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C E Vail Elementary School in La Feria, TX
(PK-04 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 41
Address
 209 W JESSAMINE AVE
La Feria, TX 78559
Telephone
(956) 797-8460
(make sure to verify first before calling)
Website
http://www.laferiaisd.org
City-data.com school rating
41
Students
590
Classroom Teachers (FTE)
36.2
Free lunch eligible students
530
School district
LA FERIA 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:
STUART PLACE EL (4.4 miles):

76
DAVID G SANCHEZ EL (0.1 miles):

62
NOEMI DOMINGUEZ EL (0.5 miles):

41
C E Vail Elementary School:

41
SAM HOUSTON EL (0.6 miles):

37
LA FERIA H S (0.8 miles):

37
W B GREEN J H (0.7 miles):

29
MERCEDES ACADEMIC ACADEMY (4.7 miles):

19
LA FERIA ACADEMY (0.1 miles):

13
C E Vail Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Cameron County:

56
La Feria:

37
C E Vail Elementary School:

41

Students & Teachers


Total enrollment:
Enrollment in 2016: 590
Enrollment in 2015: 505
Enrollment in 2014: 494
Enrollment in 2013: 547
Enrollment in 2012: 578
Enrollment in 2011: 544
Enrollment in 2010: 505
Enrollment in 2009: 484
Enrollment in 2008: 519
Enrollment in 2007: 732
Enrollment in 2006: 724
Enrollment in 2005: 665
Enrollment in 2004: 448
Enrollment in 2003: 403
Enrollment in 2002: 429
Enrollment in 2001: 442
Enrollment in 2000: 408
Enrollment in 1999: 592

C E Vail Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04Total
All students103851051178595590
Female students473750634255294
Male students564855544340296
American Indian/Alaska Native students - - - - 1 - 1
Hispanic students9177991068092545
White students118692339
Hawaiian Native/Pacific Islander students - - - - 1 - 1
Two or More Races students1 - - 21 - 4

Enrollment by grade:
Pre-Kindergarten enrollment: 103
Kindergarten enrollment: 85
1st grade enrollment: 105
2nd grade enrollment: 117
3rd grade enrollment: 85
4th grade enrollment: 95

C E Vail Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 294 (49.8%)
School:

49.8%
Texas:

49.0%
Male enrollment: 296 (50.2%)
School:

50.2%
Texas:

50.1%

C E Vail Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
C E Vail Elementary School:

0.2%
Texas:

0.4%
Hispanic enrollment: 545 (92.4%)
C E Vail Elementary School:

92.4%
Texas:

46.9%
White enrollment: 39 (6.6%)
C E Vail Elementary School:

6.6%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
C E Vail Elementary School:

0.2%
State:

0.1%
Two or More Races enrollment: 4 (0.7%)
Here:

0.7%
Texas:

2.1%

C E Vail Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 530 (89.8%)
School:

89.8%
State:

61.6%
Free lunch eligible students: 530 (89.8%)
C E Vail Elementary School:

89.8%
Texas:

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

0.0%
State:

6.2%

C E Vail Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 36.2

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 10

Student/Teacher Ratio
C E Vail Elementary School:

16.3
Texas:

15.6

C E Vail Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,633,859
  • Full-time Equivalency Count of Teachers: 26 (Salary Expenditures: $1,231,964)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $173,491)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $135,714)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $357,025
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,943,483
  • Salary Expenditures for Teachers: $1,231,964
  • Full-time Equivalency Count of Instructional Aides: 17 (Salary Expenditures: $291,528)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $129,465)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $135,714)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $371,392

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic145
  • Native Hawaiian2
  • White4
  • Multirace2
  • IDEA10
Students Enrolled in LEP Programs: 153 (male: 85, female: 68)
  • Hispanic: 145 (male: 83, female: 62)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, 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: 53 (male: 37, female: 16)
  • Hispanic: 53 (male: 37, female: 16)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 3,162 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 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 1st grade students retained
School:

3.8%
Texas:

6.1%
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)

Percent of 2nd grade students retained
C E Vail Elementary School:

3.4%
Texas:

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: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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

20.3
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)

  • All1,452
  • Males1,441
  • Females1,463
  • Hispanic1,450
Math Average Scale Score:

1,452
State:

1,453
Math students tested: 96
Math # Answer Documents Submitted: 96

Math Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 7.5 (58%)
  • Reporting Category 3: 4.4 (63%)
  • Reporting Category 4: 2.8 (70%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 22%

28%
30%
20%
22%
Males: (Average Scale Score: 1,441, Tested: 51, Did Not Meet Grade Level Performance: 27%, Approaches: 36%, Meets: 19%, Masters: 18%)
27%
36%
19%
18%
Females: (Average Scale Score: 1,463, Tested: 45, Did Not Meet Grade Level Performance: 29%, Approaches: 24%, Meets: 20%, Masters: 27%)
29%
24%
20%
27%
Hispanic: (Average Scale Score: 1,450, Tested: 91, Did Not Meet Grade Level Performance: 27%, Approaches: 31%, Meets: 21%, Masters: 21%)
27%
31%
21%
21%

    Reading Average Scale Score
    (3rd Grade)

  • All1,415
  • Males1,411
  • Females1,420
  • Hispanic1,417
Reading Average Scale Score:

1,415
State:

1,423
Reading students tested: 96
Reading # Answer Documents Submitted: 96

Reading Avg Items Correct:
  • Reporting Category 1: 3.7 (74%)
  • Reporting Category 2: 9.4 (63%)
  • Reporting Category 3: 8.2 (59%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 20%

34%
31%
15%
20%
Males: (Average Scale Score: 1,411, Tested: 51, Did Not Meet Grade Level Performance: 33%, Approaches: 32%, Meets: 17%, Masters: 18%)
33%
32%
17%
18%
Females: (Average Scale Score: 1,420, Tested: 45, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 14%, Masters: 22%)
36%
28%
14%
22%
Hispanic: (Average Scale Score: 1,417, Tested: 91, Did Not Meet Grade Level Performance: 34%, Approaches: 31%, Meets: 16%, Masters: 19%)
34%
31%
16%
19%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,560
  • Males1,557
  • Females1,563
  • Hispanic1,561
Math Average Scale Score:

1,560
State:

1,546
Math students tested: 82
Math # Answer Documents Submitted: 82

Math Avg Items Correct:
  • Reporting Category 1: 6.2 (69%)
  • Reporting Category 2: 7 (64%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 24%

22%
30%
24%
24%
Males: (Average Scale Score: 1,557, Tested: 36, Did Not Meet Grade Level Performance: 25%, Approaches: 33%, Meets: 17%, Masters: 25%)
25%
33%
17%
25%
Females: (Average Scale Score: 1,563, Tested: 46, Did Not Meet Grade Level Performance: 20%, Approaches: 28%, Meets: 28%, Masters: 24%)
20%
28%
28%
24%
Hispanic: (Average Scale Score: 1,561, Tested: 80, Did Not Meet Grade Level Performance: 23%, Approaches: 29%, Meets: 24%, Masters: 25%)
23%
29%
24%
25%

    Reading Average Scale Score
    (4th Grade)

  • All1,481
  • Males1,475
  • Females1,485
  • Hispanic1,480
Reading Average Scale Score:

1,481
Texas:

1,496
Reading students tested: 82
Reading # Answer Documents Submitted: 82

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 9.1 (61%)
  • Reporting Category 3: 8 (61%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 12%

37%
30%
21%
12%
Males: (Average Scale Score: 1,475, Tested: 36, Did Not Meet Grade Level Performance: 36%, Approaches: 33%, Meets: 23%, Masters: 8%)
36%
33%
23%
8%
Females: (Average Scale Score: 1,485, Tested: 46, Did Not Meet Grade Level Performance: 37%, Approaches: 28%, Meets: 20%, Masters: 15%)
37%
28%
20%
15%
Hispanic: (Average Scale Score: 1,480, Tested: 80, Did Not Meet Grade Level Performance: 38%, Approaches: 29%, Meets: 21%, Masters: 13%)
38%
29%
21%
13%

    Writing Average Scale Score
    (4th Grade)

  • All3,614
  • Males3,461
  • Females3,731
  • Hispanic3,613
Writing Average Scale Score:

3,614
Texas:

3,570
Writing students tested: 81
Writing # Answer Documents Submitted: 81

Writing Avg Items Correct:
  • Reporting Category 1: 3.4 (43%)
  • Reporting Category 2: 3.6 (45%)
  • Reporting Category 3: 10.8 (67%)

Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 6%

49%
24%
21%
6%
Males: (Average Scale Score: 3,461, Tested: 35, Did Not Meet Grade Level Performance: 57%, Approaches: 26%, Meets: 17%, Masters: 0%)
57%
26%
17%
Females: (Average Scale Score: 3,731, Tested: 46, Did Not Meet Grade Level Performance: 43%, Approaches: 22%, Meets: 24%, Masters: 11%)
43%
22%
24%
11%
Hispanic: (Average Scale Score: 3,613, Tested: 79, Did Not Meet Grade Level Performance: 49%, Approaches: 24%, Meets: 21%, Masters: 6%)
49%
24%
21%
6%

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 sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of religion: 4
Allegations of harassment or bullying on the basis of religion per 1,000 students
School:

6.8
State:

0.3


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: 7 (male: 2, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

11.9
State:

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.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
C E Vail Elementary School:

3.4
State:

6.8

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

  • Hispanic13
  • White6
  • LEP13
  • IDEA3
  • 5045
School days missed due to out-of-school suspension: 19 (all male)
  • Hispanic: 13
  • White: 6
  • Limited English Proficiency (LEP): 13
  • Individuals With Disabilities Education Act (IDEA): 3
  • Section 504: 5
Instances of out-of-school suspension (Students without disabilities): 5

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

8.5
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 5 (all male)
  • Hispanic: 5
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Section 504 only): 2

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

3.4
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

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.
Students without Disabilities who received an expulsion without educational services: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

Students without Disabilities who received an expulsion without educational services per 1,000 students
C E Vail Elementary School:

6.8
Texas:

2.0
Students with Disabilities who received an expulsion without educational services: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Students with Disabilities who received an expulsion without educational services per 1,000 students
C E Vail Elementary School:

3.4
State:

0.8

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