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Aikin Elementary School in Paris, TX
(KG-04 • 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 46
Address
 3100 PINE MILL RD
Paris, TX 75460
Telephone
(903) 737-7443
(make sure to verify first before calling)
City-data.com school rating
46
Students
946
Classroom Teachers (FTE)
68.0
Free lunch eligible students
724
School district
PARIS 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:
CHISUM EL (3.8 miles):

90
FRANK STONE MIDDLE (2.3 miles):

75
NORTH LAMAR H S (2.7 miles):

64
PARIS H S (1.9 miles):

62
PARIS J H (1.8 miles):

54
BAILEY INT (2.3 miles):

50
Aikin Elementary School:

46
JUSTISS EL (3.3 miles):

28
CROCKETT INT (0.8 miles):

24
Aikin Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Lamar County:

54
Paris:

52
Aikin Elementary School:

46

Students & Teachers


Total enrollment:
Enrollment in 2016: 946
Enrollment in 2015: 901
Enrollment in 2014: 896
Enrollment in 2013: 899
Enrollment in 2012: 923
Enrollment in 2011: 951
Enrollment in 2010: 995
Enrollment in 2009: 1,054
Enrollment in 2008: 1,094
Enrollment in 2007: 1,067
Enrollment in 2006: 1,067
Enrollment in 2005: 1,056
Enrollment in 2004: 1,035
Enrollment in 2003: 1,038
Enrollment in 2002: 1,016
Enrollment in 2001: 1,055
Enrollment in 2000: 1,045
Enrollment in 1999: 1,037

Aikin Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04Total
All students174183195212182946
Female students87829110275437
Male students87101104110107509
American Indian/Alaska Native students - 31329
Asian students4 - 12 - 7
Hispanic students3134353429163
Black students5244507455275
White students7380908787417
Hawaiian Native/Pacific Islander students - 1 - - 12
Two or More Races students14211812873

Enrollment by grade:
Kindergarten enrollment: 174
1st grade enrollment: 183
2nd grade enrollment: 195
3rd grade enrollment: 212
4th grade enrollment: 182

Aikin Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 437 (46.2%)
School:

46.2%
Texas:

49.0%
Male enrollment: 509 (53.8%)
Aikin Elementary School:

53.8%
Texas:

50.1%

Aikin Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 9 (1.0%)
Aikin Elementary School:

1.0%
Texas:

0.4%
Asian enrollment: 7 (0.7%)
Here:

0.7%
State:

3.1%
Hispanic enrollment: 163 (17.2%)
School:

17.2%
State:

46.9%
Black enrollment: 275 (29.1%)
Here:

29.1%
State:

11.6%
White enrollment: 417 (44.1%)
School:

44.1%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.2%)
Here:

0.2%
State:

0.1%
Two or More Races enrollment: 73 (7.7%)
School:

7.7%
Texas:

2.1%

Aikin Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 724 (76.5%)
Aikin Elementary School:

76.5%
Texas:

61.6%
Free lunch eligible students: 724 (76.5%)
Here:

76.5%
State:

55.4%
Reduced-price lunch eligible students: 0 (0.0%)
School:

0.0%
State:

6.2%

Aikin Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 68

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

Student/Teacher Ratio
Aikin Elementary School:

13.9
Texas:

15.6

Aikin Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,098,749
  • Full-time Equivalency Count of Teachers: 73 (Salary Expenditures: $2,551,965)
  • Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $90,308)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $149,208)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $289,186)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $79,653
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,061,063
  • Salary Expenditures for Teachers: $2,918,262
  • Full-time Equivalency Count of Instructional Aides: 19 (Salary Expenditures: $247,760)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $283,008)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $289,250)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $353,889

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic49
  • Asian4
  • Native Hawaiian2
  • IDEA2
Students Enrolled in LEP Programs: 55 (male: 30, female: 25)
  • Hispanic: 49 (male: 26, female: 23)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • 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

  • Hispanic13
  • Black41
  • White56
  • Multirace20
  • LEP4
Students with disabilities served under IDEA: 130 (male: 103, female: 27)
  • Hispanic: 13 (all male)
  • Black: 41 (male: 31, female: 10)
  • White: 56 (male: 43, female: 13)
  • Two or More Races: 20 (male: 16, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 18 (male: 9, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 3,201 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 Kindergarten: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of Kindergarten students retained
School:

2.3%
Texas:

5.2%

    Total number of students retained in 1st grade

  • Hispanic4
  • American Indian2
  • Black2
  • White2
  • IDEA2
Total number of students retained in 1st grade: 10 (male: 8, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Percent of 1st grade students retained
School:

5.5%
State:

6.1%

    Total number of students retained in 2nd grade

  • Hispanic2
  • Black7
  • White2
  • LEP2
  • IDEA2
  • 5042
Total number of students retained in 2nd grade: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all male)

Percent of 2nd grade students retained
Aikin Elementary School:

5.6%
Texas:

4.8%

    Total number of students retained in 3rd grade

  • Hispanic4
  • Black16
  • White4
  • Multirace2
  • IDEA2
Total number of students retained in 3rd grade: 26 (male: 14, female: 12)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 16 (male: 8, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 3rd grade students retained
School:

12.3%
Texas:

4.1%

    Total number of students retained in 4th grade

  • Black2
  • White2
  • Multirace2
  • IDEA2
Total number of students retained in 4th grade: 6 (all male)
  • Black: 2
  • White: 2
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 4th grade students retained
Aikin Elementary School:

3.3%
State:

3.6%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic16
  • Asian2
  • Black10
  • White94
  • Multirace4
  • LEP4
  • IDEA4
Gifted and Talented Student Enrollment: 126 (male: 56, female: 70)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 2 (all female)
  • Black: 10 (male: 2, female: 8)
  • White: 94 (male: 47, female: 47)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

133.2
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 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.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,487
  • Males1,498
  • Females1,474
  • Hispanic1,484
  • Black1,394
  • White1,567
  • Multirace1,485
Math Average Scale Score:

1,487
Texas:

1,453
Math students tested: 173
Math # Answer Documents Submitted: 173

Math Avg Items Correct:
  • Reporting Category 1: 5.9 (73%)
  • Reporting Category 2: 8.5 (66%)
  • Reporting Category 3: 4.8 (69%)
  • Reporting Category 4: 2.8 (69%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 26%

18%
31%
25%
26%
Males: (Average Scale Score: 1,498, Tested: 89, Did Not Meet Grade Level Performance: 17%, Approaches: 29%, Meets: 24%, Masters: 30%)
17%
29%
24%
30%
Females: (Average Scale Score: 1,474, Tested: 84, Did Not Meet Grade Level Performance: 19%, Approaches: 33%, Meets: 27%, Masters: 21%)
19%
33%
27%
21%
Hispanic: (Average Scale Score: 1,484, Tested: 32, Did Not Meet Grade Level Performance: 9%, Approaches: 47%, Meets: 22%, Masters: 22%)
9%
47%
22%
22%
Black: (Average Scale Score: 1,394, Tested: 52, Did Not Meet Grade Level Performance: 38%, Approaches: 37%, Meets: 19%, Masters: 6%)
38%
37%
19%
6%
White: (Average Scale Score: 1,567, Tested: 65, Did Not Meet Grade Level Performance: 6%, Approaches: 16%, Meets: 33%, Masters: 45%)
6%
16%
33%
45%
Multirace: (Average Scale Score: 1,485, Tested: 21, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 14%, Masters: 29%)
14%
43%
14%
29%

    Reading Average Scale Score
    (3rd Grade)

  • All1,410
  • Males1,401
  • Females1,419
  • Hispanic1,387
  • Black1,334
  • White1,493
  • Multirace1,386
Reading Average Scale Score:

1,410
Texas:

1,423
Reading students tested: 173
Reading # Answer Documents Submitted: 173

Reading Avg Items Correct:
  • Reporting Category 1: 3.8 (75%)
  • Reporting Category 2: 9.1 (61%)
  • Reporting Category 3: 8.3 (60%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 15%

32%
39%
14%
15%
Males: (Average Scale Score: 1,401, Tested: 89, Did Not Meet Grade Level Performance: 35%, Approaches: 37%, Meets: 11%, Masters: 17%)
35%
37%
11%
17%
Females: (Average Scale Score: 1,419, Tested: 84, Did Not Meet Grade Level Performance: 29%, Approaches: 40%, Meets: 18%, Masters: 13%)
29%
40%
18%
13%
Hispanic: (Average Scale Score: 1,387, Tested: 32, Did Not Meet Grade Level Performance: 34%, Approaches: 53%, Meets: 7%, Masters: 6%)
34%
53%
7%
6%
Black: (Average Scale Score: 1,334, Tested: 52, Did Not Meet Grade Level Performance: 50%, Approaches: 44%, Meets: 4%, Masters: 2%)
50%
44%
4%
2%
White: (Average Scale Score: 1,493, Tested: 65, Did Not Meet Grade Level Performance: 14%, Approaches: 24%, Meets: 30%, Masters: 32%)
14%
24%
30%
32%
Multirace: (Average Scale Score: 1,386, Tested: 21, Did Not Meet Grade Level Performance: 38%, Approaches: 43%, Meets: 9%, Masters: 10%)
38%
43%
9%
10%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,586
  • Males1,590
  • Females1,581
  • Hispanic1,572
  • Black1,531
  • White1,637
  • Multirace1,533
Math Average Scale Score:

1,586
Texas:

1,546
Math students tested: 184
Math # Answer Documents Submitted: 184

Math Avg Items Correct:
  • Reporting Category 1: 6.7 (75%)
  • Reporting Category 2: 7.6 (69%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 2.9 (73%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 29%

16%
33%
22%
29%
Males: (Average Scale Score: 1,590, Tested: 97, Did Not Meet Grade Level Performance: 16%, Approaches: 29%, Meets: 25%, Masters: 30%)
16%
29%
25%
30%
Females: (Average Scale Score: 1,581, Tested: 87, Did Not Meet Grade Level Performance: 15%, Approaches: 39%, Meets: 17%, Masters: 29%)
15%
39%
17%
29%
Hispanic: (Average Scale Score: 1,572, Tested: 32, Did Not Meet Grade Level Performance: 9%, Approaches: 38%, Meets: 28%, Masters: 25%)
9%
38%
28%
25%
Black: (Average Scale Score: 1,531, Tested: 51, Did Not Meet Grade Level Performance: 25%, Approaches: 48%, Meets: 11%, Masters: 16%)
25%
48%
11%
16%
White: (Average Scale Score: 1,637, Tested: 81, Did Not Meet Grade Level Performance: 11%, Approaches: 20%, Meets: 27%, Masters: 42%)
11%
20%
27%
42%
Multirace: (Average Scale Score: 1,533, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 58%, Meets: 12%, Masters: 12%)
18%
58%
12%
12%

    Reading Average Scale Score
    (4th Grade)

  • All1,488
  • Males1,488
  • Females1,488
  • Hispanic1,482
  • Black1,444
  • White1,530
  • Multirace1,424
Reading Average Scale Score:

1,488
State:

1,496
Reading students tested: 184
Reading # Answer Documents Submitted: 184

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 9.5 (63%)
  • Reporting Category 3: 7.8 (60%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 20%

40%
24%
16%
20%
Males: (Average Scale Score: 1,488, Tested: 97, Did Not Meet Grade Level Performance: 43%, Approaches: 18%, Meets: 21%, Masters: 18%)
43%
18%
21%
18%
Females: (Average Scale Score: 1,488, Tested: 87, Did Not Meet Grade Level Performance: 37%, Approaches: 30%, Meets: 11%, Masters: 22%)
37%
30%
11%
22%
Hispanic: (Average Scale Score: 1,482, Tested: 32, Did Not Meet Grade Level Performance: 31%, Approaches: 35%, Meets: 21%, Masters: 13%)
31%
35%
21%
13%
Black: (Average Scale Score: 1,444, Tested: 51, Did Not Meet Grade Level Performance: 57%, Approaches: 21%, Meets: 14%, Masters: 8%)
57%
21%
14%
8%
White: (Average Scale Score: 1,530, Tested: 81, Did Not Meet Grade Level Performance: 31%, Approaches: 20%, Meets: 17%, Masters: 32%)
31%
20%
17%
32%
Multirace: (Average Scale Score: 1,424, Tested: 17, Did Not Meet Grade Level Performance: 53%, Approaches: 29%, Meets: 18%, Masters: 0%)
53%
29%
18%

    Writing Average Scale Score
    (4th Grade)

  • All3,607
  • Males3,506
  • Females3,720
  • Hispanic3,613
  • Black3,423
  • White3,774
  • Multirace3,320
Writing Average Scale Score:

3,607
State:

3,570
Writing students tested: 184
Writing # Answer Documents Submitted: 184

Writing Avg Items Correct:
  • Reporting Category 1: 3.4 (42%)
  • Reporting Category 2: 4.1 (52%)
  • Reporting Category 3: 10 (63%)

Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 7%

49%
21%
23%
7%
Males: (Average Scale Score: 3,506, Tested: 97, Did Not Meet Grade Level Performance: 54%, Approaches: 21%, Meets: 24%, Masters: 1%)
54%
21%
24%
1%
Females: (Average Scale Score: 3,720, Tested: 87, Did Not Meet Grade Level Performance: 45%, Approaches: 18%, Meets: 23%, Masters: 14%)
45%
18%
23%
14%
Hispanic: (Average Scale Score: 3,613, Tested: 32, Did Not Meet Grade Level Performance: 44%, Approaches: 25%, Meets: 18%, Masters: 13%)
44%
25%
18%
13%
Black: (Average Scale Score: 3,423, Tested: 51, Did Not Meet Grade Level Performance: 59%, Approaches: 19%, Meets: 22%, Masters: 0%)
59%
19%
22%
White: (Average Scale Score: 3,774, Tested: 81, Did Not Meet Grade Level Performance: 41%, Approaches: 21%, Meets: 28%, Masters: 10%)
41%
21%
28%
10%
Multirace: (Average Scale Score: 3,320, Tested: 17, Did Not Meet Grade Level Performance: 76%, Approaches: 12%, Meets: 12%, Masters: 0%)
76%
12%
12%

Health & Safety


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): 52

    Students without disabilities who received corporal punishment

  • Hispanic2
  • Black19
  • White25
  • Multirace4
  • LEP2
Students without disabilities who received corporal punishment: 50 (male: 44, female: 6)
  • Hispanic: 2 (all male)
  • Black: 19 (male: 17, female: 2)
  • White: 25 (male: 23, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of corporal punishment (Students with disabilities): 19

    Students with disabilities who received corporal punishment

  • Black4
  • White8
  • Multirace2
  • 5044
Students with disabilities who received corporal punishment: 14 (male: 12, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 8 (all male)
  • Two or More Races: 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic16
  • American Indian4
  • Black28
  • White58
  • Multirace7
  • IDEA16
  • 5044
Chronic Student Absenteeism: 113 (male: 70, female: 43)
  • Hispanic: 16 (male: 8, female: 8)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Black: 28 (male: 20, female: 8)
  • White: 58 (male: 35, female: 23)
  • Two or More Races: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

119.5
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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.

Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of Non-IDEA students subjected to physical restraint: 4 (all male)
  • Black: 2
  • White: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Here:

4.2
Texas:

3.0
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • White: 2

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

2.1
Texas:

1.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 10 (all male)
  • Black: 2
  • White: 8

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

10.6
State:

6.8
Total Number of students with disabilities (IDEA) subjected to seclusion: 10 (all male)
  • Black: 2
  • White: 8

Students with disabilities (IDEA) subjected to seclusion per 1,000 students
Aikin Elementary School:

10.6
State:

0.4

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

  • Hispanic6
  • Black33
  • White39
  • Multirace2
  • LEP1
  • IDEA13
School days missed due to out-of-school suspension: 80 (male: 73, female: 7)
  • Hispanic: 6 (all male)
  • Black: 33 (male: 31, female: 2)
  • White: 39 (male: 34, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 9, female: 4)
Instances of out-of-school suspension (Students without disabilities): 16

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

16.9
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic16
  • American Indian2
  • Asian2
  • Black43
  • White40
  • Multirace7
  • LEP5
Students without disabilities receiving one or more in-school suspension: 110 (male: 90, female: 20)
  • Hispanic: 16 (male: 14, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 43 (male: 35, female: 8)
  • White: 40 (male: 32, female: 8)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

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

  • Hispanic2
  • Black5
  • White2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 9 (all male)
  • Hispanic: 2
  • Black: 5
  • White: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • Black: 5 (all male)
  • White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 13

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

13.7
Texas:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black10
  • White10
  • Multirace2
  • 5042
Students with disabilities receiving one or more in-school suspension: 24 (male: 20, female: 4)
  • Hispanic: 2 (all male)
  • Black: 10 (male: 8, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Section 504: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 8 (male: 4, female: 4)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 9 (all male)
  • Black: 2
  • White: 5
  • Two or More Races: 2

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