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Cleveland Middle School in Cleveland, TX
(05-08 • 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 29
Address
 2000 E HOUSTON ST
Cleveland, TX 77327
Telephone
(281) 593-1148
(make sure to verify first before calling)
City-data.com school rating
29
Students
597
Classroom Teachers (FTE)
41.1
Free lunch eligible students
432
Reduced-price lunch
eligible students
39
School district
CLEVELAND ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
TARKINGTON INT (6.5 miles):

64
TARKINGTON H S (6.3 miles):

60
TARKINGTON MIDDLE (6.5 miles):

55
GREENLEAF EL (8.8 miles):

55
TARKINGTON PRI (6.5 miles):

42
Cleveland Middle School:

29
CLEVELAND H S (0.3 miles):

18
EASTSIDE EL (0.7 miles):

18
NORTHSIDE EL (1.8 miles):

4
Cleveland Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Liberty County:

42
Cleveland:

36
Cleveland Middle School:

29

Students & Teachers


Total enrollment:
Enrollment in 2016: 597
Enrollment in 2015: 599
Enrollment in 2014: 607
Enrollment in 2013: 532
Enrollment in 2012: 816
Enrollment in 2011: 823
Enrollment in 2010: 795
Enrollment in 2009: 739
Enrollment in 2008: 728
Enrollment in 2007: 746
Enrollment in 2006: 503
Enrollment in 2005: 523
Enrollment in 2004: 460
Enrollment in 2003: 476
Enrollment in 2002: 505
Enrollment in 2001: 486
Enrollment in 2000: 433
Enrollment in 1999: 429

Cleveland Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06G07G08Total
All students91298289597
Female students61148130285
Male students3 - 150159312
American Indian/Alaska Native students - - 6511
Asian students - - 336
Hispanic students41163165333
Black students - - 273461
White students5 - 9380178
Hawaiian Native/Pacific Islander students - - 1 - 1
Two or More Races students - - 527

Enrollment by grade:
5th grade enrollment: 9
6th grade enrollment: 1
7th grade enrollment: 298
8th grade enrollment: 289

Cleveland Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 285 (47.7%)
Here:

47.7%
State:

49.0%
Male enrollment: 312 (52.3%)
Cleveland Middle School:

52.3%
Texas:

50.1%

Cleveland Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 11 (1.8%)
School:

1.8%
State:

0.4%
Asian enrollment: 6 (1.0%)
Here:

1.0%
State:

3.1%
Hispanic enrollment: 333 (55.8%)
School:

55.8%
State:

46.9%
Black enrollment: 61 (10.2%)
Cleveland Middle School:

10.2%
State:

11.6%
White enrollment: 178 (29.8%)
School:

29.8%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
School:

0.2%
Texas:

0.1%
Two or More Races enrollment: 7 (1.2%)
Cleveland Middle School:

1.2%
State:

2.1%

Cleveland Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 471 (78.9%)
Here:

78.9%
State:

61.6%
Free lunch eligible students: 432 (72.4%)
School:

72.4%
Texas:

55.4%
Reduced-price lunch eligible students: 39 (6.5%)
Here:

6.5%
State:

6.2%

Cleveland Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 41.1

Number of FTE teachers in their first year of teaching: 11
Number of FTE teachers in their second year of teaching: 11
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 20

Student/Teacher Ratio
Cleveland Middle School:

14.5
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,018,235
  • Full-time Equivalency Count of Teachers: 43 (Salary Expenditures: $2,153,427)
  • Full-time Equivalency Count of Instructional Aides: 9 (Salary Expenditures: $171,069)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $407,697)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $286,043)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $365,025
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $882,364
  • Salary Expenditures for Teachers: $2,343,418
  • Full-time Equivalency Count of Instructional Aides: 9 (Salary Expenditures: $188,624)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $407,697)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $286,043)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $454,488

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic118
  • American Indian5
  • Asian4
  • White4
  • IDEA13
Students Enrolled in LEP Programs: 131 (male: 71, female: 60)
  • Hispanic: 118 (male: 62, female: 56)
  • American Indian / Alaska Native: 5 (all male)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, 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

  • Hispanic26
  • Black11
  • White32
  • LEP14
Students with disabilities served under IDEA: 69 (male: 39, female: 30)
  • Hispanic: 26 (male: 13, female: 13)
  • Black: 11 (male: 7, female: 4)
  • White: 32 (male: 19, female: 13)
  • Limited English Proficiency (LEP): 14 (male: 7, female: 7)

    Students with disabilities served under Section 504

  • Hispanic13
  • Black4
  • White16
  • LEP7
Students with disabilities served under Section 504: 33 (male: 18, female: 15)
  • Hispanic: 13 (male: 5, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Retention:
Show data for

(State average from 1,038 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 8th grade

  • Hispanic46
  • American Indian4
  • Black16
  • White19
  • Multirace2
  • LEP31
  • IDEA2
  • 50410
Total number of students retained in 8th grade: 87 (male: 61, female: 26)
  • Hispanic: 46 (male: 32, female: 14)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Black: 16 (male: 11, female: 5)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 31 (male: 23, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 10 (male: 5, female: 5)

Percent of 8th grade students retained
Cleveland Middle School:

30.1%
Texas:

7.0%

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

  • Hispanic7
  • Asian4
  • Black4
  • White7
  • Multirace2
  • LEP4
Gifted and Talented Student Enrollment: 24 (male: 10, female: 14)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

40.2
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

  • All4,335
  • Males4,532
  • Females4,172
  • Hispanic4,320
  • White4,348
Algebra I Average Scale Score:

4,335
Texas:

4,001
Algebra I students tested: 53
Algebra I # Answer Documents Submitted: 53

Algebra I Avg Items Correct:
  • Reporting Category 1: 7.5 (68%)
  • Reporting Category 2: 8.9 (75%)
  • Reporting Category 3: 10.1 (72%)
  • Reporting Category 4: 7.9 (72%)
  • Reporting Category 5: 4.9 (81%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 53%

6%
17%
24%
53%
Males: (Average Scale Score: 4,532, Tested: 24, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 12%, Masters: 71%)
17%
12%
71%
Females: (Average Scale Score: 4,172, Tested: 29, Did Not Meet Grade Level Performance: 10%, Approaches: 18%, Meets: 34%, Masters: 38%)
10%
18%
34%
38%
Hispanic: (Average Scale Score: 4,320, Tested: 34, Did Not Meet Grade Level Performance: 6%, Approaches: 20%, Meets: 27%, Masters: 47%)
6%
20%
27%
47%
White: (Average Scale Score: 4,348, Tested: 16, Did Not Meet Grade Level Performance: 6%, Approaches: 13%, Meets: 18%, Masters: 63%)
6%
13%
18%
63%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,628
  • Males1,628
  • Females1,628
  • Hispanic1,636
  • Black1,584
  • White1,615
Math Average Scale Score:

1,628
Texas:

1,571
Math students tested: 409
# Absent - Not Tested: 7
Math # Answer Documents Submitted: 416

Math Avg Items Correct:
  • Reporting Category 1: 3.3 (55%)
  • Reporting Category 2: 7.8 (52%)
  • Reporting Category 3: 5.8 (48%)
  • Reporting Category 4: 2.9 (42%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 8%

33%
40%
19%
8%
Males: (Average Scale Score: 1,628, Tested: 207, Did Not Meet Grade Level Performance: 35%, Approaches: 36%, Meets: 19%, Masters: 10%)
35%
36%
19%
10%
Females: (Average Scale Score: 1,628, Tested: 202, Did Not Meet Grade Level Performance: 32%, Approaches: 43%, Meets: 18%, Masters: 7%)
32%
43%
18%
7%
Hispanic: (Average Scale Score: 1,636, Tested: 299, Did Not Meet Grade Level Performance: 31%, Approaches: 40%, Meets: 19%, Masters: 10%)
31%
40%
19%
10%
Black: (Average Scale Score: 1,584, Tested: 28, Did Not Meet Grade Level Performance: 57%, Approaches: 25%, Meets: 14%, Masters: 4%)
57%
25%
14%
4%
White: (Average Scale Score: 1,615, Tested: 78, Did Not Meet Grade Level Performance: 35%, Approaches: 42%, Meets: 19%, Masters: 4%)
35%
42%
19%
4%

    Reading Average Scale Score
    (7th Grade)

  • All1,605
  • Males1,591
  • Females1,618
  • Hispanic1,605
  • Black1,598
  • White1,604
Reading Average Scale Score:

1,605
State:

1,550
Reading students tested: 414
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 416

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (63%)
  • Reporting Category 2: 10.8 (60%)
  • Reporting Category 3: 9 (56%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 15%

40%
30%
15%
15%
Males: (Average Scale Score: 1,591, Tested: 208, Did Not Meet Grade Level Performance: 44%, Approaches: 28%, Meets: 14%, Masters: 14%)
44%
28%
14%
14%
Females: (Average Scale Score: 1,618, Tested: 206, Did Not Meet Grade Level Performance: 37%, Approaches: 31%, Meets: 16%, Masters: 16%)
37%
31%
16%
16%
Hispanic: (Average Scale Score: 1,605, Tested: 301, Did Not Meet Grade Level Performance: 42%, Approaches: 29%, Meets: 12%, Masters: 17%)
42%
29%
12%
17%
Black: (Average Scale Score: 1,598, Tested: 28, Did Not Meet Grade Level Performance: 46%, Approaches: 33%, Meets: 7%, Masters: 14%)
46%
33%
7%
14%
White: (Average Scale Score: 1,604, Tested: 81, Did Not Meet Grade Level Performance: 33%, Approaches: 31%, Meets: 29%, Masters: 7%)
33%
31%
29%
7%

    Writing Average Scale Score
    (7th Grade)

  • All3,628
  • Males3,540
  • Females3,715
  • Hispanic3,612
  • Black3,691
  • White3,661
Writing Average Scale Score:

3,628
Texas:

3,515
Writing students tested: 413
# Absent - Not Tested: 4
Writing # Answer Documents Submitted: 417

Writing Avg Items Correct:
  • Reporting Category 1: 7.7 (48%)
  • Reporting Category 2: 7.6 (59%)
  • Reporting Category 3: 10.6 (62%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 6%

45%
26%
23%
6%
Males: (Average Scale Score: 3,540, Tested: 206, Did Not Meet Grade Level Performance: 51%, Approaches: 24%, Meets: 21%, Masters: 4%)
51%
24%
21%
4%
Females: (Average Scale Score: 3,715, Tested: 207, Did Not Meet Grade Level Performance: 38%, Approaches: 30%, Meets: 23%, Masters: 9%)
38%
30%
23%
9%
Hispanic: (Average Scale Score: 3,612, Tested: 303, Did Not Meet Grade Level Performance: 44%, Approaches: 29%, Meets: 21%, Masters: 6%)
44%
29%
21%
6%
Black: (Average Scale Score: 3,691, Tested: 28, Did Not Meet Grade Level Performance: 39%, Approaches: 22%, Meets: 25%, Masters: 14%)
39%
22%
25%
14%
White: (Average Scale Score: 3,661, Tested: 78, Did Not Meet Grade Level Performance: 50%, Approaches: 19%, Meets: 25%, Masters: 6%)
50%
19%
25%
6%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,660
  • Males1,654
  • Females1,668
  • Hispanic1,662
  • Black1,631
  • White1,667
Math Average Scale Score:

1,660
Texas:

1,539
Math students tested: 369
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 424

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (62%)
  • Reporting Category 2: 8.9 (56%)
  • Reporting Category 3: 8.3 (55%)
  • Reporting Category 4: 3.9 (56%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 9%

31%
32%
28%
9%
Males: (Average Scale Score: 1,654, Tested: 195, Did Not Meet Grade Level Performance: 37%, Approaches: 27%, Meets: 28%, Masters: 8%)
37%
27%
28%
8%
Females: (Average Scale Score: 1,668, Tested: 174, Did Not Meet Grade Level Performance: 25%, Approaches: 38%, Meets: 28%, Masters: 9%)
25%
38%
28%
9%
Hispanic: (Average Scale Score: 1,662, Tested: 256, Did Not Meet Grade Level Performance: 31%, Approaches: 32%, Meets: 28%, Masters: 9%)
31%
32%
28%
9%
Black: (Average Scale Score: 1,631, Tested: 29, Did Not Meet Grade Level Performance: 41%, Approaches: 35%, Meets: 17%, Masters: 7%)
41%
35%
17%
7%
White: (Average Scale Score: 1,667, Tested: 79, Did Not Meet Grade Level Performance: 29%, Approaches: 29%, Meets: 34%, Masters: 8%)
29%
29%
34%
8%

    Reading Average Scale Score
    (8th Grade)

  • All1,623
  • Males1,610
  • Females1,638
  • Hispanic1,613
  • Black1,592
  • White1,658
Reading Average Scale Score:

1,623
State:

1,561
Reading students tested: 419
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 424

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 12.1 (64%)
  • Reporting Category 3: 9.6 (57%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 12%

37%
34%
17%
12%
Males: (Average Scale Score: 1,610, Tested: 217, Did Not Meet Grade Level Performance: 41%, Approaches: 31%, Meets: 16%, Masters: 12%)
41%
31%
16%
12%
Females: (Average Scale Score: 1,638, Tested: 202, Did Not Meet Grade Level Performance: 33%, Approaches: 37%, Meets: 17%, Masters: 13%)
33%
37%
17%
13%
Hispanic: (Average Scale Score: 1,613, Tested: 287, Did Not Meet Grade Level Performance: 39%, Approaches: 36%, Meets: 16%, Masters: 9%)
39%
36%
16%
9%
Black: (Average Scale Score: 1,592, Tested: 30, Did Not Meet Grade Level Performance: 47%, Approaches: 33%, Meets: 10%, Masters: 10%)
47%
33%
10%
10%
White: (Average Scale Score: 1,658, Tested: 95, Did Not Meet Grade Level Performance: 31%, Approaches: 28%, Meets: 20%, Masters: 21%)
31%
28%
20%
21%

    Science Average Scale Score
    (8th Grade)

  • All3,618
  • Males3,655
  • Females3,579
  • Hispanic3,573
  • Black3,456
  • White3,790
Science Average Scale Score:

3,618
State:

3,634
Science students tested: 410
# Absent - Not Tested: 14
Science # Answer Documents Submitted: 424

Science Avg Items Correct:
  • Reporting Category 1: 5.9 (54%)
  • Reporting Category 2: 5 (56%)
  • Reporting Category 3: 5.7 (52%)
  • Reporting Category 4: 6.6 (60%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 9%

45%
29%
17%
9%
Males: (Average Scale Score: 3,655, Tested: 213, Did Not Meet Grade Level Performance: 43%, Approaches: 25%, Meets: 20%, Masters: 12%)
43%
25%
20%
12%
Females: (Average Scale Score: 3,579, Tested: 197, Did Not Meet Grade Level Performance: 46%, Approaches: 35%, Meets: 14%, Masters: 5%)
46%
35%
14%
5%
Hispanic: (Average Scale Score: 3,573, Tested: 285, Did Not Meet Grade Level Performance: 48%, Approaches: 27%, Meets: 19%, Masters: 6%)
48%
27%
19%
6%
Black: (Average Scale Score: 3,456, Tested: 29, Did Not Meet Grade Level Performance: 59%, Approaches: 31%, Meets: 0%, Masters: 10%)
59%
31%
10%
White: (Average Scale Score: 3,790, Tested: 90, Did Not Meet Grade Level Performance: 29%, Approaches: 37%, Meets: 20%, Masters: 14%)
29%
37%
20%
14%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,544
  • Males3,568
  • Females3,517
  • Hispanic3,471
  • Black3,455
  • White3,767
Social Studies Average Scale Score:

3,544
State:

3,461
Social Studies students tested: 407
# Absent - Not Tested: 16
Social Studies # Answer Documents Submitted: 424

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.6 (51%)
  • Reporting Category 2: 5.3 (53%)
  • Reporting Category 3: 4.8 (48%)
  • Reporting Category 4: 3.5 (49%)

Did Not Meet Grade Level Performance: 55%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 11%

55%
25%
9%
11%
Males: (Average Scale Score: 3,568, Tested: 214, Did Not Meet Grade Level Performance: 52%, Approaches: 26%, Meets: 9%, Masters: 13%)
52%
26%
9%
13%
Females: (Average Scale Score: 3,517, Tested: 193, Did Not Meet Grade Level Performance: 58%, Approaches: 24%, Meets: 9%, Masters: 9%)
58%
24%
9%
9%
Hispanic: (Average Scale Score: 3,471, Tested: 279, Did Not Meet Grade Level Performance: 59%, Approaches: 26%, Meets: 7%, Masters: 8%)
59%
26%
7%
8%
Black: (Average Scale Score: 3,455, Tested: 28, Did Not Meet Grade Level Performance: 61%, Approaches: 28%, Meets: 4%, Masters: 7%)
61%
28%
4%
7%
White: (Average Scale Score: 3,767, Tested: 94, Did Not Meet Grade Level Performance: 40%, Approaches: 24%, Meets: 15%, Masters: 21%)
40%
24%
15%
21%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

10.1
State:

17.4
Students without disabilities who received a school-related arrest: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)

Students without disabilities who received a school-related arrest per 1,000 students
Cleveland Middle School:

10.1
State:

13.1
Students with disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

6.7
Texas:

5.4
Students with disabilities who received a school-related arrest: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Students with disabilities who received a school-related arrest per 1,000 students
Cleveland Middle School:

6.7
State:

4.1

Corporal Punishment:
Show data for
This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 92

    Students without disabilities who received corporal punishment

  • Hispanic19
  • American Indian4
  • Black10
  • White13
  • LEP10
Students without disabilities who received corporal punishment: 46 (male: 38, female: 8)
  • Hispanic: 19 (male: 17, female: 2)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
Instances of corporal punishment (Students with disabilities): 24

    Students with disabilities who received corporal punishment

  • Hispanic4
  • Black2
  • White2
  • LEP4
  • 5047
Students with disabilities who received corporal punishment: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, female: 2)

Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic43
  • American Indian2
  • Native Hawaiian2
  • Black10
  • White49
  • Multirace4
  • LEP25
  • IDEA28
  • 50410
Chronic Student Absenteeism: 110 (male: 63, female: 47)
  • Hispanic: 43 (male: 23, female: 20)
  • American Indian / Alaska Native: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 10 (male: 8, female: 2)
  • White: 49 (male: 26, female: 23)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 25 (male: 14, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 14, female: 14)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

184.3
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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.

Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of Non-IDEA students subjected to mechanical restraint: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)

Non-IDEA students subjected to mechanical restraint per 1,000 students
School:

6.7
State:

5.4
Total Number of Non-IDEA students subjected to physical restraint: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Non-IDEA students subjected to physical restraint per 1,000 students
Cleveland Middle School:

6.7
Texas:

3.0
Total Number of Non-IDEA students subjected to seclusion: 2 (all male)
  • White: 2

Non-IDEA students subjected to seclusion per 1,000 students
Cleveland Middle School:

3.4
State:

0.3

    Total Number of students with disabilities (IDEA) subjected to mechanical restraint

  • Hispanic4
  • Black2
  • White4
  • LEP4
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
School:

16.8
State:

1.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

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

6.7
State:

6.8

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic136
  • American Indian13
  • Black58
  • White65
  • Multirace1
  • LEP69
  • IDEA35
  • 50412
School days missed due to out-of-school suspension: 273 (male: 198, female: 75)
  • Hispanic: 136 (male: 97, female: 39)
  • American Indian / Alaska Native: 13 (male: 11, female: 2)
  • Black: 58 (male: 49, female: 9)
  • White: 65 (male: 40, female: 25)
  • Two or More Races: 1 (all male)
  • Limited English Proficiency (LEP): 69 (male: 52, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 35 (male: 28, female: 7)
  • Section 504: 12 (male: 10, female: 2)
Instances of out-of-school suspension (Students without disabilities): 129

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

216.1
State:

102.7
Students without disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

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

  • Hispanic34
  • American Indian2
  • Black5
  • White10
  • Multirace2
  • LEP13
Students without disabilities receiving only one out-of-school suspension: 53 (male: 41, female: 12)
  • Hispanic: 34 (male: 26, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 5 (all male)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic13
  • American Indian2
  • Black7
  • White4
  • LEP4
Students without disabilities receiving more than one out-of-school suspension: 26 (male: 17, female: 9)
  • Hispanic: 13 (male: 8, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 26

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

43.6
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)
Cleveland Middle School:

13.4
Texas:

12.0

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

  • Black2
  • White7
  • LEP2
  • 5047
Students with disabilities receiving only one out-of-school suspension: 9 (male: 7, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 7 (male: 5, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic4
  • American Indian2
  • Black2
  • White4
  • LEP4
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 12 (male: 8, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (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 without Disabilities who received an expulsion with educational services

  • Hispanic10
  • Black4
  • White5
  • LEP4
Students without Disabilities who received an expulsion with educational services: 19 (male: 15, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

31.8
State:

26.6
Students with Disabilities who received an expulsion with educational services: 6 (male: 4, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Section 504: 2 (all female)

Students with Disabilities who received an expulsion with educational services per 1,000 students
Cleveland Middle School:

10.1
State:

10.5

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 without disabilities transferred to an alternative school for disciplinary reasons: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
School:

10.1
State:

49.7
Students with disabilities transferred to an alternative school for disciplinary reasons: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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

6.7
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.

    8th grade student enrollment in Algebra I

  • Hispanic28
  • American Indian2
  • Asian2
  • Black7
  • White19
8th grade student enrollment in Algebra I: 58 (male: 35, female: 23)
  • Hispanic: 28 (male: 20, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 19 (male: 8, female: 11)
8th grade studenst who passed Algebra I: 50 (male: 30, female: 20)
  • Hispanic: 29 (male: 19, female: 10)
  • Black: 4 (all male)
  • White: 17 (male: 7, female: 10)
Percent of 8th grade students who passed
Cleveland Middle School:

86.2%
State:

87.0%

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