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Dawson Elementary School in Corpus Christi, TX
(PK-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 73
Address
 6821 SANDERS
Corpus Christi, TX 78413
Telephone
(361) 878-4800
(make sure to verify first before calling)
City-data.com school rating
73
Students
586
Classroom Teachers (FTE)
33.1
Free lunch eligible students
251
Reduced-price lunch
eligible students
46
School district
CORPUS CHRISTI 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:
Dawson Elementary School:

73
JONES EL (1.2 miles):

72
SCHOOL OF SCIENCE AND TECHNOLOGY CORPUS CHRISTI (0.5 miles):

66
CLUB ESTATES (0.9 miles):

66
YEAGER EL (1.8 miles):

65
GRANT MIDDLE (0.5 miles):

64
SANDERS EL (0.9 miles):

50
SCHANEN ESTATES EL (1.4 miles):

34
BROWNE MIDDLE (1.3 miles):

31
Dawson Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Nueces County:

54
Corpus Christi:

52
Dawson Elementary School:

73

Students & Teachers


Total enrollment:
Enrollment in 2016: 586
Enrollment in 2015: 578
Enrollment in 2014: 607
Enrollment in 2013: 611
Enrollment in 2012: 615
Enrollment in 2011: 622
Enrollment in 2010: 639
Enrollment in 2009: 730
Enrollment in 2008: 679
Enrollment in 2007: 625
Enrollment in 2006: 659
Enrollment in 2005: 667
Enrollment in 2004: 683
Enrollment in 2003: 690
Enrollment in 2002: 666
Enrollment in 2001: 660
Enrollment in 2000: 641
Enrollment in 1999: 613

Dawson Elementary School - Historical enrollment


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

GradePKKGG01G02G03G04G05Total
All students587929989101113586
Female students1484454504953299
Male students4394845395260287
American Indian/Alaska Native students - - - - - 2 - 2
Asian students - - 3 - - 1 - 4
Hispanic students2727088718180464
Black students136 - 13620
White students212121017132591
Hawaiian Native/Pacific Islander students - - - - - - 11
Two or More Races students - - 11 - 114

Enrollment by grade:
Pre-Kindergarten enrollment: 5
Kindergarten enrollment: 87
1st grade enrollment: 92
2nd grade enrollment: 99
3rd grade enrollment: 89
4th grade enrollment: 101
5th grade enrollment: 113

Dawson Elementary School - Historical enrollment by grade


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

Female enrollment: 299 (51.0%)
School:

51.0%
Texas:

49.0%
Male enrollment: 287 (49.0%)
Here:

49.0%
Texas:

50.1%

Dawson Elementary School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 2 (0.3%)
Here:

0.3%
State:

0.4%
Asian enrollment: 4 (0.7%)
Dawson Elementary School:

0.7%
State:

3.1%
Hispanic enrollment: 464 (79.2%)
Here:

79.2%
State:

46.9%
Black enrollment: 20 (3.4%)
Dawson Elementary School:

3.4%
Texas:

11.6%
White enrollment: 91 (15.5%)
Here:

15.5%
State:

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

0.2%
Texas:

0.1%
Two or More Races enrollment: 4 (0.7%)
Dawson Elementary School:

0.7%
State:

2.1%

Dawson Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 297 (50.7%)
Here:

50.7%
State:

61.6%
Free lunch eligible students: 251 (42.8%)
Dawson Elementary School:

42.8%
State:

55.4%
Reduced-price lunch eligible students: 46 (7.8%)
Here:

7.8%
Texas:

6.2%

Dawson Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 33.1

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: 14
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

17.7
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,101,920
  • Full-time Equivalency Count of Teachers: 33 (Salary Expenditures: $1,668,162)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $78,376)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $206,135)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $149,246)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $145,645
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $582,628
  • Salary Expenditures for Teachers: $1,870,725
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $180,072)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $253,310)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $149,246)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $168,021

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Asian2
  • Native Hawaiian2
  • IDEA2
Students Enrolled in LEP Programs: 20 (male: 12, female: 8)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Students with disabilities:
Show data for

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 34 (male: 23, female: 11)
  • Hispanic: 23 (male: 16, female: 7)
  • White: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic28
  • Black4
  • White4
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 38 (male: 21, female: 17)
  • Hispanic: 28 (male: 17, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

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 Kindergarten: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
School:

4.6%
Texas:

5.2%

    Total number of students retained in 1st grade

  • Hispanic2
  • White2
  • IDEA2
  • 5042
Total number of students retained in 1st grade: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 2

Percent of 1st grade students retained
Here:

4.3%
State:

6.1%

Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Percent of 2nd grade students retained
School:

4.0%
Texas:

4.8%

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)

  • All1,483
  • Males1,471
  • Females1,494
  • Hispanic1,474
  • Black1,559
  • White1,505
Math Average Scale Score:

1,483
Texas:

1,453
Math students tested: 103
Math # Answer Documents Submitted: 103

Math Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 8.2 (63%)
  • Reporting Category 3: 4.6 (65%)
  • Reporting Category 4: 3 (74%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 22%

25%
26%
27%
22%
Males: (Average Scale Score: 1,471, Tested: 50, Did Not Meet Grade Level Performance: 24%, Approaches: 28%, Meets: 26%, Masters: 22%)
24%
28%
26%
22%
Females: (Average Scale Score: 1,494, Tested: 53, Did Not Meet Grade Level Performance: 26%, Approaches: 25%, Meets: 26%, Masters: 23%)
26%
25%
26%
23%
Hispanic: (Average Scale Score: 1,474, Tested: 83, Did Not Meet Grade Level Performance: 25%, Approaches: 30%, Meets: 25%, Masters: 20%)
25%
30%
25%
20%
Black: (Average Scale Score: 1,559, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 80%, Masters: 20%)
80%
20%
White: (Average Scale Score: 1,505, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 17%, Masters: 33%)
33%
17%
17%
33%

    Reading Average Scale Score
    (3rd Grade)

  • All1,446
  • Males1,430
  • Females1,462
  • Hispanic1,442
  • Black1,486
  • White1,464
Reading Average Scale Score:

1,446
Texas:

1,423
Reading students tested: 103
Reading # Answer Documents Submitted: 103

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (82%)
  • Reporting Category 2: 9.7 (65%)
  • Reporting Category 3: 9.2 (66%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 28%

21%
36%
15%
28%
Males: (Average Scale Score: 1,430, Tested: 50, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 18%, Masters: 22%)
20%
40%
18%
22%
Females: (Average Scale Score: 1,462, Tested: 53, Did Not Meet Grade Level Performance: 23%, Approaches: 32%, Meets: 11%, Masters: 34%)
23%
32%
11%
34%
Hispanic: (Average Scale Score: 1,442, Tested: 83, Did Not Meet Grade Level Performance: 23%, Approaches: 37%, Meets: 15%, Masters: 25%)
23%
37%
15%
25%
Black: (Average Scale Score: 1,486, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 60%, Masters: 20%)
20%
60%
20%
White: (Average Scale Score: 1,464, Tested: 12, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 0%, Masters: 50%)
17%
33%
50%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,596
  • Males1,583
  • Females1,608
  • Hispanic1,591
  • White1,631
Math Average Scale Score:

1,596
State:

1,546
Math students tested: 97
Math # Answer Documents Submitted: 98

Math Avg Items Correct:
  • Reporting Category 1: 6.8 (75%)
  • Reporting Category 2: 7.9 (72%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 3 (74%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 37%

15%
26%
22%
37%
Males: (Average Scale Score: 1,583, Tested: 48, Did Not Meet Grade Level Performance: 19%, Approaches: 31%, Meets: 15%, Masters: 35%)
19%
31%
15%
35%
Females: (Average Scale Score: 1,608, Tested: 49, Did Not Meet Grade Level Performance: 12%, Approaches: 21%, Meets: 28%, Masters: 39%)
12%
21%
28%
39%
Hispanic: (Average Scale Score: 1,591, Tested: 86, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 22%, Masters: 35%)
14%
29%
22%
35%
White: (Average Scale Score: 1,631, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 0%, Meets: 18%, Masters: 55%)
27%
18%
55%

    Reading Average Scale Score
    (4th Grade)

  • All1,540
  • Males1,520
  • Females1,558
  • Hispanic1,537
  • White1,558
Reading Average Scale Score:

1,540
State:

1,496
Reading students tested: 98
Reading # Answer Documents Submitted: 98

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 10.2 (68%)
  • Reporting Category 3: 9.4 (73%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 31%

21%
30%
18%
31%
Males: (Average Scale Score: 1,520, Tested: 48, Did Not Meet Grade Level Performance: 27%, Approaches: 31%, Meets: 17%, Masters: 25%)
27%
31%
17%
25%
Females: (Average Scale Score: 1,558, Tested: 50, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 20%, Masters: 36%)
16%
28%
20%
36%
Hispanic: (Average Scale Score: 1,537, Tested: 87, Did Not Meet Grade Level Performance: 22%, Approaches: 30%, Meets: 18%, Masters: 30%)
22%
30%
18%
30%
White: (Average Scale Score: 1,558, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 27%, Meets: 19%, Masters: 36%)
18%
27%
19%
36%

    Writing Average Scale Score
    (4th Grade)

  • All3,819
  • Males3,680
  • Females3,949
  • Hispanic3,777
  • White4,143
Writing Average Scale Score:

3,819
State:

3,570
Writing students tested: 97
Writing # Answer Documents Submitted: 98

Writing Avg Items Correct:
  • Reporting Category 1: 4.1 (52%)
  • Reporting Category 2: 4.4 (55%)
  • Reporting Category 3: 11.2 (70%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 14%

35%
26%
25%
14%
Males: (Average Scale Score: 3,680, Tested: 47, Did Not Meet Grade Level Performance: 47%, Approaches: 23%, Meets: 21%, Masters: 9%)
47%
23%
21%
9%
Females: (Average Scale Score: 3,949, Tested: 50, Did Not Meet Grade Level Performance: 24%, Approaches: 28%, Meets: 28%, Masters: 20%)
24%
28%
28%
20%
Hispanic: (Average Scale Score: 3,777, Tested: 86, Did Not Meet Grade Level Performance: 36%, Approaches: 27%, Meets: 27%, Masters: 10%)
36%
27%
27%
10%
White: (Average Scale Score: 4,143, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 18%, Meets: 10%, Masters: 45%)
27%
18%
10%
45%

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,659
  • Males1,635
  • Females1,680
  • Hispanic1,657
  • White1,669
Math Average Scale Score:

1,659
State:

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

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 12.6 (74%)
  • Reporting Category 3: 6.6 (73%)
  • Reporting Category 4: 3 (75%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 36%

7%
25%
32%
36%
Males: (Average Scale Score: 1,635, Tested: 43, Did Not Meet Grade Level Performance: 12%, Approaches: 30%, Meets: 30%, Masters: 28%)
12%
30%
30%
28%
Females: (Average Scale Score: 1,680, Tested: 51, Did Not Meet Grade Level Performance: 4%, Approaches: 20%, Meets: 33%, Masters: 43%)
4%
20%
33%
43%
Hispanic: (Average Scale Score: 1,657, Tested: 79, Did Not Meet Grade Level Performance: 9%, Approaches: 23%, Meets: 34%, Masters: 34%)
9%
23%
34%
34%
White: (Average Scale Score: 1,669, Tested: 12, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 25%, Masters: 42%)
33%
25%
42%

    Reading Average Scale Score
    (5th Grade)

  • All1,579
  • Males1,581
  • Females1,576
  • Hispanic1,574
  • White1,586
Reading Average Scale Score:

1,579
State:

1,546
Reading students tested: 94
Reading # Answer Documents Submitted: 94

Reading Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 11.5 (72%)
  • Reporting Category 3: 9.4 (67%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 20%

18%
30%
32%
20%
Males: (Average Scale Score: 1,581, Tested: 43, Did Not Meet Grade Level Performance: 16%, Approaches: 33%, Meets: 30%, Masters: 21%)
16%
33%
30%
21%
Females: (Average Scale Score: 1,576, Tested: 51, Did Not Meet Grade Level Performance: 20%, Approaches: 27%, Meets: 33%, Masters: 20%)
20%
27%
33%
20%
Hispanic: (Average Scale Score: 1,574, Tested: 79, Did Not Meet Grade Level Performance: 20%, Approaches: 28%, Meets: 34%, Masters: 18%)
20%
28%
34%
18%
White: (Average Scale Score: 1,586, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 42%, Meets: 25%, Masters: 25%)
8%
42%
25%
25%

    Science Average Scale Score
    (5th Grade)

  • All3,840
  • Males3,788
  • Females3,886
  • Hispanic3,826
  • White3,861
Science Average Scale Score:

3,840
State:

3,771
Science students tested: 94
Science # Answer Documents Submitted: 94

Science Avg Items Correct:
  • Reporting Category 1: 4.3 (71%)
  • Reporting Category 2: 5.9 (74%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 8.5 (71%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 15%

23%
34%
28%
15%
Males: (Average Scale Score: 3,788, Tested: 44, Did Not Meet Grade Level Performance: 23%, Approaches: 41%, Meets: 25%, Masters: 11%)
23%
41%
25%
11%
Females: (Average Scale Score: 3,886, Tested: 50, Did Not Meet Grade Level Performance: 24%, Approaches: 28%, Meets: 30%, Masters: 18%)
24%
28%
30%
18%
Hispanic: (Average Scale Score: 3,826, Tested: 80, Did Not Meet Grade Level Performance: 23%, Approaches: 35%, Meets: 29%, Masters: 14%)
23%
35%
29%
14%
White: (Average Scale Score: 3,861, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 37%, Meets: 18%, Masters: 18%)
27%
37%
18%
18%

Health & Safety


Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)

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

    Chronic Student Absenteeism

  • Hispanic37
  • Asian2
  • Black4
  • White10
  • IDEA7
  • 5047
Chronic Student Absenteeism: 53 (male: 15, female: 38)
  • Hispanic: 37 (male: 11, female: 26)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Dawson Elementary School:

90.4
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

  • Hispanic11
  • Black10
  • White2
  • LEP2
  • IDEA12
  • 5041
School days missed due to out-of-school suspension: 23 (male: 20, female: 3)
  • Hispanic: 11 (all male)
  • Black: 10 (male: 7, female: 3)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 12 (male: 9, female: 3)
  • Section 504: 1 (all male)

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

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

10.2
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Asian2
  • Black5
  • White4
  • LEP2
Students without disabilities receiving one or more in-school suspension: 15 (male: 9, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 5 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

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

Instances of out-of-school suspension (Students with disabilities): 10

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

17.1
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 1

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

1.7
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic4
  • Native Hawaiian2
  • LEP2
  • 5042
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Section 504: 2

Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2

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