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Cedars International Academy School in Austin, TX
(PK-07 • 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 37
Address
 8416 N IH 35
Austin, TX 78753
Telephone
(512) 419-1551
(make sure to verify first before calling)
City-data.com school rating
37
Students
390
Classroom Teachers (FTE)
26.4
Free lunch eligible students
307
Reduced-price lunch
eligible students
45
School district
CEDARS INTERNATIONAL ACADEMY
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:
GUERRERO THOMPSON (0.9 miles):

75
HARMONY SCIENCE ACADEMY - AUSTIN (0.9 miles):

65
BROWN EL (0.9 miles):

54
HART EL (0.6 miles):

41
Cedars International Academy School:

37
BARRINGTON EL (0.9 miles):

22
IDEA RUNDBERG ACADEMY (1.0 miles):

17
THE EXCEL CENTER (0.6 miles):

5
THE EXCEL CENTER (FOR ADULTS) (0.6 miles):

5
Cedars International Academy School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
Cedars International Academy:

37

Students & Teachers


Total enrollment:
Enrollment in 2016: 390
Enrollment in 2015: 392
Enrollment in 2014: 353
Enrollment in 2013: 308
Enrollment in 2012: 250
Enrollment in 2011: 221
Enrollment in 2010: 217
Enrollment in 2009: 182
Enrollment in 2008: 160
Enrollment in 2007: 188
Enrollment in 2006: 155
Enrollment in 2005: 154
Enrollment in 2004: 130
Enrollment in 2003: 98
Enrollment in 2002: 48

Cedars International Academy School - Historical enrollment


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

GradePKKGG01G02G03G04G05G06G07G08Total
All students42484741384242283725390
Female students28231823172127151713202
Male students14252918212115132012188
American Indian/Alaska Native students1 - - - - - - - - - 1
Asian students1 - 1 - 1 - 1 - 318
Hispanic students25323730303133252522290
Black students12137868734270
White students1212 - 2 - - 5 - 13
Two or More Races students2111111 - - - 8

Enrollment by grade:
Pre-Kindergarten enrollment: 42
Kindergarten enrollment: 48
1st grade enrollment: 47
2nd grade enrollment: 41
3rd grade enrollment: 38
4th grade enrollment: 42
5th grade enrollment: 42
6th grade enrollment: 28
7th grade enrollment: 37
8th grade enrollment: 25

Cedars International Academy School - Historical enrollment by grade


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

Female enrollment: 202 (51.8%)
Cedars International Academy School:

51.8%
State:

49.0%
Male enrollment: 188 (48.2%)
Here:

48.2%
Texas:

50.1%

Cedars International Academy School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 1 (0.3%)
Here:

0.3%
Texas:

0.4%
Asian enrollment: 8 (2.1%)
Here:

2.1%
Texas:

3.1%
Hispanic enrollment: 290 (74.4%)
School:

74.4%
Texas:

46.9%
Black enrollment: 70 (17.9%)
Here:

17.9%
Texas:

11.6%
White enrollment: 13 (3.3%)
School:

3.3%
Texas:

32.3%
Two or More Races enrollment: 8 (2.1%)
School:

2.1%
State:

2.1%

Cedars International Academy School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 352 (90.3%)
School:

90.3%
Texas:

61.6%
Free lunch eligible students: 307 (78.7%)
Here:

78.7%
State:

55.4%
Reduced-price lunch eligible students: 45 (11.5%)
Here:

11.5%
State:

6.2%

Cedars International Academy School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 26.4

Number of FTE teachers in their first year of teaching: 3
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: 3

Student/Teacher Ratio
Cedars International Academy School:

14.8
Texas:

15.6

Cedars International Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,789,144
  • Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $1,330,140)
  • Full-time Equivalency Count of Instructional Aides: 1.4 (Salary Expenditures: $53,979)
  • Full-time Equivalency Count of Support Services Staff: 0.7 (Salary Expenditures: $29,992)
  • Full-time Equivalency Count of School Administration Staff: 5.2 (Salary Expenditures: $375,033)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $728,959
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,061,781
  • Salary Expenditures for Teachers: $1,512,984
  • Full-time Equivalency Count of Instructional Aides: 3.5 (Salary Expenditures: $105,582)
  • Full-time Equivalency Count of Support Services Staff: 0.7 (Salary Expenditures: $29,992)
  • Full-time Equivalency Count of School Administration Staff: 6.2 (Salary Expenditures: $413,222)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $828,588

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic166
  • American Indian2
  • Asian2
  • Black2
  • IDEA10
Students Enrolled in LEP Programs: 172 (male: 87, female: 85)
  • Hispanic: 166 (male: 83, female: 83)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

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: 14 (male: 10, female: 4)
  • Hispanic: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)

Students with disabilities served under Section 504: 17 (male: 13, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

Retention:
Show data for

(State average from 3,201 schools)

A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 4th grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 4th grade students retained
Cedars International Academy School:

4.8%
Texas:

3.6%


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: 4 (all female)
  • Hispanic: 2
  • Black: 2

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

10.3
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)

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

    Math Average Scale Score
    (3rd Grade)

  • All1,465
  • Males1,476
  • Females1,438
  • Hispanic1,458
Math Average Scale Score:

1,465
State:

1,453
Math students tested: 41
Math # Answer Documents Submitted: 41

Math Avg Items Correct:
  • Reporting Category 1: 5.9 (73%)
  • Reporting Category 2: 8.2 (63%)
  • Reporting Category 3: 4.4 (63%)
  • Reporting Category 4: 3 (74%)

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

20%
34%
31%
15%
Males: (Average Scale Score: 1,476, Tested: 29, Did Not Meet Grade Level Performance: 17%, Approaches: 31%, Meets: 35%, Masters: 17%)
17%
31%
35%
17%
Females: (Average Scale Score: 1,438, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 42%, Meets: 25%, Masters: 8%)
25%
42%
25%
8%
Hispanic: (Average Scale Score: 1,458, Tested: 33, Did Not Meet Grade Level Performance: 21%, Approaches: 34%, Meets: 33%, Masters: 12%)
21%
34%
33%
12%

    Reading Average Scale Score
    (3rd Grade)

  • All1,415
  • Males1,405
  • Females1,437
  • Hispanic1,390
Reading Average Scale Score:

1,415
State:

1,423
Reading students tested: 40
Reading # Answer Documents Submitted: 40

Reading Avg Items Correct:
  • Reporting Category 1: 3.8 (76%)
  • Reporting Category 2: 8.6 (58%)
  • Reporting Category 3: 8.8 (63%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 47%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 13%

30%
47%
10%
13%
Males: (Average Scale Score: 1,405, Tested: 28, Did Not Meet Grade Level Performance: 36%, Approaches: 39%, Meets: 14%, Masters: 11%)
36%
39%
14%
11%
Females: (Average Scale Score: 1,437, Tested: 12, Did Not Meet Grade Level Performance: 17%, Approaches: 66%, Meets: 0%, Masters: 17%)
17%
66%
17%
Hispanic: (Average Scale Score: 1,390, Tested: 32, Did Not Meet Grade Level Performance: 34%, Approaches: 50%, Meets: 10%, Masters: 6%)
34%
50%
10%
6%

3rd Grade (Spanish)

Reading students tested: 1
Reading # Answer Documents Submitted: 1


4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,522
  • Males1,472
  • Females1,547
  • Hispanic1,533
  • Black1,492
Math Average Scale Score:

1,522
State:

1,546
Math students tested: 36
Math # Answer Documents Submitted: 36

Math Avg Items Correct:
  • Reporting Category 1: 5.6 (63%)
  • Reporting Category 2: 6.4 (58%)
  • Reporting Category 3: 5.7 (57%)
  • Reporting Category 4: 2.4 (59%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 14%

33%
34%
19%
14%
Males: (Average Scale Score: 1,472, Tested: 12, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 9%, Masters: 8%)
50%
33%
9%
8%
Females: (Average Scale Score: 1,547, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 33%, Meets: 25%, Masters: 17%)
25%
33%
25%
17%
Hispanic: (Average Scale Score: 1,533, Tested: 27, Did Not Meet Grade Level Performance: 33%, Approaches: 30%, Meets: 22%, Masters: 15%)
33%
30%
22%
15%
Black: (Average Scale Score: 1,492, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 12%, Masters: 13%)
38%
38%
12%
13%

    Reading Average Scale Score
    (4th Grade)

  • All1,484
  • Males1,487
  • Females1,482
  • Hispanic1,486
  • Black1,481
Reading Average Scale Score:

1,484
State:

1,496
Reading students tested: 36
Reading # Answer Documents Submitted: 36

Reading Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • Reporting Category 2: 9.4 (63%)
  • Reporting Category 3: 8.1 (62%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 53%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 8%

25%
53%
14%
8%
Males: (Average Scale Score: 1,487, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 42%, Meets: 25%, Masters: 8%)
25%
42%
25%
8%
Females: (Average Scale Score: 1,482, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 58%, Meets: 9%, Masters: 8%)
25%
58%
9%
8%
Hispanic: (Average Scale Score: 1,486, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 56%, Meets: 15%, Masters: 7%)
22%
56%
15%
7%
Black: (Average Scale Score: 1,481, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 12%, Masters: 13%)
38%
38%
12%
13%

    Writing Average Scale Score
    (4th Grade)

  • All3,573
  • Males3,401
  • Females3,660
  • Hispanic3,554
  • Black3,627
Writing Average Scale Score:

3,573
State:

3,570
Writing students tested: 36
Writing # Answer Documents Submitted: 36

Writing Avg Items Correct:
  • Reporting Category 1: 2.9 (36%)
  • Reporting Category 2: 3.8 (48%)
  • Reporting Category 3: 10.6 (66%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 6%

50%
28%
16%
6%
Males: (Average Scale Score: 3,401, Tested: 12, Did Not Meet Grade Level Performance: 50%, Approaches: 42%, Meets: 8%, Masters: 0%)
50%
42%
8%
Females: (Average Scale Score: 3,660, Tested: 24, Did Not Meet Grade Level Performance: 50%, Approaches: 21%, Meets: 21%, Masters: 8%)
50%
21%
21%
8%
Hispanic: (Average Scale Score: 3,554, Tested: 27, Did Not Meet Grade Level Performance: 52%, Approaches: 26%, Meets: 18%, Masters: 4%)
52%
26%
18%
4%
Black: (Average Scale Score: 3,627, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 25%, Meets: 12%, Masters: 13%)
50%
25%
12%
13%

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,637
  • Males1,623
  • Females1,652
  • Hispanic1,638
  • Black1,631
Math Average Scale Score:

1,637
State:

1,603
Math students tested: 43
Math # Answer Documents Submitted: 43

Math Avg Items Correct:
  • Reporting Category 1: 4.2 (70%)
  • Reporting Category 2: 12.4 (73%)
  • Reporting Category 3: 6.4 (71%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 49%
Masters Grade Level Performance: 16%

35%
49%
16%
Males: (Average Scale Score: 1,623, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 41%, Meets: 50%, Masters: 9%)
41%
50%
9%
Females: (Average Scale Score: 1,652, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 47%, Masters: 24%)
29%
47%
24%
Hispanic: (Average Scale Score: 1,638, Tested: 36, Did Not Meet Grade Level Performance: 0%, Approaches: 36%, Meets: 47%, Masters: 17%)
36%
47%
17%
Black: (Average Scale Score: 1,631, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 57%, Masters: 14%)
29%
57%
14%

    Reading Average Scale Score
    (5th Grade)

  • All1,552
  • Males1,532
  • Females1,573
  • Hispanic1,549
  • Black1,564
Reading Average Scale Score:

1,552
State:

1,546
Reading students tested: 43
Reading # Answer Documents Submitted: 43

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 10.9 (68%)
  • Reporting Category 3: 9.3 (66%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 12%

14%
46%
28%
12%
Males: (Average Scale Score: 1,532, Tested: 22, Did Not Meet Grade Level Performance: 14%, Approaches: 59%, Meets: 27%, Masters: 0%)
14%
59%
27%
Females: (Average Scale Score: 1,573, Tested: 21, Did Not Meet Grade Level Performance: 14%, Approaches: 34%, Meets: 28%, Masters: 24%)
14%
34%
28%
24%
Hispanic: (Average Scale Score: 1,549, Tested: 36, Did Not Meet Grade Level Performance: 14%, Approaches: 50%, Meets: 22%, Masters: 14%)
14%
50%
22%
14%
Black: (Average Scale Score: 1,564, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 57%, Masters: 0%)
14%
29%
57%

    Science Average Scale Score
    (5th Grade)

  • All4,075
  • Males4,086
  • Females4,064
  • Hispanic4,094
  • Black3,976
Science Average Scale Score:

4,075
State:

3,771
Science students tested: 43
Science # Answer Documents Submitted: 43

Science Avg Items Correct:
  • Reporting Category 1: 5 (83%)
  • Reporting Category 2: 6.2 (77%)
  • Reporting Category 3: 7.7 (77%)
  • Reporting Category 4: 9.6 (80%)

Did Not Meet Grade Level Performance: 2%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 40%
Masters Grade Level Performance: 23%

2%
35%
40%
23%
Males: (Average Scale Score: 4,086, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 36%, Meets: 41%, Masters: 23%)
36%
41%
23%
Females: (Average Scale Score: 4,064, Tested: 21, Did Not Meet Grade Level Performance: 5%, Approaches: 33%, Meets: 38%, Masters: 24%)
5%
33%
38%
24%
Hispanic: (Average Scale Score: 4,094, Tested: 36, Did Not Meet Grade Level Performance: 0%, Approaches: 36%, Meets: 42%, Masters: 22%)
36%
42%
22%
Black: (Average Scale Score: 3,976, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 28%, Masters: 29%)
14%
29%
28%
29%

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,591
  • Males1,547
  • Females1,638
  • Hispanic1,591
Math Average Scale Score:

1,591
State:

1,546
Math students tested: 48
Math # Answer Documents Submitted: 48

Math Avg Items Correct:
  • Reporting Category 1: 5.1 (51%)
  • Reporting Category 2: 6.9 (46%)
  • Reporting Category 3: 2.9 (49%)
  • Reporting Category 4: 3.1 (44%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 6%

33%
40%
21%
6%
Males: (Average Scale Score: 1,547, Tested: 25, Did Not Meet Grade Level Performance: 44%, Approaches: 44%, Meets: 12%, Masters: 0%)
44%
44%
12%
Females: (Average Scale Score: 1,638, Tested: 23, Did Not Meet Grade Level Performance: 22%, Approaches: 35%, Meets: 30%, Masters: 13%)
22%
35%
30%
13%
Hispanic: (Average Scale Score: 1,591, Tested: 44, Did Not Meet Grade Level Performance: 34%, Approaches: 39%, Meets: 20%, Masters: 7%)
34%
39%
20%
7%

    Reading Average Scale Score
    (6th Grade)

  • All1,526
  • Males1,477
  • Females1,580
  • Hispanic1,530
Reading Average Scale Score:

1,526
State:

1,457
Reading students tested: 48
Reading # Answer Documents Submitted: 48

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (57%)
  • Reporting Category 2: 10.3 (60%)
  • Reporting Category 3: 8.1 (54%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 8%

42%
43%
7%
8%
Males: (Average Scale Score: 1,477, Tested: 25, Did Not Meet Grade Level Performance: 64%, Approaches: 32%, Meets: 0%, Masters: 4%)
64%
32%
4%
Females: (Average Scale Score: 1,580, Tested: 23, Did Not Meet Grade Level Performance: 17%, Approaches: 57%, Meets: 13%, Masters: 13%)
17%
57%
13%
13%
Hispanic: (Average Scale Score: 1,530, Tested: 44, Did Not Meet Grade Level Performance: 39%, Approaches: 47%, Meets: 7%, Masters: 7%)
39%
47%
7%
7%

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,616
  • Males1,638
  • Females1,607
  • Hispanic1,608
  • Black1,604
Math Average Scale Score:

1,616
State:

1,571
Math students tested: 38
Math # Answer Documents Submitted: 38

Math Avg Items Correct:
  • Reporting Category 1: 3.4 (57%)
  • Reporting Category 2: 7.1 (47%)
  • Reporting Category 3: 5.5 (46%)
  • Reporting Category 4: 2.8 (41%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 11%

39%
37%
13%
11%
Males: (Average Scale Score: 1,638, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 27%, Masters: 9%)
36%
28%
27%
9%
Females: (Average Scale Score: 1,607, Tested: 27, Did Not Meet Grade Level Performance: 41%, Approaches: 40%, Meets: 8%, Masters: 11%)
41%
40%
8%
11%
Hispanic: (Average Scale Score: 1,608, Tested: 30, Did Not Meet Grade Level Performance: 43%, Approaches: 37%, Meets: 13%, Masters: 7%)
43%
37%
13%
7%
Black: (Average Scale Score: 1,604, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 0%, Masters: 20%)
40%
40%
20%

    Reading Average Scale Score
    (7th Grade)

  • All1,634
  • Males1,633
  • Females1,634
  • Hispanic1,647
  • Black1,544
Reading Average Scale Score:

1,634
State:

1,550
Reading students tested: 38
Reading # Answer Documents Submitted: 38

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 11.6 (64%)
  • Reporting Category 3: 10.2 (63%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 29%

29%
34%
8%
29%
Males: (Average Scale Score: 1,633, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 64%, Meets: 9%, Masters: 9%)
18%
64%
9%
9%
Females: (Average Scale Score: 1,634, Tested: 27, Did Not Meet Grade Level Performance: 33%, Approaches: 23%, Meets: 7%, Masters: 37%)
33%
23%
7%
37%
Hispanic: (Average Scale Score: 1,647, Tested: 30, Did Not Meet Grade Level Performance: 23%, Approaches: 37%, Meets: 10%, Masters: 30%)
23%
37%
10%
30%
Black: (Average Scale Score: 1,544, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 0%, Masters: 20%)
60%
20%
20%

    Writing Average Scale Score
    (7th Grade)

  • All3,753
  • Males3,843
  • Females3,716
  • Hispanic3,764
  • Black3,241
Writing Average Scale Score:

3,753
State:

3,515
Writing students tested: 38
Writing # Answer Documents Submitted: 38

Writing Avg Items Correct:
  • Reporting Category 1: 7.4 (46%)
  • Reporting Category 2: 8.2 (63%)
  • Reporting Category 3: 12.3 (72%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 11%

39%
22%
28%
11%
Males: (Average Scale Score: 3,843, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 18%, Meets: 46%, Masters: 9%)
27%
18%
46%
9%
Females: (Average Scale Score: 3,716, Tested: 27, Did Not Meet Grade Level Performance: 44%, Approaches: 23%, Meets: 22%, Masters: 11%)
44%
23%
22%
11%
Hispanic: (Average Scale Score: 3,764, Tested: 30, Did Not Meet Grade Level Performance: 33%, Approaches: 24%, Meets: 36%, Masters: 7%)
33%
24%
36%
7%
Black: (Average Scale Score: 3,241, Tested: 5, Did Not Meet Grade Level Performance: 100%, Approaches: 0%, Meets: 0%, Masters: 0%)
100%

Health & Safety


Chronic Student Absenteeismt:
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(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

  • Hispanic31
  • American Indian2
  • Black4
  • White2
  • LEP19
  • IDEA4
  • 5047
Chronic Student Absenteeism: 39 (male: 20, female: 19)
  • Hispanic: 31 (male: 14, female: 17)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

100.0
Texas:

147.9

Suspensions:
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(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

  • Hispanic68
  • Black13
  • White3
  • Multirace6
  • LEP37
  • IDEA12
  • 5048
School days missed due to out-of-school suspension: 90 (male: 77, female: 13)
  • Hispanic: 68 (male: 59, female: 9)
  • Black: 13 (male: 9, female: 4)
  • White: 3 (all male)
  • Two or More Races: 6 (all male)
  • Limited English Proficiency (LEP): 37 (male: 32, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 12 (all male)
  • Section 504: 8 (male: 7, female: 1)

Instances of out-of-school suspension (All preschool students): 3

Instances of out-of-school suspension per 1,000 students (All preschool students)
Cedars International Academy School:

7.7
State:

1.4
Preschool children receiving only one out-of-school suspension: 2 (all male)
  • Black: 2

Preschool children receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Instances of out-of-school suspension (Students without disabilities): 38

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

97.4
Texas:

102.7

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

  • Hispanic16
  • Black7
  • White2
  • LEP10
Students without disabilities receiving only one out-of-school suspension: 25 (male: 18, female: 7)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

Students without disabilities receiving more than one out-of-school suspension: 7 (all male)
  • Hispanic: 5
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2

Instances of out-of-school suspension (Students with disabilities): 5

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

12.8
State:

27.5
Instances of out-of-school suspension (Section 504 only): 5

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

12.8
State:

12.0

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

  • Hispanic2
  • Black2
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 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

Classes & Courses


Algebra I:
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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: 1


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