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Cedar Creek Elementary School in Austin, TX
(KG-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 96
Address
 3301 PINNACLE RD
Austin, TX 78746
Telephone
(512) 732-9120
(make sure to verify first before calling)
City-data.com school rating
96
Students
473
Classroom Teachers (FTE)
34.1
Free lunch eligible students
4
Reduced-price lunch
eligible students
3
School district
EANES 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:
HILL COUNTRY MIDDLE (0.2 miles):

99
EANES EL (1.0 miles):

97
WESTLAKE H S (0.8 miles):

96
Cedar Creek Elementary School:

96
VALLEY VIEW EL (1.3 miles):

94
ZILKER EL (2.2 miles):

89
RICHARDS SCH FOR YOUNG WOMEN LEADERS (2.5 miles):

89
BARTON HILLS EL (1.7 miles):

85
O HENRY MIDDLE (2.2 miles):

83
Cedar Creek Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
Cedar Creek Elementary School:

96

Students & Teachers


Total enrollment:
Enrollment in 2016: 473
Enrollment in 2015: 474
Enrollment in 2014: 483
Enrollment in 2013: 493
Enrollment in 2012: 482
Enrollment in 2011: 448
Enrollment in 2010: 427
Enrollment in 2009: 411
Enrollment in 2008: 423
Enrollment in 2007: 397
Enrollment in 2006: 378
Enrollment in 2005: 385
Enrollment in 2004: 396
Enrollment in 2003: 410
Enrollment in 2002: 437
Enrollment in 2001: 475
Enrollment in 2000: 501
Enrollment in 1999: 504

Cedar Creek Elementary School - Historical enrollment


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

GradeKGG01G02G03G04G05Total
All students768271898768473
Female students354436314224212
Male students413835584544261
American Indian/Alaska Native students - - - - 1 - 1
Asian students76399539
Hispanic students12121515141078
Black students11112 - 6
White students505949555948320
Two or More Races students64392529

Enrollment by grade:
Kindergarten enrollment: 76
1st grade enrollment: 82
2nd grade enrollment: 71
3rd grade enrollment: 89
4th grade enrollment: 87
5th grade enrollment: 68

Cedar Creek Elementary School - Historical enrollment by grade


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

Female enrollment: 212 (44.8%)
School:

44.8%
State:

49.0%
Male enrollment: 261 (55.2%)
Cedar Creek Elementary School:

55.2%
State:

50.1%

Cedar Creek Elementary School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 1 (0.2%)
Cedar Creek Elementary School:

0.2%
Texas:

0.4%
Asian enrollment: 39 (8.2%)
Here:

8.2%
Texas:

3.1%
Hispanic enrollment: 78 (16.5%)
School:

16.5%
State:

46.9%
Black enrollment: 6 (1.3%)
Here:

1.3%
State:

11.6%
White enrollment: 320 (67.7%)
Cedar Creek Elementary School:

67.7%
State:

32.3%
Two or More Races enrollment: 29 (6.1%)
School:

6.1%
State:

2.1%

Cedar Creek Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 7 (1.5%)
School:

1.5%
State:

61.6%
Free lunch eligible students: 4 (0.8%)
Cedar Creek Elementary School:

0.8%
State:

55.4%
Reduced-price lunch eligible students: 3 (0.6%)
School:

0.6%
Texas:

6.2%

Cedar Creek Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 34.1

Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 2
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Here:

13.9
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,909,038
  • Full-time Equivalency Count of Teachers: 34.1 (Salary Expenditures: $1,515,707)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $22,127)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $288,697)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $82,507)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $73,543
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,241,958
  • Salary Expenditures for Teachers: $1,772,084
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $48,140)
  • Full-time Equivalency Count of Support Services Staff: 8.6 (Salary Expenditures: $366,160)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $82,507)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $73,543

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic7
  • Asian4
  • White2
  • Multirace2
  • IDEA2
Students Enrolled in LEP Programs: 15 (male: 11, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 24 (male: 20, female: 4)
  • Hispanic: 7 (all male)
  • White: 17 (male: 13, female: 4)

Students with disabilities served under Section 504: 23 (male: 16, female: 7)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 16 (male: 11, female: 5)

Retention:
Show data for

(State average from 2,429 schools)

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

Percent of Kindergarten students retained
Cedar Creek Elementary School:

2.6%
State:

5.2%


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

  • Hispanic4
  • Asian2
  • White34
  • Multirace2
Gifted and Talented Student Enrollment: 42 (male: 24, female: 18)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • White: 34 (male: 20, female: 14)
  • Two or More Races: 2 (all male)

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

88.8
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)

  • All1,562
  • Males1,545
  • Females1,578
  • Hispanic1,527
  • Asian1,526
  • White1,564
  • Multirace1,703
Math Average Scale Score:

1,562
State:

1,453
Math students tested: 92
Math # Answer Documents Submitted: 92

Math Avg Items Correct:
  • Reporting Category 1: 6.6 (82%)
  • Reporting Category 2: 10.9 (84%)
  • Reporting Category 3: 4.9 (70%)
  • Reporting Category 4: 3.3 (84%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 41%

3%
25%
31%
41%
Males: (Average Scale Score: 1,545, Tested: 45, Did Not Meet Grade Level Performance: 4%, Approaches: 34%, Meets: 26%, Masters: 36%)
4%
34%
26%
36%
Females: (Average Scale Score: 1,578, Tested: 47, Did Not Meet Grade Level Performance: 2%, Approaches: 17%, Meets: 34%, Masters: 47%)
2%
17%
34%
47%
Hispanic: (Average Scale Score: 1,527, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 55%, Meets: 9%, Masters: 36%)
55%
9%
36%
Asian: (Average Scale Score: 1,526, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 34%, Masters: 33%)
11%
22%
34%
33%
White: (Average Scale Score: 1,564, Tested: 65, Did Not Meet Grade Level Performance: 3%, Approaches: 20%, Meets: 35%, Masters: 42%)
3%
20%
35%
42%
Multirace: (Average Scale Score: 1,703, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 0%, Masters: 80%)
20%
80%

    Reading Average Scale Score
    (3rd Grade)

  • All1,543
  • Males1,518
  • Females1,567
  • Hispanic1,495
  • Asian1,469
  • White1,562
  • Multirace1,575
Reading Average Scale Score:

1,543
State:

1,423
Reading students tested: 92
Reading # Answer Documents Submitted: 92

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (93%)
  • Reporting Category 2: 11.9 (79%)
  • Reporting Category 3: 11.1 (79%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 53%

3%
24%
20%
53%
Males: (Average Scale Score: 1,518, Tested: 45, Did Not Meet Grade Level Performance: 7%, Approaches: 26%, Meets: 25%, Masters: 42%)
7%
26%
25%
42%
Females: (Average Scale Score: 1,567, Tested: 47, Did Not Meet Grade Level Performance: 0%, Approaches: 21%, Meets: 15%, Masters: 64%)
21%
15%
64%
Hispanic: (Average Scale Score: 1,495, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 36%, Meets: 19%, Masters: 36%)
9%
36%
19%
36%
Asian: (Average Scale Score: 1,469, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 11%, Meets: 11%, Masters: 56%)
22%
11%
11%
56%
White: (Average Scale Score: 1,562, Tested: 65, Did Not Meet Grade Level Performance: 0%, Approaches: 23%, Meets: 20%, Masters: 57%)
23%
20%
57%
Multirace: (Average Scale Score: 1,575, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,683
  • Males1,714
  • Females1,650
  • Hispanic1,647
  • Asian1,744
  • White1,686
Math Average Scale Score:

1,683
Texas:

1,546
Math students tested: 89
Math # Answer Documents Submitted: 89

Math Avg Items Correct:
  • Reporting Category 1: 7.5 (83%)
  • Reporting Category 2: 8.9 (81%)
  • Reporting Category 3: 8 (80%)
  • Reporting Category 4: 3 (75%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 60%

8%
20%
12%
60%
Males: (Average Scale Score: 1,714, Tested: 47, Did Not Meet Grade Level Performance: 4%, Approaches: 17%, Meets: 11%, Masters: 68%)
4%
17%
11%
68%
Females: (Average Scale Score: 1,650, Tested: 42, Did Not Meet Grade Level Performance: 12%, Approaches: 24%, Meets: 14%, Masters: 50%)
12%
24%
14%
50%
Hispanic: (Average Scale Score: 1,647, Tested: 16, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 7%, Masters: 56%)
13%
25%
7%
56%
Asian: (Average Scale Score: 1,744, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 0%, Masters: 75%)
13%
13%
75%
White: (Average Scale Score: 1,686, Tested: 60, Did Not Meet Grade Level Performance: 7%, Approaches: 20%, Meets: 15%, Masters: 58%)
7%
20%
15%
58%

    Reading Average Scale Score
    (4th Grade)

  • All1,622
  • Males1,629
  • Females1,614
  • Hispanic1,602
  • Asian1,618
  • White1,626
Reading Average Scale Score:

1,622
State:

1,496
Reading students tested: 89
Reading # Answer Documents Submitted: 89

Reading Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 12.1 (81%)
  • Reporting Category 3: 10.2 (78%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 48%

11%
15%
26%
48%
Males: (Average Scale Score: 1,629, Tested: 47, Did Not Meet Grade Level Performance: 13%, Approaches: 8%, Meets: 24%, Masters: 55%)
13%
8%
24%
55%
Females: (Average Scale Score: 1,614, Tested: 42, Did Not Meet Grade Level Performance: 10%, Approaches: 21%, Meets: 29%, Masters: 40%)
10%
21%
29%
40%
Hispanic: (Average Scale Score: 1,602, Tested: 16, Did Not Meet Grade Level Performance: 25%, Approaches: 6%, Meets: 6%, Masters: 63%)
25%
6%
6%
63%
Asian: (Average Scale Score: 1,618, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 25%, Masters: 50%)
13%
13%
25%
50%
White: (Average Scale Score: 1,626, Tested: 60, Did Not Meet Grade Level Performance: 8%, Approaches: 17%, Meets: 30%, Masters: 45%)
8%
17%
30%
45%

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,722
  • Males1,728
  • Females1,711
  • Hispanic1,669
  • Asian1,756
  • White1,733
  • Multirace1,736
Math Average Scale Score:

1,722
State:

1,603
Math students tested: 94
Math # Answer Documents Submitted: 97

Math Avg Items Correct:
  • Reporting Category 1: 4.6 (77%)
  • Reporting Category 2: 13.7 (81%)
  • Reporting Category 3: 7.3 (81%)
  • Reporting Category 4: 3.4 (84%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 55%

3%
10%
32%
55%
Males: (Average Scale Score: 1,728, Tested: 59, Did Not Meet Grade Level Performance: 2%, Approaches: 10%, Meets: 30%, Masters: 58%)
2%
10%
30%
58%
Females: (Average Scale Score: 1,711, Tested: 35, Did Not Meet Grade Level Performance: 6%, Approaches: 8%, Meets: 35%, Masters: 51%)
6%
8%
35%
51%
Hispanic: (Average Scale Score: 1,669, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 14%, Meets: 33%, Masters: 40%)
13%
14%
33%
40%
Asian: (Average Scale Score: 1,756, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 37%, Masters: 63%)
37%
63%
White: (Average Scale Score: 1,733, Tested: 58, Did Not Meet Grade Level Performance: 2%, Approaches: 10%, Meets: 31%, Masters: 57%)
2%
10%
31%
57%
Multirace: (Average Scale Score: 1,736, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 30%, Masters: 70%)
30%
70%

    Reading Average Scale Score
    (5th Grade)

  • All1,687
  • Males1,681
  • Females1,697
  • Hispanic1,622
  • Asian1,759
  • White1,695
  • Multirace1,711
Reading Average Scale Score:

1,687
Texas:

1,546
Reading students tested: 96
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 97

Reading Avg Items Correct:
  • Reporting Category 1: 6.9 (86%)
  • Reporting Category 2: 13.6 (85%)
  • Reporting Category 3: 11.5 (82%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 59%

3%
12%
26%
59%
Males: (Average Scale Score: 1,681, Tested: 59, Did Not Meet Grade Level Performance: 3%, Approaches: 14%, Meets: 25%, Masters: 58%)
3%
14%
25%
58%
Females: (Average Scale Score: 1,697, Tested: 37, Did Not Meet Grade Level Performance: 3%, Approaches: 8%, Meets: 27%, Masters: 62%)
3%
8%
27%
62%
Hispanic: (Average Scale Score: 1,622, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 20%, Meets: 14%, Masters: 53%)
13%
20%
14%
53%
Asian: (Average Scale Score: 1,759, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 30%, Masters: 70%)
30%
70%
White: (Average Scale Score: 1,695, Tested: 58, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 29%, Masters: 59%)
12%
29%
59%
Multirace: (Average Scale Score: 1,711, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 0%, Meets: 10%, Masters: 80%)
10%
10%
80%

    Science Average Scale Score
    (5th Grade)

  • All4,047
  • Males4,096
  • Females3,965
  • Hispanic3,796
  • Asian4,337
  • White4,067
  • Multirace4,083
Science Average Scale Score:

4,047
State:

3,771
Science students tested: 98
Science # Answer Documents Submitted: 98

Science Avg Items Correct:
  • Reporting Category 1: 4.8 (80%)
  • Reporting Category 2: 6.3 (79%)
  • Reporting Category 3: 7.6 (76%)
  • Reporting Category 4: 8.6 (72%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 27%

12%
35%
26%
27%
Males: (Average Scale Score: 4,096, Tested: 61, Did Not Meet Grade Level Performance: 10%, Approaches: 29%, Meets: 33%, Masters: 28%)
10%
29%
33%
28%
Females: (Average Scale Score: 3,965, Tested: 37, Did Not Meet Grade Level Performance: 16%, Approaches: 43%, Meets: 17%, Masters: 24%)
16%
43%
17%
24%
Hispanic: (Average Scale Score: 3,796, Tested: 15, Did Not Meet Grade Level Performance: 27%, Approaches: 33%, Meets: 33%, Masters: 7%)
27%
33%
33%
7%
Asian: (Average Scale Score: 4,337, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 30%, Meets: 10%, Masters: 50%)
10%
30%
10%
50%
White: (Average Scale Score: 4,067, Tested: 60, Did Not Meet Grade Level Performance: 8%, Approaches: 39%, Meets: 26%, Masters: 27%)
8%
39%
26%
27%
Multirace: (Average Scale Score: 4,083, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 20%, Meets: 40%, Masters: 30%)
10%
20%
40%
30%

7th Grade
Math students tested: 2
Math # Answer Documents Submitted: 2


Reading # Answer Documents Submitted: 2


Health & Safety


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

  • Hispanic2
  • Asian2
  • White7
  • Multirace2
  • IDEA2
Chronic Student Absenteeism: 13 (male: 9, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

27.5
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: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here:

8.5
State:

7.2


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: 9 (all male)
  • Hispanic: 1
  • White: 8
  • Individuals With Disabilities Education Act (IDEA): 2

Instances of out-of-school suspension (Students without disabilities): 3

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

6.3
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2

Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

Instances of out-of-school suspension (Students with disabilities): 4

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Cedar Creek Elementary School:

8.5
Texas:

27.5
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

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