score: 3,538, Tested: 24, Did Not Meet Grade Level Performance: 46%, Approaches: 33%, Meets: 13%, Masters: 8%)
46%
33%
13%
8%
Females: (Average Scale Score: 3,556, Tested: 12, Did Not Meet Grade Level Performance: 42%, Approaches: 50%, Meets: 8%, Masters: 0%)
42%
50%
8%
Hispanic: (Average Scale Score: 3,551, Tested: 31, Did Not Meet Grade Level Performance: 45%, Approaches: 39%, Meets: 10%, Masters: 6%)
45%
39%
10%
6%

Accountability


SAT/ACT:
Show data for

(State average from 1,563 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 23 (male: 13, female: 10)
  • Hispanic: 19 (male: 11, female: 8)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Advanced Placement:
Show data for

(State average from 1,179 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: <75
Number of students taking at least one AP exam: <25
Percent of students taking at least one AP exam:

1.6%
State:

24.6%
Number of examinees scoring at or above 3 on at least one AP exam: <25
Examinees scoring at or above criteria on at least one AP exam:

100.0%
Texas:

39.6%

Number of AP exams: <25
Number of AP exams with scores at or above 3: <25
Percent of AP exams with scores at or above 3:

100.0%
Texas:

33.1%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

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

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Agua Dulce High School:

9.2
State:

17.4
Students without disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2

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

9.2
State:

13.1

Corporal Punishment:
Show data for
This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 6
Students without disabilities who received corporal punishment: 9 (male: 5, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all female)

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: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Agua Dulce High School:

36.9
State:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 18 (male: 11, female: 7)
  • Hispanic: 15 (male: 11, female: 4)
  • White: 3 (all female)
Instances of out-of-school suspension (Students without disabilities): 8

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

36.9
State:

102.7
Students without disabilities receiving one or more in-school suspension: 53 (male: 31, female: 22)
  • Hispanic: 49 (male: 29, female: 20)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 9 (male: 5, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all female)
Students with disabilities receiving one or more in-school suspension: 11 (male: 4, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Section 504: 2 (all female)

Classes & Courses


Algebra I:
Show data for

(State average from 1,490 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 4
Number of Algebra I classes taught by certified teachers: 3

8th grade student enrollment in Algebra I: 12 (male: 2, female: 10)
  • Hispanic: 10 (male: 2, female: 8)
  • White: 2 (all female)
8th grade studenst who passed Algebra I: 7 (all female)
  • Hispanic: 7
Percent of 8th grade students who passed
Agua Dulce High School:

58.3%
State:

87.0%
9-10th grade student enrollment in Algebra I: 23 (male: 13, female: 10)
  • Hispanic: 19 (male: 11, female: 8)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
9-10th grade studenst who passed Algebra I: 17 (male: 10, female: 7)
  • Hispanic: 17 (male: 10, female: 7)
Percent of 9-10th grade students who passed
Agua Dulce High School:

73.9%
Texas:

77.3%
11-12th grade student enrollment in Algebra I: 2 (all female)
  • Hispanic: 2
Percent of 11-12th grade students who passed
Here:

0.0%
State:

73.9%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 3
Number of Algebra II classes taught by certified teachers: 2

Student Enrollment in Algebra II: 20 (male: 13, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Calculus:
Show data for
Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1


Student Enrollment in Calculus: 2 (all female)
  • Hispanic: 2

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.
Number of Geometry classes: 3
Number of Geometry classes taught by certified teachers: 2

    Student Enrollment in Geometry

  • Hispanic19
  • White4
  • LEP2
  • IDEA2
Student Enrollment in Geometry: 23 (male: 10, female: 13)
  • Hispanic: 19 (male: 8, female: 11)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 3
Number of Advanced Mathematics classes taught by certified teachers: 2

    Student Enrollment in Advanced Mathematics

  • Hispanic16
  • American Indian2
  • White7
  • IDEA2
Student Enrollment in Advanced Mathematics: 25 (male: 10, female: 15)
  • Hispanic: 16 (male: 8, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 2
Number of Biology classes taught by certified teachers: 2

Student Enrollment in Biology: 35 (male: 19, female: 16)
  • Hispanic: 31 (male: 17, female: 14)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 2
Number of Chemistry classes taught by certified teachers: 2

Student Enrollment in Chemistry: 20 (male: 7, female: 13)
  • Hispanic: 13 (male: 5, female: 8)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 3
Number of Physics classes taught by certified teachers: 3

Student Enrollment in Physics: 20 (male: 10, female: 10)
  • Hispanic: 16 (male: 8, female: 8)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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