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Arthur Kramer Elementary School in Dallas, TX
(PK-05 • 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 89
Address
 7131 MIDBURY DR
Dallas, TX 75230
Telephone
(972) 794-8300
(make sure to verify first before calling)
Website
http://www.dallasisd.org/kramer
City-data.com school rating
89
Students
498
Classroom Teachers (FTE)
40.9
Free lunch eligible students
363
Reduced-price lunch
eligible students
12
School district
DALLAS 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:
GEORGE BANNERMAN DEALEY MONTESSORI (0.7 miles):

98
GEORGE BANNERMAN DEALEY INTERNATIONAL ACADEMY (0.7 miles):

98
Arthur Kramer Elementary School:

89
JOHN J PERSHING EL (1.8 miles):

83
LEE A MCSHAN JR EL (1.6 miles):

76
PRESTON HOLLOW EL (1.6 miles):

51
HAMILTON PARK PACESETTER MAGNET (1.8 miles):

46
BENJAMIN FRANKLIN MIDDLE (1.1 miles):

36
HILLCREST H S (1.3 miles):

33
Arthur Kramer Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Dallas:

53
Arthur Kramer Elementary School:

89

Students & Teachers


Total enrollment:
Enrollment in 2016: 498
Enrollment in 2015: 540
Enrollment in 2014: 559
Enrollment in 2013: 579
Enrollment in 2012: 594
Enrollment in 2011: 598
Enrollment in 2010: 568
Enrollment in 2009: 569
Enrollment in 2008: 563
Enrollment in 2007: 523
Enrollment in 2006: 758
Enrollment in 2005: 877
Enrollment in 2004: 936
Enrollment in 2003: 930
Enrollment in 2002: 889
Enrollment in 2001: 829
Enrollment in 2000: 808
Enrollment in 1999: 807

Arthur Kramer Elementary School - Historical enrollment


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

GradePKKGG01G02G03G04G05Total
All students70927481626455498
Female students23393542273126223
Male students47533939353329275
American Indian/Alaska Native students - - - - 2 - - 2
Asian students4 - 1 - 21 - 8
Hispanic students47534249414439315
Black students131718161112693
White students3221115571073
Two or More Races students3 - 211 - - 7

Enrollment by grade:
Pre-Kindergarten enrollment: 70
Kindergarten enrollment: 92
1st grade enrollment: 74
2nd grade enrollment: 81
3rd grade enrollment: 62
4th grade enrollment: 64
5th grade enrollment: 55

Arthur Kramer Elementary School - Historical enrollment by grade


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

Female enrollment: 223 (44.8%)
Here:

44.8%
State:

49.0%
Male enrollment: 275 (55.2%)
Arthur Kramer Elementary School:

55.2%
Texas:

50.1%

Arthur Kramer Elementary School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 2 (0.4%)
Arthur Kramer Elementary School:

0.4%
Texas:

0.4%
Asian enrollment: 8 (1.6%)
School:

1.6%
State:

3.1%
Hispanic enrollment: 315 (63.3%)
School:

63.3%
Texas:

46.9%
Black enrollment: 93 (18.7%)
Here:

18.7%
Texas:

11.6%
White enrollment: 73 (14.7%)
Arthur Kramer Elementary School:

14.7%
State:

32.3%
Two or More Races enrollment: 7 (1.4%)
Arthur Kramer Elementary School:

1.4%
State:

2.1%

Arthur Kramer Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 375 (75.3%)
School:

75.3%
Texas:

61.6%
Free lunch eligible students: 363 (72.9%)
Here:

72.9%
State:

55.4%
Reduced-price lunch eligible students: 12 (2.4%)
School:

2.4%
State:

6.2%

Arthur Kramer Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 40.9

Number of FTE teachers in their first year of teaching: 2.5
Number of FTE teachers in their second year of teaching: 7.3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

12.2
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,247,343
  • Full-time Equivalency Count of Teachers: 39.9 (Salary Expenditures: $1,745,811)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $99,945)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $251,587)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $150,000)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $102,546
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,898,726
  • Salary Expenditures for Teachers: $2,151,263
  • Full-time Equivalency Count of Instructional Aides: 9.9 (Salary Expenditures: $253,553)
  • Full-time Equivalency Count of Support Services Staff: 5.7 (Salary Expenditures: $343,910)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $150,000)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $186,210

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic199
  • American Indian4
  • Asian7
  • Black13
  • White2
  • IDEA13
Students Enrolled in LEP Programs: 225 (male: 118, female: 107)
  • Hispanic: 199 (male: 104, female: 95)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Black: 13 (male: 5, female: 8)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, 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

  • Hispanic35
  • Black4
  • White8
  • LEP20
Students with disabilities served under IDEA: 47 (male: 36, female: 11)
  • Hispanic: 35 (male: 28, female: 7)
  • Black: 4 (all male)
  • White: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 20 (male: 16, female: 4)

    Students with disabilities served under Section 504

  • Hispanic13
  • Black4
  • White2
  • Multirace2
  • LEP7
Students with disabilities served under Section 504: 21 (male: 12, female: 9)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Retention:
Show data for

(State average from 2,844 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: 2 (all female)
  • Black: 2

Percent of Kindergarten students retained
Arthur Kramer Elementary School:

2.2%
State:

5.2%

Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)

Percent of 2nd grade students retained
Here:

4.9%
State:

4.8%


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

  • Hispanic37
  • Asian2
  • Black13
  • White28
  • LEP16
  • IDEA4
Gifted and Talented Student Enrollment: 80 (male: 39, female: 41)
  • Hispanic: 37 (male: 20, female: 17)
  • Asian: 2 (all female)
  • Black: 13 (male: 5, female: 8)
  • White: 28 (male: 14, female: 14)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

160.6
Texas:

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)

  • All1,484
  • Males1,508
  • Females1,462
  • Hispanic1,470
  • Black1,457
  • White1,568
Math Average Scale Score:

1,484
Texas:

1,453
Math students tested: 75
Math # Answer Documents Submitted: 75

Math Avg Items Correct:
  • Reporting Category 1: 6.3 (79%)
  • Reporting Category 2: 8.7 (67%)
  • Reporting Category 3: 4.4 (62%)
  • Reporting Category 4: 2.8 (71%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 23%

17%
32%
28%
23%
Males: (Average Scale Score: 1,508, Tested: 36, Did Not Meet Grade Level Performance: 14%, Approaches: 30%, Meets: 28%, Masters: 28%)
14%
30%
28%
28%
Females: (Average Scale Score: 1,462, Tested: 39, Did Not Meet Grade Level Performance: 21%, Approaches: 33%, Meets: 28%, Masters: 18%)
21%
33%
28%
18%
Hispanic: (Average Scale Score: 1,470, Tested: 45, Did Not Meet Grade Level Performance: 16%, Approaches: 35%, Meets: 33%, Masters: 16%)
16%
35%
33%
16%
Black: (Average Scale Score: 1,457, Tested: 16, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 13%, Masters: 25%)
25%
37%
13%
25%
White: (Average Scale Score: 1,568, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 9%, Meets: 28%, Masters: 45%)
18%
9%
28%
45%

    Reading Average Scale Score
    (3rd Grade)

  • All1,481
  • Males1,486
  • Females1,476
  • Hispanic1,459
  • Black1,454
  • White1,582
Reading Average Scale Score:

1,481
State:

1,423
Reading students tested: 53
Reading # Answer Documents Submitted: 53

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (83%)
  • Reporting Category 2: 10.7 (71%)
  • Reporting Category 3: 9.7 (69%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 32%

17%
32%
19%
32%
Males: (Average Scale Score: 1,486, Tested: 26, Did Not Meet Grade Level Performance: 19%, Approaches: 31%, Meets: 12%, Masters: 38%)
19%
31%
12%
38%
Females: (Average Scale Score: 1,476, Tested: 27, Did Not Meet Grade Level Performance: 15%, Approaches: 33%, Meets: 26%, Masters: 26%)
15%
33%
26%
26%
Hispanic: (Average Scale Score: 1,459, Tested: 23, Did Not Meet Grade Level Performance: 17%, Approaches: 40%, Meets: 13%, Masters: 30%)
17%
40%
13%
30%
Black: (Average Scale Score: 1,454, Tested: 16, Did Not Meet Grade Level Performance: 25%, Approaches: 19%, Meets: 31%, Masters: 25%)
25%
19%
31%
25%
White: (Average Scale Score: 1,582, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 18%, Meets: 18%, Masters: 55%)
9%
18%
18%
55%

3rd Grade (Spanish)

    Reading Average Scale Score
    (3rd Grade (Spanish))

  • All1,433
  • Males1,427
  • Females1,438
  • Hispanic1,433
Reading Average Scale Score:

1,433
State:

956
Reading students tested: 22
Reading # Answer Documents Submitted: 22

Reading Avg Items Correct:
  • Reporting Category 1: 4 (81%)
  • Reporting Category 2: 10.2 (68%)
  • Reporting Category 3: 8.9 (64%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 18%

9%
41%
32%
18%
Males: (Average Scale Score: 1,427, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 30%, Meets: 30%, Masters: 20%)
20%
30%
30%
20%
Females: (Average Scale Score: 1,438, Tested: 12, Did Not Meet Grade Level Performance: 0%, Approaches: 50%, Meets: 33%, Masters: 17%)
50%
33%
17%
Hispanic: (Average Scale Score: 1,433, Tested: 22, Did Not Meet Grade Level Performance: 9%, Approaches: 41%, Meets: 32%, Masters: 18%)
9%
41%
32%
18%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,584
  • Males1,575
  • Females1,593
  • Hispanic1,588
  • Black1,488
  • White1,698
Math Average Scale Score:

1,584
State:

1,546
Math students tested: 80
Math # Answer Documents Submitted: 80

Math Avg Items Correct:
  • Reporting Category 1: 6.6 (73%)
  • Reporting Category 2: 7.6 (69%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 2.7 (68%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 30%

19%
31%
20%
30%
Males: (Average Scale Score: 1,575, Tested: 40, Did Not Meet Grade Level Performance: 15%, Approaches: 37%, Meets: 20%, Masters: 28%)
15%
37%
20%
28%
Females: (Average Scale Score: 1,593, Tested: 40, Did Not Meet Grade Level Performance: 23%, Approaches: 25%, Meets: 20%, Masters: 33%)
23%
25%
20%
33%
Hispanic: (Average Scale Score: 1,588, Tested: 48, Did Not Meet Grade Level Performance: 15%, Approaches: 33%, Meets: 19%, Masters: 33%)
15%
33%
19%
33%
Black: (Average Scale Score: 1,488, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 37%, Meets: 19%, Masters: 0%)
44%
37%
19%
White: (Average Scale Score: 1,698, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 15%, Meets: 31%, Masters: 54%)
15%
31%
54%

    Reading Average Scale Score
    (4th Grade)

  • All1,526
  • Males1,510
  • Females1,547
  • Hispanic1,535
  • Black1,451
  • White1,625
Reading Average Scale Score:

1,526
State:

1,496
Reading students tested: 61
Reading # Answer Documents Submitted: 61

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 10 (67%)
  • Reporting Category 3: 8.9 (68%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 23%

26%
30%
21%
23%
Males: (Average Scale Score: 1,510, Tested: 34, Did Not Meet Grade Level Performance: 29%, Approaches: 27%, Meets: 29%, Masters: 15%)
29%
27%
29%
15%
Females: (Average Scale Score: 1,547, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 11%, Masters: 33%)
22%
34%
11%
33%
Hispanic: (Average Scale Score: 1,535, Tested: 29, Did Not Meet Grade Level Performance: 24%, Approaches: 28%, Meets: 31%, Masters: 17%)
24%
28%
31%
17%
Black: (Average Scale Score: 1,451, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 43%, Meets: 7%, Masters: 6%)
44%
43%
7%
6%
White: (Average Scale Score: 1,625, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 23%, Meets: 15%, Masters: 62%)
23%
15%
62%

    Writing Average Scale Score
    (4th Grade)

  • All3,903
  • Males3,766
  • Females4,076
  • Hispanic3,935
  • Black3,516
  • White4,433
Writing Average Scale Score:

3,903
State:

3,570
Writing students tested: 61
Writing # Answer Documents Submitted: 61

Writing Avg Items Correct:
  • Reporting Category 1: 4.3 (54%)
  • Reporting Category 2: 4.7 (58%)
  • Reporting Category 3: 10.8 (67%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 18%

34%
25%
23%
18%
Males: (Average Scale Score: 3,766, Tested: 34, Did Not Meet Grade Level Performance: 35%, Approaches: 27%, Meets: 26%, Masters: 12%)
35%
27%
26%
12%
Females: (Average Scale Score: 4,076, Tested: 27, Did Not Meet Grade Level Performance: 33%, Approaches: 23%, Meets: 18%, Masters: 26%)
33%
23%
18%
26%
Hispanic: (Average Scale Score: 3,935, Tested: 29, Did Not Meet Grade Level Performance: 34%, Approaches: 21%, Meets: 24%, Masters: 21%)
34%
21%
24%
21%
Black: (Average Scale Score: 3,516, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 43%, Meets: 13%, Masters: 0%)
44%
43%
13%
White: (Average Scale Score: 4,433, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 16%, Meets: 31%, Masters: 38%)
15%
16%
31%
38%

4th Grade (Spanish)

    Reading Average Scale Score
    (4th Grade (Spanish))

  • All1,530
  • Males1,526
  • Females1,532
  • Hispanic1,530
Reading Average Scale Score:

1,530
State:

815
Reading students tested: 19
Reading # Answer Documents Submitted: 19

Reading Avg Items Correct:
  • Reporting Category 1: 5.8 (72%)
  • Reporting Category 2: 11 (73%)
  • Reporting Category 3: 8.5 (66%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 11%

11%
42%
36%
11%
Males: (Average Scale Score: 1,526, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 50%, Meets: 50%, Masters: 0%)
50%
50%
Females: (Average Scale Score: 1,532, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 39%, Meets: 31%, Masters: 15%)
15%
39%
31%
15%
Hispanic: (Average Scale Score: 1,530, Tested: 19, Did Not Meet Grade Level Performance: 11%, Approaches: 42%, Meets: 36%, Masters: 11%)
11%
42%
36%
11%

    Writing Average Scale Score
    (4th Grade (Spanish))

  • All4,216
  • Males4,005
  • Females4,313
  • Hispanic4,216
Writing Average Scale Score:

4,216
State:

2,017
Writing students tested: 19
Writing # Answer Documents Submitted: 19

Writing Avg Items Correct:
  • Reporting Category 1: 5.5 (68%)
  • Reporting Category 2: 5.8 (72%)
  • Reporting Category 3: 12.7 (79%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 42%
Masters Grade Level Performance: 26%

5%
27%
42%
26%
Males: (Average Scale Score: 4,005, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 33%, Masters: 17%)
17%
33%
33%
17%
Females: (Average Scale Score: 4,313, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 23%, Meets: 46%, Masters: 31%)
23%
46%
31%
Hispanic: (Average Scale Score: 4,216, Tested: 19, Did Not Meet Grade Level Performance: 5%, Approaches: 27%, Meets: 42%, Masters: 26%)
5%
27%
42%
26%

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,659
  • Males1,697
  • Females1,621
  • Hispanic1,662
  • Black1,613
  • White1,655
Math Average Scale Score:

1,659
Texas:

1,603
Math students tested: 62
Math # Answer Documents Submitted: 62

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (74%)
  • Reporting Category 2: 12.3 (72%)
  • Reporting Category 3: 6.4 (72%)
  • Reporting Category 4: 2.8 (71%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 32%

11%
24%
33%
32%
Males: (Average Scale Score: 1,697, Tested: 31, Did Not Meet Grade Level Performance: 6%, Approaches: 29%, Meets: 17%, Masters: 48%)
6%
29%
17%
48%
Females: (Average Scale Score: 1,621, Tested: 31, Did Not Meet Grade Level Performance: 16%, Approaches: 19%, Meets: 49%, Masters: 16%)
16%
19%
49%
16%
Hispanic: (Average Scale Score: 1,662, Tested: 41, Did Not Meet Grade Level Performance: 10%, Approaches: 29%, Meets: 27%, Masters: 34%)
10%
29%
27%
34%
Black: (Average Scale Score: 1,613, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 9%, Meets: 64%, Masters: 9%)
18%
9%
64%
9%
White: (Average Scale Score: 1,655, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 17%, Masters: 33%)
17%
33%
17%
33%

    Reading Average Scale Score
    (5th Grade)

  • All1,559
  • Males1,535
  • Females1,582
  • Hispanic1,571
  • Black1,513
  • White1,602
Reading Average Scale Score:

1,559
State:

1,546
Reading students tested: 45
Reading # Answer Documents Submitted: 45

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 10.9 (68%)
  • Reporting Category 3: 8.9 (64%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 13%

20%
38%
29%
13%
Males: (Average Scale Score: 1,535, Tested: 22, Did Not Meet Grade Level Performance: 18%, Approaches: 50%, Meets: 23%, Masters: 9%)
18%
50%
23%
9%
Females: (Average Scale Score: 1,582, Tested: 23, Did Not Meet Grade Level Performance: 22%, Approaches: 26%, Meets: 35%, Masters: 17%)
22%
26%
35%
17%
Hispanic: (Average Scale Score: 1,571, Tested: 25, Did Not Meet Grade Level Performance: 16%, Approaches: 52%, Meets: 20%, Masters: 12%)
16%
52%
20%
12%
Black: (Average Scale Score: 1,513, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 19%, Meets: 45%, Masters: 0%)
36%
19%
45%
White: (Average Scale Score: 1,602, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 0%, Meets: 33%, Masters: 50%)
17%
33%
50%

    Science Average Scale Score
    (5th Grade)

  • All3,837
  • Males3,931
  • Females3,761
  • Hispanic3,792
  • Black3,734
Science Average Scale Score:

3,837
Texas:

3,771
Science students tested: 42
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 43

Science Avg Items Correct:
  • Reporting Category 1: 4.3 (71%)
  • Reporting Category 2: 5.9 (74%)
  • Reporting Category 3: 6.4 (64%)
  • Reporting Category 4: 8.5 (71%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 12%

19%
50%
19%
12%
Males: (Average Scale Score: 3,931, Tested: 19, Did Not Meet Grade Level Performance: 16%, Approaches: 47%, Meets: 26%, Masters: 11%)
16%
47%
26%
11%
Females: (Average Scale Score: 3,761, Tested: 23, Did Not Meet Grade Level Performance: 22%, Approaches: 52%, Meets: 13%, Masters: 13%)
22%
52%
13%
13%
Hispanic: (Average Scale Score: 3,792, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 54%, Meets: 17%, Masters: 8%)
21%
54%
17%
8%
Black: (Average Scale Score: 3,734, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 46%, Meets: 18%, Masters: 9%)
27%
46%
18%
9%

5th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1


    Reading Average Scale Score
    (5th Grade (Spanish))

  • All1,687
  • Males1,710
  • Females1,658
  • Hispanic1,680
Reading Average Scale Score:

1,687
Texas:

683
Reading students tested: 18
Reading # Answer Documents Submitted: 18

Reading Avg Items Correct:
  • Reporting Category 1: 6.7 (83%)
  • Reporting Category 2: 12.8 (80%)
  • Reporting Category 3: 10.8 (77%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 50%

6%
16%
28%
50%
Males: (Average Scale Score: 1,710, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%
Females: (Average Scale Score: 1,658, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 37%, Masters: 38%)
13%
13%
37%
38%
Hispanic: (Average Scale Score: 1,680, Tested: 17, Did Not Meet Grade Level Performance: 6%, Approaches: 18%, Meets: 29%, Masters: 47%)
6%
18%
29%
47%

    Science Average Scale Score
    (5th Grade (Spanish))

  • All3,919
  • Males4,067
  • Females3,733
  • Hispanic3,898
Science Average Scale Score:

3,919
State:

857
Science students tested: 18
Science # Answer Documents Submitted: 18

Science Avg Items Correct:
  • Reporting Category 1: 4.4 (73%)
  • Reporting Category 2: 6.1 (76%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 9.2 (77%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 39%
Masters Grade Level Performance: 11%

17%
33%
39%
11%
Males: (Average Scale Score: 4,067, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 20%, Meets: 50%, Masters: 20%)
10%
20%
50%
20%
Females: (Average Scale Score: 3,733, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 50%, Meets: 25%, Masters: 0%)
25%
50%
25%
Hispanic: (Average Scale Score: 3,898, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 35%, Meets: 35%, Masters: 12%)
18%
35%
35%
12%

Health & Safety


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 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 disability: 2
Allegations of harassment or bullying on the basis of disability per 1,000 students
Arthur Kramer Elementary School:

4.0
Texas:

1.0
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 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

  • Hispanic10
  • Black4
  • White4
  • Multirace2
  • LEP4
  • IDEA7
  • 5042
Chronic Student Absenteeism: 20 (male: 11, female: 9)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

40.2
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

  • Hispanic17
  • American Indian2
  • Black4
  • LEP16
School days missed due to out-of-school suspension: 23 (all male)
  • Hispanic: 17
  • American Indian / Alaska Native: 2
  • Black: 4
  • Limited English Proficiency (LEP): 16

Instances of out-of-school suspension (Students without disabilities): 7

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

14.1
State:

102.7

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

  • Hispanic2
  • American Indian2
  • Black2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • American Indian / Alaska Native: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

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

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