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Blair Elementary School in Farmers Branch, TX
(KG-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 55
Address
 14055 HEARTSIDE DR
Farmers Branch, TX 75234
Telephone
(972) 968-1000
(make sure to verify first before calling)
Website
http://www.cfbisd.edu
City-data.com school rating
55
Students
672
Classroom Teachers (FTE)
40.4
Free lunch eligible students
531
Reduced-price lunch
eligible students
61
School district
CARROLLTON-FARMERS BRANCH 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:
STARK EL (1.5 miles):

88
CARROLLTON EL (1.5 miles):

83
FARMERS BRANCH EL (0.8 miles):

79
CENTRAL EL (0.9 miles):

73
Blair Elementary School:

55
MCLAUGHLIN STRICKLAND EL (0.6 miles):

45
TURNER H S (0.9 miles):

43
FIELD MIDDLE (0.9 miles):

32
DALLAS CAN ACADEMY AT CARROLLTON-FARMERS BRANCH (0.6 miles):

7
Blair Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Farmers Branch:

51
Blair Elementary School:

55

Students & Teachers


Total enrollment:
Enrollment in 2016: 672
Enrollment in 2015: 691
Enrollment in 2014: 691
Enrollment in 2013: 732
Enrollment in 2012: 760
Enrollment in 2011: 776
Enrollment in 2010: 405
Enrollment in 2009: 419
Enrollment in 2008: 522
Enrollment in 2007: 521
Enrollment in 2006: 404
Enrollment in 2005: 396
Enrollment in 2004: 371
Enrollment in 2003: 347

Blair Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students10310494123122126672
Female students465239585365313
Male students575255656961359
Asian students - - - - 2 - 2
Hispanic students979486113114114618
Black students35123418
White students23552825
Two or More Races students12231 - 9

Enrollment by grade:
Kindergarten enrollment: 103
1st grade enrollment: 104
2nd grade enrollment: 94
3rd grade enrollment: 123
4th grade enrollment: 122
5th grade enrollment: 126

Blair Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 313 (46.6%)
Here:

46.6%
State:

49.0%
Male enrollment: 359 (53.4%)
Here:

53.4%
State:

50.1%

Blair Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 2 (0.3%)
Here:

0.3%
State:

3.1%
Hispanic enrollment: 618 (92.0%)
School:

92.0%
State:

46.9%
Black enrollment: 18 (2.7%)
Here:

2.7%
Texas:

11.6%
White enrollment: 25 (3.7%)
Blair Elementary School:

3.7%
Texas:

32.3%
Two or More Races enrollment: 9 (1.3%)
School:

1.3%
Texas:

2.1%

Blair Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 592 (88.1%)
School:

88.1%
State:

61.6%
Free lunch eligible students: 531 (79.0%)
Here:

79.0%
State:

55.4%
Reduced-price lunch eligible students: 61 (9.1%)
Blair Elementary School:

9.1%
State:

6.2%

Blair Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 40.4

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE nurses: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Blair Elementary School:

16.6
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,649,825
  • Full-time Equivalency Count of Teachers: 41.2 (Salary Expenditures: $2,203,721)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $50,543)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $53,732)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $232,610)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $212,334
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,078,139
  • Salary Expenditures for Teachers: $2,551,245
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $104,410)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $293,384)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $233,510)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $118,433

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 425 (male: 214, female: 211)
  • Hispanic: 421 (male: 212, female: 209)
  • Asian: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 20, female: 11)

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: 41 (male: 25, female: 16)
  • Hispanic: 41 (male: 25, female: 16)
  • Limited English Proficiency (LEP): 32 (male: 19, female: 13)
Students with disabilities served under Section 504: 15 (male: 10, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
Blair Elementary School:

1.9%
State:

5.2%
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 1st grade students retained
Here:

3.8%
Texas:

6.1%

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

  • Hispanic7
  • White4
  • LEP7
  • IDEA2
Gifted and Talented Student Enrollment: 11 (male: 4, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

16.4
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)

  • All1,442
  • Males1,445
  • Females1,439
  • Hispanic1,441
Math Average Scale Score:

1,442
Texas:

1,453
Math students tested: 88
Math # Answer Documents Submitted: 88

Math Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 7.5 (58%)
  • Reporting Category 3: 4.5 (64%)
  • Reporting Category 4: 2.5 (63%)

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

25%
34%
23%
18%
Males: (Average Scale Score: 1,445, Tested: 45, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 24%, Masters: 20%)
22%
34%
24%
20%
Females: (Average Scale Score: 1,439, Tested: 43, Did Not Meet Grade Level Performance: 28%, Approaches: 35%, Meets: 21%, Masters: 16%)
28%
35%
21%
16%
Hispanic: (Average Scale Score: 1,441, Tested: 82, Did Not Meet Grade Level Performance: 26%, Approaches: 34%, Meets: 22%, Masters: 18%)
26%
34%
22%
18%

    Reading Average Scale Score
    (3rd Grade)

  • All1,405
  • Males1,411
  • Females1,395
  • Hispanic1,403
Reading Average Scale Score:

1,405
State:

1,423
Reading students tested: 43
Reading # Answer Documents Submitted: 43

Reading Avg Items Correct:
  • Reporting Category 1: 3.6 (72%)
  • Reporting Category 2: 9.1 (61%)
  • Reporting Category 3: 8.4 (60%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 12%

33%
37%
18%
12%
Males: (Average Scale Score: 1,411, Tested: 27, Did Not Meet Grade Level Performance: 30%, Approaches: 40%, Meets: 19%, Masters: 11%)
30%
40%
19%
11%
Females: (Average Scale Score: 1,395, Tested: 16, Did Not Meet Grade Level Performance: 38%, Approaches: 32%, Meets: 18%, Masters: 13%)
38%
32%
18%
13%
Hispanic: (Average Scale Score: 1,403, Tested: 37, Did Not Meet Grade Level Performance: 35%, Approaches: 35%, Meets: 16%, Masters: 14%)
35%
35%
16%
14%
3rd Grade (Spanish)

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

  • All1,374
  • Males1,340
  • Females1,397
  • Hispanic1,374
Reading Average Scale Score:

1,374
State:

956
Reading students tested: 45
Reading # Answer Documents Submitted: 45

Reading Avg Items Correct:
  • Reporting Category 1: 3.5 (69%)
  • Reporting Category 2: 8.8 (59%)
  • Reporting Category 3: 7.9 (57%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 47%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 9%

22%
47%
22%
9%
Males: (Average Scale Score: 1,340, Tested: 18, Did Not Meet Grade Level Performance: 33%, Approaches: 45%, Meets: 16%, Masters: 6%)
33%
45%
16%
6%
Females: (Average Scale Score: 1,397, Tested: 27, Did Not Meet Grade Level Performance: 15%, Approaches: 48%, Meets: 26%, Masters: 11%)
15%
48%
26%
11%
Hispanic: (Average Scale Score: 1,374, Tested: 45, Did Not Meet Grade Level Performance: 22%, Approaches: 47%, Meets: 22%, Masters: 9%)
22%
47%
22%
9%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,542
  • Males1,551
  • Females1,533
  • Hispanic1,532
  • White1,655
Math Average Scale Score:

1,542
State:

1,546
Math students tested: 103
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 104

Math Avg Items Correct:
  • Reporting Category 1: 5.6 (63%)
  • Reporting Category 2: 7.1 (65%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 2.7 (67%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 15%

24%
34%
27%
15%
Males: (Average Scale Score: 1,551, Tested: 54, Did Not Meet Grade Level Performance: 20%, Approaches: 36%, Meets: 29%, Masters: 15%)
20%
36%
29%
15%
Females: (Average Scale Score: 1,533, Tested: 49, Did Not Meet Grade Level Performance: 29%, Approaches: 32%, Meets: 25%, Masters: 14%)
29%
32%
25%
14%
Hispanic: (Average Scale Score: 1,532, Tested: 91, Did Not Meet Grade Level Performance: 26%, Approaches: 34%, Meets: 28%, Masters: 12%)
26%
34%
28%
12%
White: (Average Scale Score: 1,655, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 28%, Masters: 43%)
29%
28%
43%

    Reading Average Scale Score
    (4th Grade)

  • All1,497
  • Males1,501
  • Females1,492
  • Hispanic1,494
  • White1,523
Reading Average Scale Score:

1,497
State:

1,496
Reading students tested: 56
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 57

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 9.4 (63%)
  • Reporting Category 3: 8.4 (65%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 16%

34%
25%
25%
16%
Males: (Average Scale Score: 1,501, Tested: 33, Did Not Meet Grade Level Performance: 33%, Approaches: 22%, Meets: 30%, Masters: 15%)
33%
22%
30%
15%
Females: (Average Scale Score: 1,492, Tested: 23, Did Not Meet Grade Level Performance: 35%, Approaches: 30%, Meets: 18%, Masters: 17%)
35%
30%
18%
17%
Hispanic: (Average Scale Score: 1,494, Tested: 44, Did Not Meet Grade Level Performance: 36%, Approaches: 23%, Meets: 25%, Masters: 16%)
36%
23%
25%
16%
White: (Average Scale Score: 1,523, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 14%, Masters: 29%)
29%
28%
14%
29%

    Writing Average Scale Score
    (4th Grade)

  • All3,616
  • Males3,534
  • Females3,734
  • Hispanic3,579
  • White3,822
Writing Average Scale Score:

3,616
State:

3,570
Writing students tested: 54
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 55

Writing Avg Items Correct:
  • Reporting Category 1: 3.7 (47%)
  • Reporting Category 2: 3.9 (49%)
  • Reporting Category 3: 10.1 (63%)

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

44%
26%
26%
4%
Males: (Average Scale Score: 3,534, Tested: 32, Did Not Meet Grade Level Performance: 47%, Approaches: 25%, Meets: 28%, Masters: 0%)
47%
25%
28%
Females: (Average Scale Score: 3,734, Tested: 22, Did Not Meet Grade Level Performance: 41%, Approaches: 27%, Meets: 23%, Masters: 9%)
41%
27%
23%
9%
Hispanic: (Average Scale Score: 3,579, Tested: 42, Did Not Meet Grade Level Performance: 50%, Approaches: 21%, Meets: 27%, Masters: 2%)
50%
21%
27%
2%
White: (Average Scale Score: 3,822, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 43%, Masters: 0%)
14%
43%
43%
4th Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3

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

  • All1,415
  • Males1,405
  • Females1,423
  • Hispanic1,415
Reading Average Scale Score:

1,415
Texas:

815
Reading students tested: 50
Reading # Answer Documents Submitted: 50

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 8.4 (56%)
  • Reporting Category 3: 6.3 (48%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 8%

50%
34%
8%
8%
Males: (Average Scale Score: 1,405, Tested: 22, Did Not Meet Grade Level Performance: 55%, Approaches: 36%, Meets: 4%, Masters: 5%)
55%
36%
4%
5%
Females: (Average Scale Score: 1,423, Tested: 28, Did Not Meet Grade Level Performance: 46%, Approaches: 33%, Meets: 10%, Masters: 11%)
46%
33%
10%
11%
Hispanic: (Average Scale Score: 1,415, Tested: 50, Did Not Meet Grade Level Performance: 50%, Approaches: 34%, Meets: 8%, Masters: 8%)
50%
34%
8%
8%

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

  • All3,543
  • Males3,355
  • Females3,692
  • Hispanic3,543
Writing Average Scale Score:

3,543
State:

2,017
Writing students tested: 52
Writing # Answer Documents Submitted: 52

Writing Avg Items Correct:
  • Reporting Category 1: 4.3 (53%)
  • Reporting Category 2: 4.8 (60%)
  • Reporting Category 3: 8.8 (55%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 6%

48%
29%
17%
6%
Males: (Average Scale Score: 3,355, Tested: 23, Did Not Meet Grade Level Performance: 65%, Approaches: 26%, Meets: 9%, Masters: 0%)
65%
26%
9%
Females: (Average Scale Score: 3,692, Tested: 29, Did Not Meet Grade Level Performance: 34%, Approaches: 32%, Meets: 24%, Masters: 10%)
34%
32%
24%
10%
Hispanic: (Average Scale Score: 3,543, Tested: 52, Did Not Meet Grade Level Performance: 48%, Approaches: 29%, Meets: 17%, Masters: 6%)
48%
29%
17%
6%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,589
  • Males1,592
  • Females1,586
  • Hispanic1,580
  • White1,697
Math Average Scale Score:

1,589
State:

1,603
Math students tested: 108
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 109

Math Avg Items Correct:
  • Reporting Category 1: 3.7 (62%)
  • Reporting Category 2: 10.6 (62%)
  • Reporting Category 3: 5.9 (66%)
  • Reporting Category 4: 2.2 (56%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 18%

20%
38%
24%
18%
Males: (Average Scale Score: 1,592, Tested: 62, Did Not Meet Grade Level Performance: 19%, Approaches: 41%, Meets: 21%, Masters: 19%)
19%
41%
21%
19%
Females: (Average Scale Score: 1,586, Tested: 46, Did Not Meet Grade Level Performance: 22%, Approaches: 35%, Meets: 28%, Masters: 15%)
22%
35%
28%
15%
Hispanic: (Average Scale Score: 1,580, Tested: 94, Did Not Meet Grade Level Performance: 23%, Approaches: 38%, Meets: 23%, Masters: 16%)
23%
38%
23%
16%
White: (Average Scale Score: 1,697, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 25%, Masters: 50%)
25%
25%
50%

    Reading Average Scale Score
    (5th Grade)

  • All1,544
  • Males1,554
  • Females1,529
  • Hispanic1,530
  • White1,618
Reading Average Scale Score:

1,544
Texas:

1,546
Reading students tested: 65
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 66

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 11.1 (70%)
  • Reporting Category 3: 8.8 (63%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 12%

20%
37%
31%
12%
Males: (Average Scale Score: 1,554, Tested: 38, Did Not Meet Grade Level Performance: 18%, Approaches: 37%, Meets: 29%, Masters: 16%)
18%
37%
29%
16%
Females: (Average Scale Score: 1,529, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 37%, Meets: 34%, Masters: 7%)
22%
37%
34%
7%
Hispanic: (Average Scale Score: 1,530, Tested: 51, Did Not Meet Grade Level Performance: 25%, Approaches: 38%, Meets: 27%, Masters: 10%)
25%
38%
27%
10%
White: (Average Scale Score: 1,618, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 37%, Masters: 38%)
25%
37%
38%

    Science Average Scale Score
    (5th Grade)

  • All3,730
  • Males3,790
  • Females3,650
  • Hispanic3,678
  • White4,195
Science Average Scale Score:

3,730
State:

3,771
Science students tested: 109
Science # Answer Documents Submitted: 109

Science Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 5.6 (70%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 7.6 (64%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 8%

35%
36%
21%
8%
Males: (Average Scale Score: 3,790, Tested: 63, Did Not Meet Grade Level Performance: 30%, Approaches: 33%, Meets: 26%, Masters: 11%)
30%
33%
26%
11%
Females: (Average Scale Score: 3,650, Tested: 46, Did Not Meet Grade Level Performance: 41%, Approaches: 39%, Meets: 16%, Masters: 4%)
41%
39%
16%
4%
Hispanic: (Average Scale Score: 3,678, Tested: 94, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 20%, Masters: 4%)
38%
38%
20%
4%
White: (Average Scale Score: 4,195, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 11%, Meets: 34%, Masters: 44%)
11%
11%
34%
44%
5th Grade (Spanish)
Math students tested: 4
Math # Answer Documents Submitted: 4

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

  • All1,599
  • Males1,577
  • Females1,622
  • Hispanic1,599
Reading Average Scale Score:

1,599
Texas:

683
Reading students tested: 47
Reading # Answer Documents Submitted: 47

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 11.1 (69%)
  • Reporting Category 3: 9.6 (69%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 23%

15%
25%
37%
23%
Males: (Average Scale Score: 1,577, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 21%, Meets: 33%, Masters: 21%)
25%
21%
33%
21%
Females: (Average Scale Score: 1,622, Tested: 23, Did Not Meet Grade Level Performance: 4%, Approaches: 31%, Meets: 39%, Masters: 26%)
4%
31%
39%
26%
Hispanic: (Average Scale Score: 1,599, Tested: 47, Did Not Meet Grade Level Performance: 15%, Approaches: 25%, Meets: 37%, Masters: 23%)
15%
25%
37%
23%
Science students tested: 4
Science # Answer Documents Submitted: 4

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 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 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: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

1.5
State:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Here:

1.5
State:

0.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 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

  • Hispanic43
  • Black4
  • White2
  • LEP28
  • IDEA10
  • 5042
Chronic Student Absenteeism: 49 (male: 30, female: 19)
  • Hispanic: 43 (male: 26, female: 17)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 28 (male: 17, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

72.9
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.

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: 2 (all female)
  • Hispanic: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Blair Elementary School:

3.0
Texas:

2.1

    Total Number of Non-IDEA students subjected to seclusion

  • Hispanic14
  • Black2
  • White2
  • LEP8
Total Number of Non-IDEA students subjected to seclusion: 18 (all male)
  • Hispanic: 14
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 8

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

26.8
State:

0.9
Total Number of students with disabilities (IDEA) subjected to seclusion: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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

6.0
State:

0.3

Suspensions:
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(State average from 3,231 schools)
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.

    Students without disabilities receiving one or more in-school suspension

  • Hispanic25
  • Black2
  • White4
  • LEP10
Students without disabilities receiving one or more in-school suspension: 31 (male: 27, female: 4)
  • Hispanic: 25 (male: 23, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

    Students with disabilities receiving one or more in-school suspension

  • Hispanic8
  • Black2
  • LEP5
  • 5042
Students with disabilities receiving one or more in-school suspension: 10 (all male)
  • Hispanic: 8
  • Black: 2
  • Limited English Proficiency (LEP): 5
  • Section 504: 2

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

3.0
State:

32.9

Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here:

3.0
State:

49.7

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