Jump to a detailed profile or search site with Google Custom Search


Cuero J H School in Cuero, TX
(06-09 • 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 75
Address
 608 JUNIOR HIGH DR
Cuero, TX 77954
Telephone
(361) 275-1900
(make sure to verify first before calling)
Website
http://www.cueroisd.org
City-data.com school rating
75
Students
489
Classroom Teachers (FTE)
36.9
Free lunch eligible students
218
Reduced-price lunch
eligible students
19
School district
CUERO 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:
MISSION VALLEY EL (14.3 miles):

87
Cuero J H School:

75
MEYERSVILLE EL (11.6 miles):

66
YOAKUM INT (14.9 miles):

59
YOAKUM H S (15.3 miles):

59
WESTHOFF EL (13.9 miles):

57
CUERO INT (0.2 miles):

45
CUERO H S (0.5 miles):

39
YOAKUM J H (15.2 miles):

36
Cuero J H School rating compared to average state, county and city schools ratings:
Texas:

54
DeWitt County:

49
Cuero:

53
Cuero J H School:

75

Students & Teachers


Total enrollment:
Enrollment in 2016: 489
Enrollment in 2015: 359
Enrollment in 2014: 357
Enrollment in 2013: 312
Enrollment in 2012: 297
Enrollment in 2011: 305
Enrollment in 2010: 280
Enrollment in 2009: 274
Enrollment in 2008: 255
Enrollment in 2007: 285
Enrollment in 2006: 442
Enrollment in 2005: 463
Enrollment in 2004: 466
Enrollment in 2003: 508
Enrollment in 2002: 494
Enrollment in 2001: 483
Enrollment in 2000: 439
Enrollment in 1999: 468

Cuero J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students166158165489
Female students828571238
Male students847394251
American Indian/Alaska Native students - - 11
Asian students1 - 12
Hispanic students796365207
Black students19221859
White students637076209
Hawaiian Native/Pacific Islander students1 - - 1
Two or More Races students33410

Enrollment by grade:
6th grade enrollment: 166
7th grade enrollment: 158
8th grade enrollment: 165

Cuero J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 238 (48.7%)
Cuero J H School:

48.7%
State:

49.0%
Male enrollment: 251 (51.3%)
School:

51.3%
State:

50.1%

Cuero J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Here:

0.2%
Texas:

0.4%
Asian enrollment: 2 (0.4%)
Here:

0.4%
State:

3.1%
Hispanic enrollment: 207 (42.3%)
School:

42.3%
State:

46.9%
Black enrollment: 59 (12.1%)
Cuero J H School:

12.1%
Texas:

11.6%
White enrollment: 209 (42.7%)
School:

42.7%
State:

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

0.2%
State:

0.1%
Two or More Races enrollment: 10 (2.0%)
Here:

2.0%
State:

2.1%

Cuero J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 237 (48.5%)
Here:

48.5%
State:

61.6%
Free lunch eligible students: 218 (44.6%)
School:

44.6%
State:

55.4%
Reduced-price lunch eligible students: 19 (3.9%)
Here:

3.9%
State:

6.2%

Cuero J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 36.9

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 3.1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE nurses: 2

Student/Teacher Ratio
Cuero J H School:

13.3
Texas:

15.6

Cuero J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,652,922
  • Full-time Equivalency Count of Teachers: 36.9 (Salary Expenditures: $1,309,949)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $63,927)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $137,623)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $141,423)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $80,653
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,921,578
  • Salary Expenditures for Teachers: $1,509,680
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $83,702)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $186,773)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $141,423)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $98,968

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic19
  • Asian2
  • White4
  • IDEA4
Students Enrolled in LEP Programs: 25 (male: 13, female: 12)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 51 (male: 33, female: 18)
  • Hispanic: 20 (male: 13, female: 7)
  • Black: 11 (male: 7, female: 4)
  • White: 20 (male: 13, female: 7)

    Students with disabilities served under Section 504

  • Hispanic10
  • Black4
  • White16
  • Multirace4
  • LEP4
Students with disabilities served under Section 504: 34 (male: 20, female: 14)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,054 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 8th grade: 2 (all male)
  • Black: 2

Percent of 8th grade students retained
School:

1.2%
State:

7.2%

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
  • Black2
  • White19
  • LEP2
Gifted and Talented Student Enrollment: 27 (male: 13, female: 14)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 19 (male: 11, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)

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

55.2
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

  • All4,694
  • Males4,799
  • Females4,598
  • Hispanic4,802
  • White4,670
Algebra I Average Scale Score:

4,694
State:

4,001
Algebra I students tested: 25
Algebra I # Answer Documents Submitted: 25

Algebra I Avg Items Correct:
  • Reporting Category 1: 9.5 (87%)
  • Reporting Category 2: 10.4 (86%)
  • Reporting Category 3: 11.8 (84%)
  • Reporting Category 4: 9 (82%)
  • Reporting Category 5: 5.6 (93%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 84%

16%
84%
Males: (Average Scale Score: 4,799, Tested: 12, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 8%, Masters: 92%)
8%
92%
Females: (Average Scale Score: 4,598, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 23%, Masters: 77%)
23%
77%
Hispanic: (Average Scale Score: 4,802, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 12%, Masters: 88%)
12%
88%
White: (Average Scale Score: 4,670, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 12%, Masters: 88%)
12%
88%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,586
  • Males1,581
  • Females1,594
  • Hispanic1,580
  • Black1,512
  • White1,632
Math Average Scale Score:

1,586
Texas:

1,546
Math students tested: 175
Math # Answer Documents Submitted: 176

Math Avg Items Correct:
  • Reporting Category 1: 4.9 (49%)
  • Reporting Category 2: 6.9 (46%)
  • Reporting Category 3: 2.5 (41%)
  • Reporting Category 4: 3.3 (48%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 6%

34%
41%
19%
6%
Males: (Average Scale Score: 1,581, Tested: 101, Did Not Meet Grade Level Performance: 34%, Approaches: 42%, Meets: 21%, Masters: 3%)
34%
42%
21%
3%
Females: (Average Scale Score: 1,594, Tested: 74, Did Not Meet Grade Level Performance: 34%, Approaches: 40%, Meets: 17%, Masters: 9%)
34%
40%
17%
9%
Hispanic: (Average Scale Score: 1,580, Tested: 88, Did Not Meet Grade Level Performance: 33%, Approaches: 44%, Meets: 21%, Masters: 2%)
33%
44%
21%
2%
Black: (Average Scale Score: 1,512, Tested: 23, Did Not Meet Grade Level Performance: 65%, Approaches: 31%, Meets: 4%, Masters: 0%)
65%
31%
4%
White: (Average Scale Score: 1,632, Tested: 59, Did Not Meet Grade Level Performance: 19%, Approaches: 44%, Meets: 23%, Masters: 14%)
19%
44%
23%
14%

    Reading Average Scale Score
    (6th Grade)

  • All1,541
  • Males1,514
  • Females1,579
  • Hispanic1,530
  • Black1,492
  • White1,583
Reading Average Scale Score:

1,541
State:

1,457
Reading students tested: 176
Reading # Answer Documents Submitted: 176

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (58%)
  • Reporting Category 2: 11.2 (66%)
  • Reporting Category 3: 7.8 (52%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 10%

44%
28%
18%
10%
Males: (Average Scale Score: 1,514, Tested: 102, Did Not Meet Grade Level Performance: 52%, Approaches: 28%, Meets: 15%, Masters: 5%)
52%
28%
15%
5%
Females: (Average Scale Score: 1,579, Tested: 74, Did Not Meet Grade Level Performance: 32%, Approaches: 29%, Meets: 23%, Masters: 16%)
32%
29%
23%
16%
Hispanic: (Average Scale Score: 1,530, Tested: 89, Did Not Meet Grade Level Performance: 47%, Approaches: 29%, Meets: 17%, Masters: 7%)
47%
29%
17%
7%
Black: (Average Scale Score: 1,492, Tested: 23, Did Not Meet Grade Level Performance: 70%, Approaches: 13%, Meets: 8%, Masters: 9%)
70%
13%
8%
9%
White: (Average Scale Score: 1,583, Tested: 59, Did Not Meet Grade Level Performance: 29%, Approaches: 30%, Meets: 26%, Masters: 15%)
29%
30%
26%
15%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,671
  • Males1,664
  • Females1,680
  • Hispanic1,645
  • Black1,594
  • White1,724
Math Average Scale Score:

1,671
Texas:

1,571
Math students tested: 137
Math # Answer Documents Submitted: 137

Math Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 8.5 (56%)
  • Reporting Category 3: 6.4 (53%)
  • Reporting Category 4: 3.7 (53%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 18%

26%
34%
22%
18%
Males: (Average Scale Score: 1,664, Tested: 76, Did Not Meet Grade Level Performance: 22%, Approaches: 40%, Meets: 24%, Masters: 14%)
22%
40%
24%
14%
Females: (Average Scale Score: 1,680, Tested: 61, Did Not Meet Grade Level Performance: 30%, Approaches: 27%, Meets: 22%, Masters: 21%)
30%
27%
22%
21%
Hispanic: (Average Scale Score: 1,645, Tested: 64, Did Not Meet Grade Level Performance: 27%, Approaches: 40%, Meets: 22%, Masters: 11%)
27%
40%
22%
11%
Black: (Average Scale Score: 1,594, Tested: 17, Did Not Meet Grade Level Performance: 53%, Approaches: 29%, Meets: 12%, Masters: 6%)
53%
29%
12%
6%
White: (Average Scale Score: 1,724, Tested: 53, Did Not Meet Grade Level Performance: 17%, Approaches: 28%, Meets: 27%, Masters: 28%)
17%
28%
27%
28%

    Reading Average Scale Score
    (7th Grade)

  • All1,638
  • Males1,627
  • Females1,652
  • Hispanic1,626
  • Black1,552
  • White1,675
Reading Average Scale Score:

1,638
Texas:

1,550
Reading students tested: 137
Reading # Answer Documents Submitted: 137

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 11.5 (64%)
  • Reporting Category 3: 10.2 (63%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 22%

31%
31%
16%
22%
Males: (Average Scale Score: 1,627, Tested: 76, Did Not Meet Grade Level Performance: 32%, Approaches: 30%, Meets: 20%, Masters: 18%)
32%
30%
20%
18%
Females: (Average Scale Score: 1,652, Tested: 61, Did Not Meet Grade Level Performance: 31%, Approaches: 31%, Meets: 12%, Masters: 26%)
31%
31%
12%
26%
Hispanic: (Average Scale Score: 1,626, Tested: 64, Did Not Meet Grade Level Performance: 30%, Approaches: 37%, Meets: 17%, Masters: 16%)
30%
37%
17%
16%
Black: (Average Scale Score: 1,552, Tested: 17, Did Not Meet Grade Level Performance: 65%, Approaches: 17%, Meets: 18%, Masters: 0%)
65%
17%
18%
White: (Average Scale Score: 1,675, Tested: 53, Did Not Meet Grade Level Performance: 25%, Approaches: 26%, Meets: 15%, Masters: 34%)
25%
26%
15%
34%

    Writing Average Scale Score
    (7th Grade)

  • All3,768
  • Males3,629
  • Females3,941
  • Hispanic3,732
  • Black3,495
  • White3,878
Writing Average Scale Score:

3,768
State:

3,515
Writing students tested: 137
Writing # Answer Documents Submitted: 137

Writing Avg Items Correct:
  • Reporting Category 1: 7.9 (49%)
  • Reporting Category 2: 8.4 (65%)
  • Reporting Category 3: 11.8 (69%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 9%

31%
34%
26%
9%
Males: (Average Scale Score: 3,629, Tested: 76, Did Not Meet Grade Level Performance: 37%, Approaches: 38%, Meets: 22%, Masters: 3%)
37%
38%
22%
3%
Females: (Average Scale Score: 3,941, Tested: 61, Did Not Meet Grade Level Performance: 23%, Approaches: 29%, Meets: 30%, Masters: 18%)
23%
29%
30%
18%
Hispanic: (Average Scale Score: 3,732, Tested: 64, Did Not Meet Grade Level Performance: 30%, Approaches: 36%, Meets: 28%, Masters: 6%)
30%
36%
28%
6%
Black: (Average Scale Score: 3,495, Tested: 17, Did Not Meet Grade Level Performance: 59%, Approaches: 23%, Meets: 12%, Masters: 6%)
59%
23%
12%
6%
White: (Average Scale Score: 3,878, Tested: 53, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 23%, Masters: 15%)
25%
37%
23%
15%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,727
  • Males1,711
  • Females1,741
  • Hispanic1,703
  • Black1,671
  • White1,782
Math Average Scale Score:

1,727
Texas:

1,539
Math students tested: 124
Math # Answer Documents Submitted: 149

Math Avg Items Correct:
  • Reporting Category 1: 2.9 (72%)
  • Reporting Category 2: 10.8 (67%)
  • Reporting Category 3: 10 (67%)
  • Reporting Category 4: 5 (72%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 50%
Masters Grade Level Performance: 15%

13%
22%
50%
15%
Males: (Average Scale Score: 1,711, Tested: 57, Did Not Meet Grade Level Performance: 16%, Approaches: 31%, Meets: 34%, Masters: 19%)
16%
31%
34%
19%
Females: (Average Scale Score: 1,741, Tested: 67, Did Not Meet Grade Level Performance: 10%, Approaches: 15%, Meets: 65%, Masters: 10%)
10%
15%
65%
10%
Hispanic: (Average Scale Score: 1,703, Tested: 60, Did Not Meet Grade Level Performance: 17%, Approaches: 25%, Meets: 51%, Masters: 7%)
17%
25%
51%
7%
Black: (Average Scale Score: 1,671, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 35%, Meets: 41%, Masters: 6%)
18%
35%
41%
6%
White: (Average Scale Score: 1,782, Tested: 42, Did Not Meet Grade Level Performance: 7%, Approaches: 14%, Meets: 48%, Masters: 31%)
7%
14%
48%
31%

    Reading Average Scale Score
    (8th Grade)

  • All1,706
  • Males1,695
  • Females1,714
  • Hispanic1,680
  • Black1,630
  • White1,759
Reading Average Scale Score:

1,706
Texas:

1,561
Reading students tested: 149
Reading # Answer Documents Submitted: 149

Reading Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 14.7 (77%)
  • Reporting Category 3: 11.8 (69%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 31%

16%
27%
26%
31%
Males: (Average Scale Score: 1,695, Tested: 69, Did Not Meet Grade Level Performance: 20%, Approaches: 26%, Meets: 26%, Masters: 28%)
20%
26%
26%
28%
Females: (Average Scale Score: 1,714, Tested: 80, Did Not Meet Grade Level Performance: 13%, Approaches: 28%, Meets: 26%, Masters: 34%)
13%
28%
26%
34%
Hispanic: (Average Scale Score: 1,680, Tested: 67, Did Not Meet Grade Level Performance: 22%, Approaches: 33%, Meets: 26%, Masters: 19%)
22%
33%
26%
19%
Black: (Average Scale Score: 1,630, Tested: 18, Did Not Meet Grade Level Performance: 39%, Approaches: 33%, Meets: 17%, Masters: 11%)
39%
33%
17%
11%
White: (Average Scale Score: 1,759, Tested: 59, Did Not Meet Grade Level Performance: 3%, Approaches: 16%, Meets: 28%, Masters: 53%)
3%
16%
28%
53%

    Science Average Scale Score
    (8th Grade)

  • All3,948
  • Males4,073
  • Females3,842
  • Hispanic3,758
  • Black3,567
  • White4,278
Science Average Scale Score:

3,948
Texas:

3,634
Science students tested: 150
Science # Answer Documents Submitted: 150

Science Avg Items Correct:
  • Reporting Category 1: 7.4 (68%)
  • Reporting Category 2: 6.1 (68%)
  • Reporting Category 3: 6.6 (60%)
  • Reporting Category 4: 7.7 (70%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 25%

26%
25%
24%
25%
Males: (Average Scale Score: 4,073, Tested: 69, Did Not Meet Grade Level Performance: 22%, Approaches: 21%, Meets: 19%, Masters: 38%)
22%
21%
19%
38%
Females: (Average Scale Score: 3,842, Tested: 81, Did Not Meet Grade Level Performance: 30%, Approaches: 27%, Meets: 28%, Masters: 15%)
30%
27%
28%
15%
Hispanic: (Average Scale Score: 3,758, Tested: 67, Did Not Meet Grade Level Performance: 37%, Approaches: 29%, Meets: 19%, Masters: 15%)
37%
29%
19%
15%
Black: (Average Scale Score: 3,567, Tested: 18, Did Not Meet Grade Level Performance: 56%, Approaches: 27%, Meets: 11%, Masters: 6%)
56%
27%
11%
6%
White: (Average Scale Score: 4,278, Tested: 60, Did Not Meet Grade Level Performance: 5%, Approaches: 18%, Meets: 34%, Masters: 43%)
5%
18%
34%
43%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,759
  • Males3,862
  • Females3,672
  • Hispanic3,629
  • Black3,429
  • White3,994
Social Studies Average Scale Score:

3,759
State:

3,461
Social Studies students tested: 150
Social Studies # Answer Documents Submitted: 150

Social Studies Avg Items Correct:
  • Reporting Category 1: 10 (59%)
  • Reporting Category 2: 6.6 (66%)
  • Reporting Category 3: 5.9 (59%)
  • Reporting Category 4: 3.9 (55%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 13%

31%
38%
18%
13%
Males: (Average Scale Score: 3,862, Tested: 69, Did Not Meet Grade Level Performance: 25%, Approaches: 39%, Meets: 17%, Masters: 19%)
25%
39%
17%
19%
Females: (Average Scale Score: 3,672, Tested: 81, Did Not Meet Grade Level Performance: 36%, Approaches: 38%, Meets: 17%, Masters: 9%)
36%
38%
17%
9%
Hispanic: (Average Scale Score: 3,629, Tested: 67, Did Not Meet Grade Level Performance: 40%, Approaches: 36%, Meets: 17%, Masters: 7%)
40%
36%
17%
7%
Black: (Average Scale Score: 3,429, Tested: 18, Did Not Meet Grade Level Performance: 56%, Approaches: 38%, Meets: 6%, Masters: 0%)
56%
38%
6%
White: (Average Scale Score: 3,994, Tested: 60, Did Not Meet Grade Level Performance: 13%, Approaches: 42%, Meets: 22%, Masters: 23%)
13%
42%
22%
23%

Health & Safety


Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 26


Total incidents per 1,000 students
Cuero J H School:

53.2
State:

38.0

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): 17

    Students without disabilities who received corporal punishment

  • Hispanic7
  • Black5
  • White4
  • Multirace2
Students without disabilities who received corporal punishment: 18 (male: 14, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 5 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
Instances of corporal punishment (Students with disabilities): 1
Students with disabilities who received corporal punishment: 2 (all male)
  • Black: 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

  • Hispanic37
  • Black13
  • White25
  • IDEA7
  • 5048
Chronic Student Absenteeism: 75 (male: 39, female: 36)
  • Hispanic: 37 (male: 17, female: 20)
  • Black: 13 (male: 8, female: 5)
  • White: 25 (male: 14, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 8 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

153.4
State:

147.9

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic64
  • Black35
  • White38
  • Multirace2
  • IDEA40
  • 5049
School days missed due to out-of-school suspension: 139 (male: 102, female: 37)
  • Hispanic: 64 (male: 44, female: 20)
  • Black: 35 (male: 29, female: 6)
  • White: 38 (male: 27, female: 11)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 33, female: 7)
  • Section 504: 9 (all male)
Instances of out-of-school suspension (Students without disabilities): 68

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

139.1
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic67
  • Black28
  • White37
  • Multirace7
  • LEP7
Students without disabilities receiving one or more in-school suspension: 139 (male: 92, female: 47)
  • Hispanic: 67 (male: 41, female: 26)
  • Black: 28 (male: 17, female: 11)
  • White: 37 (male: 29, female: 8)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 18 (male: 12, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)

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

  • Hispanic13
  • Black4
  • White4
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 23 (male: 14, female: 9)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 27

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

55.2
Texas:

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)
School:

16.4
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic10
  • Black7
  • White7
  • Multirace4
  • LEP2
  • 50419
Students with disabilities receiving one or more in-school suspension: 28 (male: 17, female: 11)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 19 (male: 17, female: 2)
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Section 504: 2 (all male)

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

  • Hispanic2
  • Black2
  • White4
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

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

  • Hispanic2
  • Asian2
  • Black4
  • White25
  • IDEA2
8th grade student enrollment in Algebra I: 33 (male: 13, female: 20)
  • Hispanic: 2 (all female)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 11, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
8th grade studenst who passed Algebra I: 27 (male: 10, female: 17)
  • Hispanic: 4 (all female)
  • White: 23 (male: 10, female: 13)
Percent of 8th grade students who passed
School:

81.8%
Texas:

87.0%

Comments

Review, comment, or add new information about this topic:

Discuss Cuero, Texas (TX) on our hugely popular Texas forum.

  1. All Cities
  2. Texas
  3. Cuero main city page
  4. Schools in Texas
  5. Cuero J H School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents