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Bob Hope School in Port Arthur, TX
(06-12 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 41
Address
 2849 9TH AVE
Port Arthur, TX 77642
Telephone
(409) 983-3244
(make sure to verify first before calling)
Website
http://www.bobhopeschool.org
City-data.com school rating
41
Students
516
Classroom Teachers (FTE)
35.4
Free lunch eligible students
396
Reduced-price lunch
eligible students
55
School district
BOB HOPE SCHOOL
Charter school
Yes
Charter authorizer name
STATE BOARD OF (#000001)
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:
GROVES EL (2.6 miles):

86
HOUSTON EL (0.6 miles):

58
DEQUEEN EL (1.8 miles):

46
Bob Hope School:

41
TYRRELL EL (0.6 miles):

29
TRAVIS EL (1.7 miles):

27
JEFFERSON MIDDLE (1.3 miles):

23
STAFF SERGEANT LUCIAN ADAMS EL (1.9 miles):

23
LEE EL (1.4 miles):

16
Bob Hope School rating compared to average state, county and city schools ratings:
Texas:

54
Jefferson County:

45
Port Arthur:

36
Bob Hope School:

41

Students & Teachers


Total enrollment:
Enrollment in 2016: 516
Enrollment in 2015: 447
Enrollment in 2014: 246
Enrollment in 2013: 243
Enrollment in 2012: 245
Enrollment in 2011: 204

Bob Hope School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08G09G10G11G12Total
All students83999385695631516
Female students46524842412622277
Male students3747454328309239
Asian students11 - 1 - - - 3
Hispanic students77969179685129491
Black students511312114
White students - - - 2 - 316
Two or More Races students - 11 - - - - 2

Enrollment by grade:
6th grade enrollment: 83
7th grade enrollment: 99
8th grade enrollment: 93
9th grade enrollment: 85
10th grade enrollment: 69
11th grade enrollment: 56
12th grade enrollment: 31

Bob Hope School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 277 (53.7%)
Bob Hope School:

53.7%
State:

49.0%
Male enrollment: 239 (46.3%)
Bob Hope School:

46.3%
Texas:

50.1%

Bob Hope School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 3 (0.6%)
Here:

0.6%
State:

3.1%
Hispanic enrollment: 491 (95.2%)
Here:

95.2%
Texas:

46.9%
Black enrollment: 14 (2.7%)
Bob Hope School:

2.7%
State:

11.6%
White enrollment: 6 (1.2%)
Bob Hope School:

1.2%
Texas:

32.3%
Two or More Races enrollment: 2 (0.4%)
Bob Hope School:

0.4%
Texas:

2.1%

Bob Hope School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 451 (87.4%)
Bob Hope School:

87.4%
Texas:

61.6%
Free lunch eligible students: 396 (76.7%)
Bob Hope School:

76.7%
State:

55.4%
Reduced-price lunch eligible students: 55 (10.7%)
Here:

10.7%
State:

6.2%

Bob Hope School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 35.4

Number of FTE teachers in their first year of teaching: 14.9
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

Student/Teacher Ratio
Bob Hope School:

14.6
State:

15.6

Bob Hope School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,805,920
  • Full-time Equivalency Count of Teachers: 35.4 (Salary Expenditures: $1,493,066)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $60,019)
  • Full-time Equivalency Count of School Administration Staff: 3.1 (Salary Expenditures: $226,267)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,573,317
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,092,162
  • Salary Expenditures for Teachers: $1,918,669
  • Full-time Equivalency Count of Support Services Staff: 4.5 (Salary Expenditures: $68,399)
  • Full-time Equivalency Count of School Administration Staff: 3.1 (Salary Expenditures: $226,267)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $2,200,678

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 64 (male: 35, female: 29)
  • Hispanic: 64 (male: 35, female: 29)
  • 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: 20 (male: 13, female: 7)
  • Hispanic: 20 (male: 13, female: 7)
  • Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 9 (male: 2, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,007 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 7th grade: 2 (all male)
  • Hispanic: 2

Percent of 7th grade students retained
School:

2.0%
State:

6.0%

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: 38 (male: 14, female: 24)
  • Hispanic: 34 (male: 14, female: 20)
  • Black: 2 (all female)
  • White: 2 (all female)

Dual Enrollment per 1,000 students
Bob Hope School:

73.6
State:

133.0

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

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

    Algebra I Average Scale Score

  • All4,043
  • Males3,975
  • Females4,103
  • Hispanic4,052
Algebra I Average Scale Score:

4,043
Texas:

4,001
Algebra I students tested: 97
Algebra I # Answer Documents Submitted: 97

Algebra I Avg Items Correct:
  • Reporting Category 1: 7.2 (66%)
  • Reporting Category 2: 7.1 (59%)
  • Reporting Category 3: 8.1 (58%)
  • Reporting Category 4: 7 (64%)
  • Reporting Category 5: 3.9 (65%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 38%
Masters Grade Level Performance: 18%

8%
36%
38%
18%
Males: (Average Scale Score: 3,975, Tested: 45, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 36%, Masters: 13%)
13%
38%
36%
13%
Females: (Average Scale Score: 4,103, Tested: 52, Did Not Meet Grade Level Performance: 4%, Approaches: 34%, Meets: 41%, Masters: 21%)
4%
34%
41%
21%
Hispanic: (Average Scale Score: 4,052, Tested: 93, Did Not Meet Grade Level Performance: 9%, Approaches: 34%, Meets: 39%, Masters: 18%)
9%
34%
39%
18%

    Biology Average Scale Score

  • All4,116
  • Males4,148
  • Females4,089
  • Hispanic4,114
Biology Average Scale Score:

4,116
Texas:

3,772
Biology students tested: 107
Biology # Answer Documents Submitted: 107

Biology Avg Items Correct:
  • Reporting Category 1: 6.9 (62%)
  • Reporting Category 2: 6.8 (62%)
  • Reporting Category 3: 6.4 (64%)
  • Reporting Category 4: 7.2 (66%)
  • Reporting Category 5: 7.6 (69%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 52%
Masters Grade Level Performance: 12%

7%
29%
52%
12%
Males: (Average Scale Score: 4,148, Tested: 49, Did Not Meet Grade Level Performance: 6%, Approaches: 27%, Meets: 55%, Masters: 12%)
6%
27%
55%
12%
Females: (Average Scale Score: 4,089, Tested: 58, Did Not Meet Grade Level Performance: 7%, Approaches: 31%, Meets: 50%, Masters: 12%)
7%
31%
50%
12%
Hispanic: (Average Scale Score: 4,114, Tested: 104, Did Not Meet Grade Level Performance: 7%, Approaches: 29%, Meets: 51%, Masters: 13%)
7%
29%
51%
13%

    English I Average Scale Score

  • All4,061
  • Males3,968
  • Females4,159
  • Hispanic4,064
English I Average Scale Score:

4,061
State:

3,637
English I students tested: 124
English I # Answer Documents Submitted: 125

English I Avg Items Correct:
  • Reporting Category 1: 6.3 (79%)
  • Reporting Category 2: 9.5 (73%)
  • Reporting Category 3: 8.9 (69%)
  • Reporting Category 4: 8.8 (55%)
  • Reporting Category 5: 6.4 (71%)
  • Reporting Category 6: 6.8 (76%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 56%
Masters Grade Level Performance: 6%

22%
16%
56%
6%
Males: (Average Scale Score: 3,968, Tested: 63, Did Not Meet Grade Level Performance: 29%, Approaches: 20%, Meets: 46%, Masters: 5%)
29%
20%
46%
5%
Females: (Average Scale Score: 4,159, Tested: 60, Did Not Meet Grade Level Performance: 15%, Approaches: 12%, Meets: 65%, Masters: 8%)
15%
12%
65%
8%
Hispanic: (Average Scale Score: 4,064, Tested: 120, Did Not Meet Grade Level Performance: 22%, Approaches: 15%, Meets: 57%, Masters: 6%)
22%
15%
57%
6%

    English II Average Scale Score

  • All4,228
  • Males4,181
  • Females4,277
  • Hispanic4,244
English II Average Scale Score:

4,228
Texas:

3,718
English II students tested: 105
# Absent - Not Tested: 2
English II # Answer Documents Submitted: 107

English II Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 9.4 (72%)
  • Reporting Category 3: 10.1 (78%)
  • Reporting Category 4: 10.7 (67%)
  • Reporting Category 5: 7 (78%)
  • Reporting Category 6: 7.1 (79%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 11%
Meets Grade Level Performance: 59%
Masters Grade Level Performance: 11%

19%
11%
59%
11%
Males: (Average Scale Score: 4,181, Tested: 53, Did Not Meet Grade Level Performance: 25%, Approaches: 7%, Meets: 59%, Masters: 9%)
25%
7%
59%
9%
Females: (Average Scale Score: 4,277, Tested: 52, Did Not Meet Grade Level Performance: 13%, Approaches: 14%, Meets: 60%, Masters: 13%)
13%
14%
60%
13%
Hispanic: (Average Scale Score: 4,244, Tested: 100, Did Not Meet Grade Level Performance: 19%, Approaches: 10%, Meets: 59%, Masters: 12%)
19%
10%
59%
12%

    U.S. History Average Scale Score

  • All4,286
  • Males4,347
  • Females4,223
  • Hispanic4,304
U.S. History Average Scale Score:

4,286
State:

3,953
U.S. History students tested: 94
# Absent - Not Tested: 1
U.S. History # Answer Documents Submitted: 95

U.S. History Avg Items Correct:
  • Reporting Category 1: 21.5 (72%)
  • Reporting Category 2: 8.7 (73%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 12.4 (78%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 42%
Masters Grade Level Performance: 38%

5%
15%
42%
38%
Males: (Average Scale Score: 4,347, Tested: 48, Did Not Meet Grade Level Performance: 6%, Approaches: 6%, Meets: 44%, Masters: 44%)
6%
6%
44%
44%
Females: (Average Scale Score: 4,223, Tested: 46, Did Not Meet Grade Level Performance: 4%, Approaches: 24%, Meets: 39%, Masters: 33%)
4%
24%
39%
33%
Hispanic: (Average Scale Score: 4,304, Tested: 86, Did Not Meet Grade Level Performance: 5%, Approaches: 14%, Meets: 40%, Masters: 41%)
5%
14%
40%
41%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,636
  • Males1,641
  • Females1,632
  • Hispanic1,637
Math Average Scale Score:

1,636
State:

1,546
Math students tested: 100
Math # Answer Documents Submitted: 100

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (53%)
  • Reporting Category 2: 8.1 (54%)
  • Reporting Category 3: 3.2 (53%)
  • Reporting Category 4: 4.5 (64%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 10%

13%
46%
31%
10%
Males: (Average Scale Score: 1,641, Tested: 43, Did Not Meet Grade Level Performance: 12%, Approaches: 37%, Meets: 44%, Masters: 7%)
12%
37%
44%
7%
Females: (Average Scale Score: 1,632, Tested: 57, Did Not Meet Grade Level Performance: 14%, Approaches: 53%, Meets: 21%, Masters: 12%)
14%
53%
21%
12%
Hispanic: (Average Scale Score: 1,637, Tested: 99, Did Not Meet Grade Level Performance: 13%, Approaches: 46%, Meets: 31%, Masters: 10%)
13%
46%
31%
10%

    Reading Average Scale Score
    (6th Grade)

  • All1,573
  • Males1,566
  • Females1,579
  • Hispanic1,573
Reading Average Scale Score:

1,573
State:

1,457
Reading students tested: 100
Reading # Answer Documents Submitted: 100

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (63%)
  • Reporting Category 2: 11.9 (70%)
  • Reporting Category 3: 9.1 (61%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 48%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 9%

28%
48%
15%
9%
Males: (Average Scale Score: 1,566, Tested: 43, Did Not Meet Grade Level Performance: 30%, Approaches: 51%, Meets: 12%, Masters: 7%)
30%
51%
12%
7%
Females: (Average Scale Score: 1,579, Tested: 57, Did Not Meet Grade Level Performance: 26%, Approaches: 46%, Meets: 17%, Masters: 11%)
26%
46%
17%
11%
Hispanic: (Average Scale Score: 1,573, Tested: 99, Did Not Meet Grade Level Performance: 28%, Approaches: 48%, Meets: 15%, Masters: 9%)
28%
48%
15%
9%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,691
  • Males1,688
  • Females1,695
  • Hispanic1,692
Math Average Scale Score:

1,691
State:

1,571
Math students tested: 104
Math # Answer Documents Submitted: 104

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 9.6 (64%)
  • Reporting Category 3: 7 (59%)
  • Reporting Category 4: 3.8 (55%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 19%

13%
38%
31%
19%
Males: (Average Scale Score: 1,688, Tested: 52, Did Not Meet Grade Level Performance: 12%, Approaches: 38%, Meets: 29%, Masters: 21%)
12%
38%
29%
21%
Females: (Average Scale Score: 1,695, Tested: 52, Did Not Meet Grade Level Performance: 13%, Approaches: 37%, Meets: 33%, Masters: 17%)
13%
37%
33%
17%
Hispanic: (Average Scale Score: 1,692, Tested: 101, Did Not Meet Grade Level Performance: 13%, Approaches: 37%, Meets: 30%, Masters: 20%)
13%
37%
30%
20%

    Reading Average Scale Score
    (7th Grade)

  • All1,650
  • Males1,625
  • Females1,675
  • Hispanic1,650
Reading Average Scale Score:

1,650
State:

1,550
Reading students tested: 103
Reading # Answer Documents Submitted: 104

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 12.1 (67%)
  • Reporting Category 3: 10.4 (65%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 16%

19%
37%
28%
16%
Males: (Average Scale Score: 1,625, Tested: 52, Did Not Meet Grade Level Performance: 23%, Approaches: 40%, Meets: 27%, Masters: 10%)
23%
40%
27%
10%
Females: (Average Scale Score: 1,675, Tested: 51, Did Not Meet Grade Level Performance: 16%, Approaches: 33%, Meets: 29%, Masters: 22%)
16%
33%
29%
22%
Hispanic: (Average Scale Score: 1,650, Tested: 100, Did Not Meet Grade Level Performance: 19%, Approaches: 37%, Meets: 28%, Masters: 16%)
19%
37%
28%
16%

    Writing Average Scale Score
    (7th Grade)

  • All3,844
  • Males3,710
  • Females3,980
  • Hispanic3,840
Writing Average Scale Score:

3,844
Texas:

3,515
Writing students tested: 103
Writing # Answer Documents Submitted: 103

Writing Avg Items Correct:
  • Reporting Category 1: 8.8 (55%)
  • Reporting Category 2: 8.6 (66%)
  • Reporting Category 3: 12.1 (71%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 9%

21%
40%
30%
9%
Males: (Average Scale Score: 3,710, Tested: 52, Did Not Meet Grade Level Performance: 31%, Approaches: 38%, Meets: 27%, Masters: 4%)
31%
38%
27%
4%
Females: (Average Scale Score: 3,980, Tested: 51, Did Not Meet Grade Level Performance: 12%, Approaches: 41%, Meets: 33%, Masters: 14%)
12%
41%
33%
14%
Hispanic: (Average Scale Score: 3,840, Tested: 100, Did Not Meet Grade Level Performance: 22%, Approaches: 39%, Meets: 30%, Masters: 9%)
22%
39%
30%
9%
8th Grade
Math # Answer Documents Submitted: 73

    Reading Average Scale Score
    (8th Grade)

  • All1,663
  • Males1,648
  • Females1,674
  • Hispanic1,663
Reading Average Scale Score:

1,663
State:

1,561
Reading students tested: 81
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 82

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 13.1 (69%)
  • Reporting Category 3: 11.5 (67%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 48%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 10%

20%
48%
22%
10%
Males: (Average Scale Score: 1,648, Tested: 36, Did Not Meet Grade Level Performance: 22%, Approaches: 50%, Meets: 22%, Masters: 6%)
22%
50%
22%
6%
Females: (Average Scale Score: 1,674, Tested: 45, Did Not Meet Grade Level Performance: 18%, Approaches: 46%, Meets: 23%, Masters: 13%)
18%
46%
23%
13%
Hispanic: (Average Scale Score: 1,663, Tested: 78, Did Not Meet Grade Level Performance: 21%, Approaches: 46%, Meets: 23%, Masters: 10%)
21%
46%
23%
10%

    Science Average Scale Score
    (8th Grade)

  • All3,866
  • Males3,889
  • Females3,847
  • Hispanic3,874
Science Average Scale Score:

3,866
State:

3,634
Science students tested: 82
Science # Answer Documents Submitted: 82

Science Avg Items Correct:
  • Reporting Category 1: 7 (63%)
  • Reporting Category 2: 6.1 (68%)
  • Reporting Category 3: 6.9 (63%)
  • Reporting Category 4: 6.9 (63%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 15%

22%
45%
18%
15%
Males: (Average Scale Score: 3,889, Tested: 36, Did Not Meet Grade Level Performance: 17%, Approaches: 47%, Meets: 22%, Masters: 14%)
17%
47%
22%
14%
Females: (Average Scale Score: 3,847, Tested: 46, Did Not Meet Grade Level Performance: 26%, Approaches: 44%, Meets: 15%, Masters: 15%)
26%
44%
15%
15%
Hispanic: (Average Scale Score: 3,874, Tested: 79, Did Not Meet Grade Level Performance: 22%, Approaches: 45%, Meets: 18%, Masters: 15%)
22%
45%
18%
15%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,509
  • Males3,568
  • Females3,462
  • Hispanic3,509
Social Studies Average Scale Score:

3,509
Texas:

3,461
Social Studies students tested: 82
Social Studies # Answer Documents Submitted: 82

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.2 (48%)
  • Reporting Category 2: 4.9 (49%)
  • Reporting Category 3: 4.9 (49%)
  • Reporting Category 4: 3.6 (52%)

Did Not Meet Grade Level Performance: 56%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 4%
Masters Grade Level Performance: 5%

56%
35%
4%
5%
Males: (Average Scale Score: 3,568, Tested: 36, Did Not Meet Grade Level Performance: 44%, Approaches: 50%, Meets: 0%, Masters: 6%)
44%
50%
6%
Females: (Average Scale Score: 3,462, Tested: 46, Did Not Meet Grade Level Performance: 65%, Approaches: 24%, Meets: 7%, Masters: 4%)
65%
24%
7%
4%
Hispanic: (Average Scale Score: 3,509, Tested: 79, Did Not Meet Grade Level Performance: 57%, Approaches: 34%, Meets: 4%, Masters: 5%)
57%
34%
4%
5%

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.

Bob Hope School - ACT/SAT scores

Percent of graduates taking the SAT:

100.0%
Texas:

45.4%
Number of graduates taking the SAT: <25

Average SAT critical reading and mathematics combined score:

798
State:

875
Average SAT mathematics score:

419
Texas:

443
Average SAT critical reading score:

378
Texas:

432
Average SAT writing score:

382
State:

415
SAT or ACT Test Participation: 40 (male: 14, female: 26)
  • Hispanic: 40 (male: 14, female: 26)
  • Limited English Proficiency (LEP): 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.

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.
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 without a weapon: 2


Total incidents per 1,000 students
Bob Hope School:

3.9
State:

38.0

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.
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
Here:

1.9
Texas:

4.1
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

7.8
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).

    School days missed due to out-of-school suspension

  • Hispanic197
  • Black9
  • White10
  • LEP69
  • IDEA11
School days missed due to out-of-school suspension: 216 (male: 155, female: 61)
  • Hispanic: 197 (male: 140, female: 57)
  • Black: 9 (male: 5, female: 4)
  • White: 10 (all male)
  • Limited English Proficiency (LEP): 69 (male: 54, female: 15)
  • Individuals With Disabilities Education Act (IDEA): 11 (male: 9, female: 2)
Instances of out-of-school suspension (Students without disabilities): 75

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

145.3
State:

102.7

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

  • Hispanic61
  • Black4
  • White2
  • LEP16
Students without disabilities receiving only one out-of-school suspension: 67 (male: 45, female: 22)
  • Hispanic: 61 (male: 41, female: 20)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 16 (male: 11, female: 5)
Students without disabilities receiving more than one out-of-school suspension: 15 (male: 13, female: 2)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 3

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

5.8
State:

27.5
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion without educational services: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without Disabilities who received an expulsion without educational services per 1,000 students
Bob Hope School:

7.8
State:

2.0
Students without Disabilities who received an expulsion under zero tolerance policies: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Bob Hope School:

7.8
State:

2.0

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: 5
8th grade student enrollment in Algebra I: 95 (male: 44, female: 51)
  • Hispanic: 91 (male: 44, female: 47)
  • Black: 2 (all female)
  • Two or More Races: 2 (all female)
8th grade studenst who passed Algebra I: 86 (male: 43, female: 43)
  • Hispanic: 86 (male: 43, female: 43)
Percent of 8th grade students who passed
Bob Hope School:

90.5%
Texas:

87.0%

    9-10th grade student enrollment in Algebra I

  • Hispanic13
  • Asian2
  • LEP4
  • IDEA2
9-10th grade student enrollment in Algebra I: 15 (male: 10, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
9-10th grade studenst who passed Algebra I: 11 (male: 7, female: 4)
  • Hispanic: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 9-10th grade students who passed
Bob Hope School:

73.3%
State:

77.3%

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: 4
Number of Algebra II classes taught by certified teachers: 4

    Student Enrollment in Algebra II

  • Hispanic58
  • Black2
  • White4
  • LEP7
  • IDEA4
Student Enrollment in Algebra II: 64 (male: 31, female: 33)
  • Hispanic: 58 (male: 29, female: 29)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 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: 6
Number of Geometry classes taught by certified teachers: 6

    Student Enrollment in Geometry

  • Hispanic97
  • Black4
  • White4
  • LEP22
  • IDEA7
Student Enrollment in Geometry: 105 (male: 51, female: 54)
  • Hispanic: 97 (male: 47, female: 50)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 4
Number of Advanced Mathematics classes taught by certified teachers: 4

    Student Enrollment in Advanced Mathematics

  • Hispanic43
  • Black4
  • White2
  • LEP4
Student Enrollment in Advanced Mathematics: 49 (male: 22, female: 27)
  • Hispanic: 43 (male: 20, female: 23)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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: 6

    Student Enrollment in Biology

  • Hispanic73
  • Asian2
  • Black4
  • White2
  • LEP10
  • IDEA2
Student Enrollment in Biology: 81 (male: 39, female: 42)
  • Hispanic: 73 (male: 35, female: 38)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 5
Number of Chemistry classes taught by certified teachers: 5

    Student Enrollment in Chemistry

  • Hispanic70
  • Black2
  • White4
  • LEP13
  • IDEA7
Student Enrollment in Chemistry: 76 (male: 36, female: 40)
  • Hispanic: 70 (male: 32, female: 38)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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

    Student Enrollment in Physics

  • Hispanic49
  • Black2
  • White4
  • LEP2
Student Enrollment in Physics: 55 (male: 28, female: 27)
  • Hispanic: 49 (male: 26, female: 23)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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