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Andress High School in El Paso, TX
(09-12 • 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 22
Address
 5400 SUN VALLEY DR
EL PASO, TX 79924
Telephone
(915) 832-8600
(make sure to verify first before calling)
Website
http://andress.episd.org
City-data.com school rating
22
Students
1,713
Classroom Teachers (FTE)
102.4
Free lunch eligible students
955
Reduced-price lunch
eligible students
117
School district
EL PASO 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:
COLLINS EL (0.8 miles):

79
BRADLEY EL (1.1 miles):

73
FANNIN EL (0.6 miles):

71
DOWELL EL (0.9 miles):

70
HARMONY SCHOOL OF INNOVATION - EL PASO (0.6 miles):

61
CHARLES MIDDLE (1.0 miles):

54
TERRACE HILLS MIDDLE (0.9 miles):

38
NEWMAN EL (0.2 miles):

29
Andress High School:

22
Andress High School rating compared to average state, county and city schools ratings:
Texas:

54
El Paso County:

54
El Paso:

56
Andress High School:

22

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,713
Enrollment in 2015: 1,722
Enrollment in 2014: 1,809
Enrollment in 2013: 1,831
Enrollment in 2012: 1,862
Enrollment in 2011: 1,854
Enrollment in 2010: 1,827
Enrollment in 2009: 1,832
Enrollment in 2008: 1,833
Enrollment in 2007: 1,895
Enrollment in 2006: 1,992
Enrollment in 2005: 1,884
Enrollment in 2004: 1,904
Enrollment in 2003: 1,965
Enrollment in 2002: 1,971
Enrollment in 2001: 2,031
Enrollment in 2000: 2,119
Enrollment in 1999: 2,081

Andress High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students5014324093711,713
Female students234201194183812
Male students267231215188901
American Indian/Alaska Native students3 - 2 - 5
Asian students433414
Hispanic students3873333142821,316
Black students52394546182
White students45422932148
Hawaiian Native/Pacific Islander students1 - 1 - 2
Two or More Races students91515746

Enrollment by grade:
9th grade enrollment: 501
10th grade enrollment: 432
11th grade enrollment: 409
12th grade enrollment: 371

Andress High School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 812 (47.4%)
Andress High School:

47.4%
Texas:

49.0%
Male enrollment: 901 (52.6%)
School:

52.6%
State:

50.1%

Andress High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 5 (0.3%)
Andress High School:

0.3%
Texas:

0.4%
Asian enrollment: 14 (0.8%)
School:

0.8%
State:

3.1%
Hispanic enrollment: 1,316 (76.8%)
School:

76.8%
State:

46.9%
Black enrollment: 182 (10.6%)
Andress High School:

10.6%
Texas:

11.6%
White enrollment: 148 (8.6%)
Here:

8.6%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.1%)
Andress High School:

0.1%
State:

0.1%
Two or More Races enrollment: 46 (2.7%)
Andress High School:

2.7%
State:

2.1%

Andress High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 1,072 (62.6%)
School:

62.6%
Texas:

61.6%
Free lunch eligible students: 955 (55.8%)
School:

55.8%
Texas:

55.4%
Reduced-price lunch eligible students: 117 (6.8%)
School:

6.8%
State:

6.2%

Andress High School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 102.4

Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 2.9
Number of FTE school counselors: 5
Number of FTE teachers who were absent more than 10 school days during the school years: 45.1
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 2.9
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

16.7
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,541,577
  • Full-time Equivalency Count of Teachers: 102.4 (Salary Expenditures: $4,442,684)
  • Full-time Equivalency Count of Instructional Aides: 0.5 (Salary Expenditures: $8,928)
  • Full-time Equivalency Count of Support Services Staff: 15.4 (Salary Expenditures: $762,267)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $314,122)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $6,436,155
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $6,771,313
  • Salary Expenditures for Teachers: $5,357,263
  • Full-time Equivalency Count of Instructional Aides: 11.9 (Salary Expenditures: $237,203)
  • Full-time Equivalency Count of Support Services Staff: 14.6 (Salary Expenditures: $900,461)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $314,122)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,029,976

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic82
  • Asian2
  • White4
  • IDEA4
Students Enrolled in LEP Programs: 88 (male: 45, female: 43)
  • Hispanic: 82 (male: 41, female: 41)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • 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

  • Hispanic125
  • Black29
  • White19
  • Multirace7
  • LEP8
Students with disabilities served under IDEA: 180 (male: 115, female: 65)
  • Hispanic: 125 (male: 73, female: 52)
  • Black: 29 (male: 16, female: 13)
  • White: 19 (all male)
  • Two or More Races: 7 (all male)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic58
  • Black16
  • White13
  • Multirace4
  • LEP4
Students with disabilities served under Section 504: 91 (male: 59, female: 32)
  • Hispanic: 58 (male: 38, female: 20)
  • Black: 16 (male: 11, female: 5)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,124 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 9th grade

  • Hispanic43
  • American Indian2
  • Asian2
  • Black10
  • White2
  • LEP7
  • IDEA10
  • 5047
Total number of students retained in 9th grade: 59 (male: 36, female: 23)
  • Hispanic: 43 (male: 29, female: 14)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 7 (male: 5, female: 2)

Percent of 9th grade students retained
Andress High School:

11.8%
Texas:

18.3%

    Total number of students retained in 10th grade

  • Hispanic25
  • Black2
  • White4
  • Multirace2
  • LEP4
  • IDEA4
  • 5044
Total number of students retained in 10th grade: 33 (male: 18, female: 15)
  • Hispanic: 25 (male: 14, female: 11)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)

Percent of 10th grade students retained
Here:

7.6%
Texas:

15.1%

    Total number of students retained in 11th grade

  • Hispanic13
  • American Indian2
  • Black2
  • White7
  • Multirace4
  • IDEA2
  • 5042
Total number of students retained in 11th grade: 28 (male: 18, female: 10)
  • Hispanic: 13 (male: 11, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all male)

Percent of 11th grade students retained
Here:

6.8%
State:

14.9%

    Total number of students retained in 12th grade

  • Hispanic13
  • Black2
  • White4
  • Multirace2
  • LEP2
  • IDEA10
Total number of students retained in 12th grade: 21 (male: 15, female: 6)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

Percent of 12th grade students retained
School:

5.7%
State:

14.2%

Gifted and Talented:
Show data for

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

    Gifted and Talented Student Enrollment

  • Hispanic115
  • Asian2
  • Black16
  • White16
  • Multirace16
  • IDEA2
Gifted and Talented Student Enrollment: 165 (male: 79, female: 86)
  • Hispanic: 115 (male: 56, female: 59)
  • Asian: 2 (all male)
  • Black: 16 (male: 8, female: 8)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 16 (male: 5, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

96.3
State:

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

  • Hispanic193
  • American Indian2
  • Asian2
  • Black28
  • White13
  • Multirace10
  • LEP7
  • IDEA4
Dual Enrollment: 248 (male: 98, female: 150)
  • Hispanic: 193 (male: 77, female: 116)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • Black: 28 (male: 11, female: 17)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Dual Enrollment per 1,000 students
Andress High School:

144.8
State:

133.0

Accountability


SAT/ACT:
Show data for

(State average from 1,567 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.

Andress High School - ACT/SAT scores

    Average ACT composite score

  • All18.2
  • Hispanic18.0
  • American Indian20.5
  • Asian18.8
  • Black17.6
  • White20.0
  • Multirace16.9
  • LEP16.0
  • IDEA14.0
Percent of graduates taking the ACT:

55.0%
Texas:

41.3%
ACT composite scores above criteria:

9.5%
Texas:

21.8%
Number of graduates: 404
Number of graduates taking the ACT: 222

Average ACT composite score:

18.2
State:

18.9
Average ACT English score:

16.7
State:

17.8
Average ACT mathematics score:

19.0
State:

19.1
Average ACT reading score:

18.2
State:

19.3
Average ACT science score:

18.5
Texas:

19.2

    Average SAT combined score

  • All812
  • Hispanic796
  • American Indian915
  • Asian840
  • Black834
  • White861
  • Multirace878
  • LEP666
  • IDEA639
Percent of graduates taking the SAT:

100.0%
Texas:

45.4%
SAT combined scores above criteria:

4.9%
Texas:

19.5%
Number of graduates: 404
Number of graduates taking the SAT: 408

Average SAT critical reading and mathematics combined score:

812
State:

875
Average SAT mathematics score:

424
State:

443
Average SAT critical reading score:

388
State:

432
Average SAT writing score:

381
Texas:

415

    SAT or ACT Test Participation

  • Hispanic277
  • Asian5
  • Black43
  • White28
  • Multirace10
  • LEP13
  • IDEA16
SAT or ACT Test Participation: 363 (male: 179, female: 184)
  • Hispanic: 277 (male: 137, female: 140)
  • Asian: 5 (all female)
  • Black: 43 (male: 23, female: 20)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)

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.

Andress High School - AP exams with scores at or above criteria

    Exams with scores at or above criteria (%)

  • All23.1
  • Hispanic25.8
  • Black16.7
  • White16.7
Number of students in Grades 11 and 12: 801
Number of students taking at least one AP exam: 104
Percent of students taking at least one AP exam:

13.0%
State:

24.6%
Number of examinees scoring at or above 3 on at least one AP exam: 27
Examinees scoring at or above criteria on at least one AP exam:

26.0%
Texas:

39.6%

Number of AP exams: 121
Number of AP exams with scores at or above 3: 28
Percent of AP exams with scores at or above 3:

23.1%
Texas:

33.1%
Number of different AP courses provided by school: 8
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

    Students Enrolled in at least one AP Course

  • Hispanic169
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black16
  • White13
  • Multirace10
  • LEP13
  • IDEA4
Students Enrolled in at least one AP Course: 216 (male: 96, female: 120)
  • Hispanic: 169 (male: 74, female: 95)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 16 (male: 8, female: 8)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    Student Enrollment in Advanced Placement (AP) Mathematics

  • Hispanic37
  • Asian2
  • Black4
  • White4
  • Multirace2
Student Enrollment in Advanced Placement (AP) Mathematics: 49 (male: 23, female: 26)
  • Hispanic: 37 (male: 17, female: 20)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
Student Enrollment in Advanced Placement (AP) Science: 22 (male: 13, female: 9)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 2 (all female)
  • Two or More Races: 4 (male: 2, female: 2)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic127
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black13
  • White10
  • Multirace10
  • LEP13
  • IDEA4
Students Enrollment in Other Advanced Placement (AP) Subjects: 166 (male: 69, female: 97)
  • Hispanic: 127 (male: 53, female: 74)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 13 (male: 5, female: 8)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    Students who took one or more AP exams

  • Hispanic127
  • Native Hawaiian2
  • Black13
  • White7
  • Multirace7
  • LEP10
  • IDEA2
Students who took one or more AP exams: 156 (male: 70, female: 86)
  • Hispanic: 127 (male: 56, female: 71)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 13 (male: 5, female: 8)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students who received a qualifying score on one or more AP exams: 38 (male: 16, female: 22)
  • Hispanic: 38 (male: 16, female: 22)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
Percent students who received a qualifying score on one or more AP exams
Andress High School:

24.4%
State:

45.1%

    Students who did not receive a qualifying score on any AP exams

  • Hispanic86
  • Black11
  • White4
  • Multirace7
Students who did not receive a qualifying score on any AP exams: 108 (male: 48, female: 60)
  • Hispanic: 86 (male: 40, female: 46)
  • Black: 11 (male: 4, female: 7)
  • White: 4 (all male)
  • Two or More Races: 7 (all female)

    Students who took no AP exams

  • Hispanic43
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black2
  • White5
  • Multirace5
  • LEP4
  • IDEA4
Students who took no AP exams: 63 (male: 31, female: 32)
  • Hispanic: 43 (male: 20, female: 23)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 5 (all female)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

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.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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 with a weapon: 2
Incidents of physical attack or fight with a firearm or explosive device: 1
Incidents of physical attack or fight without a weapon: 6

Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
Andress High School:

6.4
State:

38.0

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 received a school-related arrest: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)

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

5.3
State:

13.1
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2

Students with disabilities who received a school-related arrest per 1,000 students
Andress High School:

1.2
State:

4.1

Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

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

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 8
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

4.7
State:

2.5
Students reported as harassed or bullied on the basis of sex: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of sex: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 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

  • Hispanic166
  • Asian2
  • Black31
  • White25
  • Multirace10
  • LEP22
  • IDEA46
  • 50419
Chronic Student Absenteeism: 234 (male: 116, female: 118)
  • Hispanic: 166 (male: 77, female: 89)
  • Asian: 2 (all female)
  • Black: 31 (male: 20, female: 11)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 22 (male: 11, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 29, female: 17)
  • Section 504: 19 (male: 8, female: 11)
Chronic Student Absenteeism per 1,000 students
School:

136.6
Texas:

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

  • Hispanic154
  • Asian2
  • Black79
  • White17
  • Multirace9
  • LEP9
  • IDEA49
  • 50411
School days missed due to out-of-school suspension: 261 (male: 197, female: 64)
  • Hispanic: 154 (male: 108, female: 46)
  • Asian: 2 (all male)
  • Black: 79 (male: 69, female: 10)
  • White: 17 (male: 12, female: 5)
  • Two or More Races: 9 (male: 6, female: 3)
  • Limited English Proficiency (LEP): 9 (male: 1, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 36, female: 13)
  • Section 504: 11 (all male)
Instances of out-of-school suspension (Students without disabilities): 171

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

99.8
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 2 (all female)
  • Hispanic: 2

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

  • Hispanic70
  • Asian2
  • Black10
  • White4
  • Multirace4
  • LEP7
Students without disabilities receiving only one out-of-school suspension: 90 (male: 61, female: 29)
  • Hispanic: 70 (male: 47, female: 23)
  • Asian: 2 (all male)
  • Black: 10 (male: 8, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
Students without disabilities receiving more than one out-of-school suspension: 34 (male: 27, female: 7)
  • Hispanic: 19 (male: 14, female: 5)
  • Black: 11 (all male)
  • White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 40

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

23.4
State:

27.5
Instances of out-of-school suspension (Section 504 only): 8

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

4.7
Texas:

12.0

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

  • Hispanic7
  • Black4
  • White2
  • Multirace2
  • LEP2
  • 5048
Students with disabilities receiving only one out-of-school suspension: 15 (male: 8, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 8 (all male)

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

  • Hispanic5
  • Black4
  • Multirace2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 5 (all male)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Section 504: 2 (all male)

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: 28
Number of Algebra I classes taught by certified teachers: 28

    9-10th grade student enrollment in Algebra I

  • Hispanic322
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black34
  • White37
  • Multirace4
  • LEP37
  • IDEA55
9-10th grade student enrollment in Algebra I: 405 (male: 209, female: 196)
  • Hispanic: 322 (male: 161, female: 161)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 34 (male: 20, female: 14)
  • White: 37 (male: 20, female: 17)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 37 (male: 23, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 32, female: 23)

    9-10th grade studenst who passed Algebra I

  • Hispanic218
  • Black29
  • White26
  • LEP20
  • IDEA38
9-10th grade studenst who passed Algebra I: 273 (male: 123, female: 150)
  • Hispanic: 218 (male: 94, female: 124)
  • Black: 29 (male: 16, female: 13)
  • White: 26 (male: 13, female: 13)
  • Limited English Proficiency (LEP): 20 (male: 10, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 38 (male: 22, female: 16)
Percent of 9-10th grade students who passed
Andress High School:

67.4%
Texas:

77.3%

    11-12th grade student enrollment in Algebra I

  • Hispanic10
  • Asian2
  • Black2
  • White4
  • Multirace4
  • LEP7
  • IDEA2
11-12th grade student enrollment in Algebra I: 22 (male: 14, female: 8)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
11-12th studenst who passed Algebra I: 11 (male: 7, female: 4)
  • Hispanic: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)
Percent of 11-12th grade students who passed
Andress High School:

50.0%
Texas:

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: 25
Number of Algebra II classes taught by certified teachers: 24

    Student Enrollment in Algebra II

  • Hispanic376
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black55
  • White34
  • Multirace16
  • LEP28
  • IDEA49
Student Enrollment in Algebra II: 489 (male: 282, female: 207)
  • Hispanic: 376 (male: 221, female: 155)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 55 (male: 29, female: 26)
  • White: 34 (male: 23, female: 11)
  • Two or More Races: 16 (male: 5, female: 11)
  • Limited English Proficiency (LEP): 28 (male: 14, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 29, female: 20)

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: 2
Number of Calculus classes taught by certified teachers: 2

    Student Enrollment in Calculus

  • Hispanic28
  • Asian2
  • Black2
  • White4
Student Enrollment in Calculus: 36 (male: 16, female: 20)
  • Hispanic: 28 (male: 14, female: 14)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 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: 27
Number of Geometry classes taught by certified teachers: 27

    Student Enrollment in Geometry

  • Hispanic394
  • American Indian2
  • Asian4
  • Black55
  • White43
  • Multirace16
  • LEP43
  • IDEA58
Student Enrollment in Geometry: 514 (male: 283, female: 231)
  • Hispanic: 394 (male: 212, female: 182)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 55 (male: 35, female: 20)
  • White: 43 (male: 26, female: 17)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 43 (male: 20, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 58 (male: 38, female: 20)

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: 11
Number of Advanced Mathematics classes taught by certified teachers: 11

    Student Enrollment in Advanced Mathematics

  • Hispanic169
  • American Indian2
  • Black28
  • White19
  • Multirace4
  • LEP10
  • IDEA2
Student Enrollment in Advanced Mathematics: 222 (male: 104, female: 118)
  • Hispanic: 169 (male: 80, female: 89)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 28 (male: 14, female: 14)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 30
Number of Biology classes taught by certified teachers: 30

    Student Enrollment in Biology

  • Hispanic397
  • American Indian4
  • Asian4
  • Native Hawaiian2
  • Black55
  • White55
  • Multirace13
  • LEP46
  • IDEA58
Student Enrollment in Biology: 530 (male: 281, female: 249)
  • Hispanic: 397 (male: 209, female: 188)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 55 (male: 29, female: 26)
  • White: 55 (male: 32, female: 23)
  • Two or More Races: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 46 (male: 29, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 58 (male: 35, female: 23)

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: 25
Number of Chemistry classes taught by certified teachers: 25

    Student Enrollment in Chemistry

  • Hispanic358
  • Asian4
  • Black40
  • White40
  • Multirace16
  • LEP37
  • IDEA55
Student Enrollment in Chemistry: 458 (male: 238, female: 220)
  • Hispanic: 358 (male: 182, female: 176)
  • Asian: 4 (male: 2, female: 2)
  • Black: 40 (male: 26, female: 14)
  • White: 40 (male: 20, female: 20)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 37 (male: 17, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 38, female: 17)

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: 24
Number of Physics classes taught by certified teachers: 24

    Student Enrollment in Physics

  • Hispanic355
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black52
  • White31
  • Multirace16
  • LEP25
  • IDEA49
Student Enrollment in Physics: 462 (male: 246, female: 216)
  • Hispanic: 355 (male: 191, female: 164)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 52 (male: 26, female: 26)
  • White: 31 (male: 17, female: 14)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 25 (male: 11, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 29, female: 20)

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