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Canyon Vista Middle School in Austin, TX
(06-08 • 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 99
Address
 8455 SPICEWOOD SPRINGS RD
Austin, TX 78759
Telephone
(512) 464-8100
(make sure to verify first before calling)
Website
http://schools.roundrockisd.org/canyonvista/
City-data.com school rating
99
Students
1,398
Classroom Teachers (FTE)
87.3
Free lunch eligible students
113
Reduced-price lunch
eligible students
36
School district
ROUND ROCK ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
LAUREL MOUNTAIN EL (1.0 miles):

100
SPICEWOOD EL (1.7 miles):

100
Canyon Vista Middle School:

99
KATHY CARAWAY EL (1.1 miles):

97
WESTWOOD H S (2.1 miles):

92
POND SPRINGS EL (1.7 miles):

85
LIVE OAK EL (1.9 miles):

70
DEERPARK MIDDLE (1.8 miles):

69
ANDERSON MILL EL (2.1 miles):

50
Canyon Vista Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
Canyon Vista Middle School:

99

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,398
Enrollment in 2015: 1,377
Enrollment in 2014: 1,301
Enrollment in 2013: 1,271
Enrollment in 2012: 1,260
Enrollment in 2011: 1,221
Enrollment in 2010: 1,135
Enrollment in 2009: 1,085
Enrollment in 2008: 1,065
Enrollment in 2007: 1,044
Enrollment in 2006: 1,028
Enrollment in 2005: 1,022
Enrollment in 2004: 1,103
Enrollment in 2003: 1,083
Enrollment in 2002: 1,059
Enrollment in 2001: 1,064
Enrollment in 2000: 1,083
Enrollment in 1999: 1,121

Canyon Vista Middle School - Historical enrollment


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

GradeG06G07G08Total
All students4644854491,398
Female students215220245680
Male students249265204718
American Indian/Alaska Native students1113
Asian students170191162523
Hispanic students677650193
Black students1491336
White students184187203574
Hawaiian Native/Pacific Islander students2 - - 2
Two or More Races students26212067

Enrollment by grade:
6th grade enrollment: 464
7th grade enrollment: 485
8th grade enrollment: 449

Canyon Vista Middle School - Historical enrollment by grade


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

Female enrollment: 680 (48.6%)
Canyon Vista Middle School:

48.6%
State:

49.0%
Male enrollment: 718 (51.4%)
Canyon Vista Middle School:

51.4%
State:

50.1%

Canyon Vista Middle School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 3 (0.2%)
Canyon Vista Middle School:

0.2%
Texas:

0.4%
Asian enrollment: 523 (37.4%)
School:

37.4%
Texas:

3.1%
Hispanic enrollment: 193 (13.8%)
School:

13.8%
Texas:

46.9%
Black enrollment: 36 (2.6%)
School:

2.6%
Texas:

11.6%
White enrollment: 574 (41.1%)
School:

41.1%
State:

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

0.1%
Texas:

0.1%
Two or More Races enrollment: 67 (4.8%)
Canyon Vista Middle School:

4.8%
Texas:

2.1%

Canyon Vista Middle School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 149 (10.7%)
School:

10.7%
State:

61.6%
Free lunch eligible students: 113 (8.1%)
School:

8.1%
Texas:

55.4%
Reduced-price lunch eligible students: 36 (2.6%)
School:

2.6%
State:

6.2%

Canyon Vista Middle School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 87.3

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 22
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

16.0
State:

15.6

Canyon Vista Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,591,631
  • Full-time Equivalency Count of Teachers: 87.2 (Salary Expenditures: $4,667,972)
  • Full-time Equivalency Count of Instructional Aides: 8.7 (Salary Expenditures: $195,214)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $441,579)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $286,866)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,115,385
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $943,137
  • Salary Expenditures for Teachers: $4,667,972
  • Full-time Equivalency Count of Instructional Aides: 8.7 (Salary Expenditures: $214,692)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $441,579)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $286,866)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,122,101

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic13
  • Asian37
  • White13
  • Multirace2
  • IDEA4
Students Enrolled in LEP Programs: 65 (male: 30, female: 35)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 37 (male: 20, female: 17)
  • White: 13 (male: 2, female: 11)
  • Two or More Races: 2 (all female)
  • 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

  • Hispanic17
  • Asian14
  • Black8
  • White41
  • Multirace4
  • LEP4
Students with disabilities served under IDEA: 84 (male: 50, female: 34)
  • Hispanic: 17 (male: 10, female: 7)
  • Asian: 14 (male: 7, female: 7)
  • Black: 8 (male: 4, female: 4)
  • White: 41 (male: 25, female: 16)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic25
  • Asian13
  • Black7
  • White106
  • Multirace10
  • LEP4
Students with disabilities served under Section 504: 161 (male: 106, female: 55)
  • Hispanic: 25 (male: 20, female: 5)
  • Asian: 13 (male: 8, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 106 (male: 68, female: 38)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,054 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 6th grade: 2 (all female)
  • Two or More Races: 2
  • Section 504: 2

Percent of 6th grade students retained
Here:

0.4%
Texas:

6.3%


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

  • Hispanic25
  • Asian205
  • White85
  • Multirace10
  • IDEA4
Gifted and Talented Student Enrollment: 325 (male: 185, female: 140)
  • Hispanic: 25 (male: 17, female: 8)
  • Asian: 205 (male: 110, female: 95)
  • White: 85 (male: 50, female: 35)
  • Two or More Races: 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

232.5
State:

79.4

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

  • All5,266
  • Males5,263
  • Females5,271
  • Hispanic5,134
  • Asian5,427
  • White5,086
  • Multirace5,079
Algebra I Average Scale Score:

5,266
State:

4,001
Algebra I students tested: 278
Algebra I # Answer Documents Submitted: 278

Algebra I Avg Items Correct:
  • Reporting Category 1: 10.4 (95%)
  • Reporting Category 2: 11.4 (95%)
  • Reporting Category 3: 12.8 (92%)
  • Reporting Category 4: 10.4 (95%)
  • Reporting Category 5: 5.7 (95%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 3%
Masters Grade Level Performance: 97%

3%
97%
Males: (Average Scale Score: 5,263, Tested: 149, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 3%, Masters: 97%)
3%
97%
Females: (Average Scale Score: 5,271, Tested: 129, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 2%, Masters: 98%)
2%
98%
Hispanic: (Average Scale Score: 5,134, Tested: 38, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 8%, Masters: 92%)
8%
92%
Asian: (Average Scale Score: 5,427, Tested: 142, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
White: (Average Scale Score: 5,086, Tested: 90, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 4%, Masters: 96%)
4%
96%
Multirace: (Average Scale Score: 5,079, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,799
  • Males1,800
  • Females1,797
  • Hispanic1,701
  • Asian1,861
  • Black1,609
  • White1,792
  • Multirace1,807
Math Average Scale Score:

1,799
State:

1,546
Math students tested: 391
Math # Answer Documents Submitted: 462

Math Avg Items Correct:
  • Reporting Category 1: 7.9 (79%)
  • Reporting Category 2: 11.9 (79%)
  • Reporting Category 3: 4.9 (81%)
  • Reporting Category 4: 5.5 (78%)

Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 62%

4%
10%
24%
62%
Males: (Average Scale Score: 1,800, Tested: 181, Did Not Meet Grade Level Performance: 5%, Approaches: 10%, Meets: 19%, Masters: 66%)
5%
10%
19%
66%
Females: (Average Scale Score: 1,797, Tested: 210, Did Not Meet Grade Level Performance: 3%, Approaches: 10%, Meets: 28%, Masters: 59%)
3%
10%
28%
59%
Hispanic: (Average Scale Score: 1,701, Tested: 43, Did Not Meet Grade Level Performance: 19%, Approaches: 21%, Meets: 20%, Masters: 40%)
19%
21%
20%
40%
Asian: (Average Scale Score: 1,861, Tested: 124, Did Not Meet Grade Level Performance: 0%, Approaches: 2%, Meets: 24%, Masters: 74%)
2%
24%
74%
Black: (Average Scale Score: 1,609, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 31%, Meets: 15%, Masters: 23%)
31%
31%
15%
23%
White: (Average Scale Score: 1,792, Tested: 188, Did Not Meet Grade Level Performance: 2%, Approaches: 11%, Meets: 26%, Masters: 61%)
2%
11%
26%
61%
Multirace: (Average Scale Score: 1,807, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 23%, Masters: 67%)
10%
23%
67%

    Reading Average Scale Score
    (6th Grade)

  • All1,719
  • Males1,702
  • Females1,736
  • Hispanic1,622
  • Asian1,747
  • Black1,491
  • White1,726
  • Multirace1,744
Reading Average Scale Score:

1,719
State:

1,457
Reading students tested: 463
Reading # Answer Documents Submitted: 463

Reading Avg Items Correct:
  • Reporting Category 1: 6.6 (83%)
  • Reporting Category 2: 14.2 (83%)
  • Reporting Category 3: 12.5 (83%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 58%

7%
15%
20%
58%
Males: (Average Scale Score: 1,702, Tested: 225, Did Not Meet Grade Level Performance: 11%, Approaches: 15%, Meets: 19%, Masters: 55%)
11%
15%
19%
55%
Females: (Average Scale Score: 1,736, Tested: 238, Did Not Meet Grade Level Performance: 4%, Approaches: 13%, Meets: 21%, Masters: 62%)
4%
13%
21%
62%
Hispanic: (Average Scale Score: 1,622, Tested: 45, Did Not Meet Grade Level Performance: 27%, Approaches: 22%, Meets: 15%, Masters: 36%)
27%
22%
15%
36%
Asian: (Average Scale Score: 1,747, Tested: 180, Did Not Meet Grade Level Performance: 3%, Approaches: 10%, Meets: 18%, Masters: 69%)
3%
10%
18%
69%
Black: (Average Scale Score: 1,491, Tested: 13, Did Not Meet Grade Level Performance: 54%, Approaches: 38%, Meets: 8%, Masters: 0%)
54%
38%
8%
White: (Average Scale Score: 1,726, Tested: 197, Did Not Meet Grade Level Performance: 4%, Approaches: 15%, Meets: 25%, Masters: 56%)
4%
15%
25%
56%
Multirace: (Average Scale Score: 1,744, Tested: 26, Did Not Meet Grade Level Performance: 8%, Approaches: 7%, Meets: 23%, Masters: 62%)
8%
7%
23%
62%

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,807
  • Males1,817
  • Females1,793
  • Hispanic1,695
  • Asian1,930
  • Black1,586
  • White1,749
  • Multirace1,866
Math Average Scale Score:

1,807
State:

1,571
Math students tested: 215
Math # Answer Documents Submitted: 504

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (81%)
  • Reporting Category 2: 10.9 (72%)
  • Reporting Category 3: 8.7 (73%)
  • Reporting Category 4: 5.3 (75%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 50%

8%
20%
22%
50%
Males: (Average Scale Score: 1,817, Tested: 120, Did Not Meet Grade Level Performance: 7%, Approaches: 22%, Meets: 17%, Masters: 54%)
7%
22%
17%
54%
Females: (Average Scale Score: 1,793, Tested: 95, Did Not Meet Grade Level Performance: 11%, Approaches: 16%, Meets: 29%, Masters: 44%)
11%
16%
29%
44%
Hispanic: (Average Scale Score: 1,695, Tested: 40, Did Not Meet Grade Level Performance: 15%, Approaches: 37%, Meets: 28%, Masters: 20%)
15%
37%
28%
20%
Asian: (Average Scale Score: 1,930, Tested: 81, Did Not Meet Grade Level Performance: 2%, Approaches: 8%, Meets: 11%, Masters: 79%)
2%
8%
11%
79%
Black: (Average Scale Score: 1,586, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 37%, Meets: 13%, Masters: 0%)
50%
37%
13%
White: (Average Scale Score: 1,749, Tested: 74, Did Not Meet Grade Level Performance: 7%, Approaches: 23%, Meets: 34%, Masters: 36%)
7%
23%
34%
36%
Multirace: (Average Scale Score: 1,866, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 9%, Meets: 9%, Masters: 73%)
9%
9%
9%
73%

    Reading Average Scale Score
    (7th Grade)

  • All1,787
  • Males1,774
  • Females1,800
  • Hispanic1,725
  • Asian1,818
  • Black1,583
  • White1,781
  • Multirace1,893
Reading Average Scale Score:

1,787
Texas:

1,550
Reading students tested: 437
Reading # Answer Documents Submitted: 505

Reading Avg Items Correct:
  • Reporting Category 1: 6.6 (83%)
  • Reporting Category 2: 14.8 (82%)
  • Reporting Category 3: 13.3 (83%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 65%

7%
12%
16%
65%
Males: (Average Scale Score: 1,774, Tested: 219, Did Not Meet Grade Level Performance: 8%, Approaches: 12%, Meets: 20%, Masters: 60%)
8%
12%
20%
60%
Females: (Average Scale Score: 1,800, Tested: 218, Did Not Meet Grade Level Performance: 6%, Approaches: 11%, Meets: 13%, Masters: 70%)
6%
11%
13%
70%
Hispanic: (Average Scale Score: 1,725, Tested: 61, Did Not Meet Grade Level Performance: 11%, Approaches: 25%, Meets: 21%, Masters: 43%)
11%
25%
21%
43%
Asian: (Average Scale Score: 1,818, Tested: 173, Did Not Meet Grade Level Performance: 4%, Approaches: 6%, Meets: 14%, Masters: 76%)
4%
6%
14%
76%
Black: (Average Scale Score: 1,583, Tested: 9, Did Not Meet Grade Level Performance: 56%, Approaches: 22%, Meets: 0%, Masters: 22%)
56%
22%
22%
White: (Average Scale Score: 1,781, Tested: 177, Did Not Meet Grade Level Performance: 6%, Approaches: 14%, Meets: 19%, Masters: 61%)
6%
14%
19%
61%
Multirace: (Average Scale Score: 1,893, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 7%, Masters: 93%)
7%
93%

    Writing Average Scale Score
    (7th Grade)

  • All4,444
  • Males4,310
  • Females4,576
  • Hispanic4,094
  • Asian4,702
  • Black3,590
  • White4,340
  • Multirace4,696
Writing Average Scale Score:

4,444
Texas:

3,515
Writing students tested: 434
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 436

Writing Avg Items Correct:
  • Reporting Category 1: 9.8 (61%)
  • Reporting Category 2: 11 (85%)
  • Reporting Category 3: 14.6 (86%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 44%

9%
12%
35%
44%
Males: (Average Scale Score: 4,310, Tested: 216, Did Not Meet Grade Level Performance: 11%, Approaches: 14%, Meets: 37%, Masters: 38%)
11%
14%
37%
38%
Females: (Average Scale Score: 4,576, Tested: 218, Did Not Meet Grade Level Performance: 7%, Approaches: 9%, Meets: 34%, Masters: 50%)
7%
9%
34%
50%
Hispanic: (Average Scale Score: 4,094, Tested: 61, Did Not Meet Grade Level Performance: 18%, Approaches: 18%, Meets: 44%, Masters: 20%)
18%
18%
44%
20%
Asian: (Average Scale Score: 4,702, Tested: 173, Did Not Meet Grade Level Performance: 5%, Approaches: 8%, Meets: 25%, Masters: 62%)
5%
8%
25%
62%
Black: (Average Scale Score: 3,590, Tested: 9, Did Not Meet Grade Level Performance: 56%, Approaches: 11%, Meets: 33%, Masters: 0%)
56%
11%
33%
White: (Average Scale Score: 4,340, Tested: 175, Did Not Meet Grade Level Performance: 8%, Approaches: 14%, Meets: 40%, Masters: 38%)
8%
14%
40%
38%
Multirace: (Average Scale Score: 4,696, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 8%, Meets: 46%, Masters: 46%)
8%
46%
46%

8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,902
  • Males1,902
  • Females1,902
  • Hispanic1,802
  • Asian1,960
  • Black1,694
  • White1,886
  • Multirace1,917
Math Average Scale Score:

1,902
Texas:

1,539
Math students tested: 467
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 664

Math Avg Items Correct:
  • Reporting Category 1: 3.5 (86%)
  • Reporting Category 2: 13.7 (85%)
  • Reporting Category 3: 13.2 (88%)
  • Reporting Category 4: 6.2 (89%)

Did Not Meet Grade Level Performance: 2%
Approaches Grade Level Performance: 7%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 66%

2%
7%
25%
66%
Males: (Average Scale Score: 1,902, Tested: 241, Did Not Meet Grade Level Performance: 2%, Approaches: 5%, Meets: 28%, Masters: 65%)
2%
5%
28%
65%
Females: (Average Scale Score: 1,902, Tested: 226, Did Not Meet Grade Level Performance: 3%, Approaches: 7%, Meets: 22%, Masters: 68%)
3%
7%
22%
68%
Hispanic: (Average Scale Score: 1,802, Tested: 57, Did Not Meet Grade Level Performance: 7%, Approaches: 9%, Meets: 47%, Masters: 37%)
7%
9%
47%
37%
Asian: (Average Scale Score: 1,960, Tested: 180, Did Not Meet Grade Level Performance: 1%, Approaches: 3%, Meets: 13%, Masters: 83%)
1%
3%
13%
83%
Black: (Average Scale Score: 1,694, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 45%, Meets: 33%, Masters: 11%)
11%
45%
33%
11%
White: (Average Scale Score: 1,886, Tested: 199, Did Not Meet Grade Level Performance: 2%, Approaches: 6%, Meets: 29%, Masters: 63%)
2%
6%
29%
63%
Multirace: (Average Scale Score: 1,917, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 16%, Meets: 26%, Masters: 58%)
16%
26%
58%

    Reading Average Scale Score
    (8th Grade)

  • All1,779
  • Males1,764
  • Females1,797
  • Hispanic1,747
  • Asian1,804
  • Black1,688
  • White1,772
  • Multirace1,770
Reading Average Scale Score:

1,779
State:

1,561
Reading students tested: 456
Reading # Answer Documents Submitted: 661

Reading Avg Items Correct:
  • Reporting Category 1: 6.6 (82%)
  • Reporting Category 2: 15.5 (82%)
  • Reporting Category 3: 14.3 (84%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 57%

5%
16%
22%
57%
Males: (Average Scale Score: 1,764, Tested: 252, Did Not Meet Grade Level Performance: 6%, Approaches: 20%, Meets: 21%, Masters: 53%)
6%
20%
21%
53%
Females: (Average Scale Score: 1,797, Tested: 204, Did Not Meet Grade Level Performance: 4%, Approaches: 11%, Meets: 23%, Masters: 62%)
4%
11%
23%
62%
Hispanic: (Average Scale Score: 1,747, Tested: 72, Did Not Meet Grade Level Performance: 8%, Approaches: 20%, Meets: 30%, Masters: 42%)
8%
20%
30%
42%
Asian: (Average Scale Score: 1,804, Tested: 174, Did Not Meet Grade Level Performance: 5%, Approaches: 13%, Meets: 13%, Masters: 69%)
5%
13%
13%
69%
Black: (Average Scale Score: 1,688, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 13%, Masters: 25%)
25%
37%
13%
25%
White: (Average Scale Score: 1,772, Tested: 180, Did Not Meet Grade Level Performance: 4%, Approaches: 15%, Meets: 27%, Masters: 54%)
4%
15%
27%
54%
Multirace: (Average Scale Score: 1,770, Tested: 20, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 20%, Masters: 50%)
30%
20%
50%

    Science Average Scale Score
    (8th Grade)

  • All4,771
  • Males4,817
  • Females4,716
  • Hispanic4,551
  • Asian5,034
  • Black3,904
  • White4,681
  • Multirace4,464
Science Average Scale Score:

4,771
Texas:

3,634
Science students tested: 459
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 460

Science Avg Items Correct:
  • Reporting Category 1: 9.4 (85%)
  • Reporting Category 2: 7.8 (86%)
  • Reporting Category 3: 9.6 (87%)
  • Reporting Category 4: 9.5 (86%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 8%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 71%

3%
8%
18%
71%
Males: (Average Scale Score: 4,817, Tested: 252, Did Not Meet Grade Level Performance: 3%, Approaches: 7%, Meets: 17%, Masters: 73%)
3%
7%
17%
73%
Females: (Average Scale Score: 4,716, Tested: 207, Did Not Meet Grade Level Performance: 3%, Approaches: 9%, Meets: 20%, Masters: 68%)
3%
9%
20%
68%
Hispanic: (Average Scale Score: 4,551, Tested: 71, Did Not Meet Grade Level Performance: 3%, Approaches: 12%, Meets: 34%, Masters: 51%)
3%
12%
34%
51%
Asian: (Average Scale Score: 5,034, Tested: 176, Did Not Meet Grade Level Performance: 3%, Approaches: 2%, Meets: 11%, Masters: 84%)
3%
2%
11%
84%
Black: (Average Scale Score: 3,904, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 33%, Masters: 11%)
22%
34%
33%
11%
White: (Average Scale Score: 4,681, Tested: 181, Did Not Meet Grade Level Performance: 3%, Approaches: 8%, Meets: 18%, Masters: 71%)
3%
8%
18%
71%
Multirace: (Average Scale Score: 4,464, Tested: 20, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 25%, Masters: 50%)
25%
25%
50%

    Social Studies Average Scale Score
    (8th Grade)

  • All4,360
  • Males4,393
  • Females4,320
  • Hispanic4,223
  • Asian4,565
  • Black3,691
  • White4,273
  • Multirace4,145
Social Studies Average Scale Score:

4,360
Texas:

3,461
Social Studies students tested: 457
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 460

Social Studies Avg Items Correct:
  • Reporting Category 1: 13.6 (80%)
  • Reporting Category 2: 8.1 (81%)
  • Reporting Category 3: 7.7 (77%)
  • Reporting Category 4: 5.8 (82%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 60%

8%
16%
16%
60%
Males: (Average Scale Score: 4,393, Tested: 251, Did Not Meet Grade Level Performance: 8%, Approaches: 11%, Meets: 17%, Masters: 64%)
8%
11%
17%
64%
Females: (Average Scale Score: 4,320, Tested: 206, Did Not Meet Grade Level Performance: 7%, Approaches: 24%, Meets: 15%, Masters: 54%)
7%
24%
15%
54%
Hispanic: (Average Scale Score: 4,223, Tested: 71, Did Not Meet Grade Level Performance: 11%, Approaches: 26%, Meets: 17%, Masters: 46%)
11%
26%
17%
46%
Asian: (Average Scale Score: 4,565, Tested: 174, Did Not Meet Grade Level Performance: 4%, Approaches: 7%, Meets: 14%, Masters: 75%)
4%
7%
14%
75%
Black: (Average Scale Score: 3,691, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 22%, Masters: 11%)
33%
34%
22%
11%
White: (Average Scale Score: 4,273, Tested: 181, Did Not Meet Grade Level Performance: 8%, Approaches: 20%, Meets: 19%, Masters: 53%)
8%
20%
19%
53%
Multirace: (Average Scale Score: 4,145, Tested: 20, Did Not Meet Grade Level Performance: 15%, Approaches: 25%, Meets: 15%, Masters: 45%)
15%
25%
15%
45%

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 religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.

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

0.7
State:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • White: 2

Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Black: 2


Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Canyon Vista Middle School:

0.7
State:

0.8

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

0.7
Texas:

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

  • Hispanic16
  • American Indian2
  • Asian10
  • Black4
  • White19
  • Multirace4
  • LEP4
  • IDEA7
  • 50413
Chronic Student Absenteeism: 55 (male: 28, female: 27)
  • Hispanic: 16 (male: 8, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 10 (male: 5, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

39.3
State:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)

Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic5
  • Black8
  • White11
  • IDEA8
  • 50410
School days missed due to out-of-school suspension: 24 (male: 19, female: 5)
  • Hispanic: 5 (male: 3, female: 2)
  • Black: 8 (male: 5, female: 3)
  • White: 11 (all male)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 5, female: 3)
  • Section 504: 10 (all male)

Instances of out-of-school suspension (Students without disabilities): 6

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

4.3
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic13
  • Asian8
  • Black4
  • White19
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 46 (male: 37, female: 9)
  • Hispanic: 13 (male: 11, female: 2)
  • Asian: 8 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all male)

Instances of out-of-school suspension (Students with disabilities): 6

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

4.3
State:

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

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

5.7
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic5
  • Asian2
  • Black4
  • White5
  • Multirace2
  • 50422
Students with disabilities receiving one or more in-school suspension: 18 (male: 16, female: 2)
  • Hispanic: 5 (all male)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Section 504: 22 (male: 20, female: 2)

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

  • Hispanic2
  • Black2
  • White2
  • 5045
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Section 504: 5 (all male)


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 with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Here:

1.4
State:

5.4


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 with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
Canyon Vista Middle School:

1.4
Texas:

5.9

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 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.
7th grade student enrollment in Algebra I: 86
7th grade studenst who passed Algebra I: 88
Percent of 7th grade students who passed
Here:

100.0%
Texas:

102.7%

    8th grade student enrollment in Algebra I

  • Hispanic16
  • Asian70
  • White94
  • Multirace7
  • LEP7
8th grade student enrollment in Algebra I: 187 (male: 77, female: 110)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 70 (male: 26, female: 44)
  • White: 94 (male: 44, female: 50)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

    8th grade studenst who passed Algebra I

  • Hispanic20
  • Asian68
  • White89
  • Multirace11
  • LEP8
8th grade studenst who passed Algebra I: 188 (male: 79, female: 109)
  • Hispanic: 20 (male: 7, female: 13)
  • Asian: 68 (male: 25, female: 43)
  • White: 89 (male: 43, female: 46)
  • Two or More Races: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Here:

100.0%
Texas:

87.0%


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.
8th grade students enrolled in Geometry: 80

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