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


Diamond Hill-Jarvis High School in Fort Worth, TX
(09-12 • 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 7
Address
 1411 MAYDELL ST
Fort Worth, TX 76106
Telephone
(817) 815-0000
(make sure to verify first before calling)
Website
http://www.fortworthisd.org
City-data.com school rating
7
Students
770
Classroom Teachers (FTE)
60.1
Free lunch eligible students
614
Reduced-price lunch
eligible students
72
School district
FORT WORTH 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:
MOORE M H EL (0.2 miles):

61
HELBING EL (0.3 miles):

49
KIRKPATRICK MIDDLE (1.4 miles):

43
CESAR CHAVEZ PRI (0.7 miles):

36
DIAMOND HILL EL (0.8 miles):

35
WASHINGTON HEIGHTS EL (1.1 miles):

30
KIRKPATRICK EL (1.5 miles):

25
MEACHAM MIDDLE (0.3 miles):

23
Diamond Hill-Jarvis High School:

7
Diamond Hill-Jarvis High School rating compared to average state, county and city schools ratings:
Texas:

54
Tarrant County:

54
Fort Worth:

45
Diamond Hill-Jarvis High School:

7

Students & Teachers


Total enrollment:
Enrollment in 2016: 770
Enrollment in 2015: 715
Enrollment in 2014: 945
Enrollment in 2013: 879
Enrollment in 2012: 852
Enrollment in 2011: 884
Enrollment in 2010: 873
Enrollment in 2009: 867
Enrollment in 2008: 899
Enrollment in 2007: 887
Enrollment in 2006: 886
Enrollment in 2005: 921
Enrollment in 2004: 917
Enrollment in 2003: 867
Enrollment in 2002: 861
Enrollment in 2001: 824
Enrollment in 2000: 786
Enrollment in 1999: 843

Diamond Hill-Jarvis High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students262212173123770
Female students1071009370370
Male students1551128053400
American Indian/Alaska Native students1 - 1 - 2
Asian students - - 1 - 1
Hispanic students243199165117724
Black students852419
White students884222
Two or More Races students2 - - - 2

Enrollment by grade:
9th grade enrollment: 262
10th grade enrollment: 212
11th grade enrollment: 173
12th grade enrollment: 123

Diamond Hill-Jarvis High School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 370 (48.1%)
Diamond Hill-Jarvis High School:

48.1%
State:

49.0%
Male enrollment: 400 (51.9%)
Here:

51.9%
State:

50.1%

Diamond Hill-Jarvis High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
School:

0.3%
Texas:

0.4%
Asian enrollment: 1 (0.1%)
Here:

0.1%
Texas:

3.1%
Hispanic enrollment: 724 (94.0%)
Diamond Hill-Jarvis High School:

94.0%
Texas:

46.9%
Black enrollment: 19 (2.5%)
School:

2.5%
Texas:

11.6%
White enrollment: 22 (2.9%)
Diamond Hill-Jarvis High School:

2.9%
State:

32.3%
Two or More Races enrollment: 2 (0.3%)
School:

0.3%
State:

2.1%

Diamond Hill-Jarvis High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 686 (89.1%)
School:

89.1%
State:

61.6%
Free lunch eligible students: 614 (79.7%)
School:

79.7%
Texas:

55.4%
Reduced-price lunch eligible students: 72 (9.4%)
School:

9.4%
State:

6.2%

Diamond Hill-Jarvis High School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 60.1

Number of FTE teachers in their first year of teaching: 1.3
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 5

Student/Teacher Ratio
Here:

12.8
Texas:

15.6

Diamond Hill-Jarvis High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,085,591
  • Full-time Equivalency Count of Teachers: 60.1 (Salary Expenditures: $3,098,119)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $26,754)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $538,429)
  • Full-time Equivalency Count of School Administration Staff: 3.8 (Salary Expenditures: $236,088)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $270,914
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,489,922
  • Salary Expenditures for Teachers: $3,378,650
  • Full-time Equivalency Count of Instructional Aides: 12.8 (Salary Expenditures: $150,554)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $538,429)
  • Full-time Equivalency Count of School Administration Staff: 3.8 (Salary Expenditures: $236,088)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $372,637

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 88 (male: 44, female: 44)
  • Hispanic: 88 (male: 44, female: 44)
  • 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: 90 (male: 65, female: 25)
  • Hispanic: 86 (male: 61, female: 25)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
Students with disabilities served under Section 504: 7 (male: 2, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,124 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 9th grade

  • Hispanic28
  • Black2
  • LEP7
  • IDEA7
  • 5044
Total number of students retained in 9th grade: 30 (male: 22, female: 8)
  • Hispanic: 28 (male: 20, female: 8)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)

Percent of 9th grade students retained
Here:

11.5%
Texas:

18.3%

    Total number of students retained in 10th grade

  • Hispanic7
  • Multirace2
  • LEP2
  • IDEA2
Total number of students retained in 10th grade: 9 (male: 5, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 10th grade students retained
Diamond Hill-Jarvis High School:

4.2%
State:

15.1%
Total number of students retained in 11th grade: 10 (male: 5, female: 5)
  • Hispanic: 10 (male: 5, female: 5)

Percent of 11th grade students retained
Diamond Hill-Jarvis High School:

5.8%
State:

14.9%
Total number of students retained in 12th grade: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 12th grade students retained
Diamond Hill-Jarvis High School:

1.6%
Texas:

14.2%

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: 52 (male: 20, female: 32)
  • Hispanic: 52 (male: 20, female: 32)

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

67.5
Texas:

79.4

Dual Enrollment:
(State average from 1,381 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.

    Dual Enrollment

  • Hispanic52
  • Black2
  • White4
  • LEP2
Dual Enrollment: 58 (male: 13, female: 45)
  • Hispanic: 52 (male: 11, female: 41)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Dual Enrollment per 1,000 students
Diamond Hill-Jarvis High School:

75.3
State:

133.0

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

  • All3,600
  • Males3,580
  • Females3,629
  • Hispanic3,587
  • Black3,872
  • White3,767
Algebra I Average Scale Score:

3,600
State:

3,927
Algebra I students tested: 201
Algebra I # Answer Documents Submitted: 201

Algebra I Avg Items Correct:
  • Reporting Category 1: 4.5 (41%)
  • Reporting Category 2: 5 (42%)
  • Reporting Category 3: 5.6 (40%)
  • Reporting Category 4: 5 (45%)
  • Reporting Category 5: 2.6 (44%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 52%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 2%

40%
52%
6%
2%
Males: (Average Scale Score: 3,580, Tested: 119, Did Not Meet Grade Level Performance: 40%, Approaches: 53%, Meets: 6%, Masters: 1%)
40%
53%
6%
1%
Females: (Average Scale Score: 3,629, Tested: 82, Did Not Meet Grade Level Performance: 39%, Approaches: 50%, Meets: 6%, Masters: 5%)
39%
50%
6%
5%
Hispanic: (Average Scale Score: 3,587, Tested: 187, Did Not Meet Grade Level Performance: 40%, Approaches: 53%, Meets: 5%, Masters: 2%)
40%
53%
5%
2%
Black: (Average Scale Score: 3,872, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 15%, Masters: 14%)
43%
28%
15%
14%
White: (Average Scale Score: 3,767, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 0%, Masters: 20%)
20%
60%
20%

    Biology Average Scale Score

  • All3,719
  • Males3,719
  • Females3,720
  • Hispanic3,710
  • Black3,863
Biology Average Scale Score:

3,719
State:

3,671
Biology students tested: 242
# Absent - Not Tested: 1
Biology # Answer Documents Submitted: 243

Biology Avg Items Correct:
  • Reporting Category 1: 4.9 (45%)
  • Reporting Category 2: 5.3 (49%)
  • Reporting Category 3: 4.8 (48%)
  • Reporting Category 4: 4.8 (44%)
  • Reporting Category 5: 5.3 (49%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 2%

36%
42%
20%
2%
Males: (Average Scale Score: 3,719, Tested: 142, Did Not Meet Grade Level Performance: 36%, Approaches: 42%, Meets: 19%, Masters: 3%)
36%
42%
19%
3%
Females: (Average Scale Score: 3,720, Tested: 100, Did Not Meet Grade Level Performance: 35%, Approaches: 43%, Meets: 20%, Masters: 2%)
35%
43%
20%
2%
Hispanic: (Average Scale Score: 3,710, Tested: 227, Did Not Meet Grade Level Performance: 37%, Approaches: 42%, Meets: 19%, Masters: 2%)
37%
42%
19%
2%
Black: (Average Scale Score: 3,863, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 67%, Meets: 0%, Masters: 22%)
11%
67%
22%

    English I Average Scale Score

  • All3,612
  • Males3,570
  • Females3,668
  • Hispanic3,610
  • Black3,721
  • White3,640
English I Average Scale Score:

3,612
State:

3,609
English I students tested: 275
# Absent - Not Tested: 1
English I # Answer Documents Submitted: 276

English I Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 5.9 (46%)
  • Reporting Category 3: 6.9 (53%)
  • Reporting Category 4: 7.1 (45%)
  • Reporting Category 5: 4.9 (55%)
  • Reporting Category 6: 4.9 (54%)

Did Not Meet Grade Level Performance: 71%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 0%

71%
15%
14%
Males: (Average Scale Score: 3,570, Tested: 158, Did Not Meet Grade Level Performance: 75%, Approaches: 16%, Meets: 9%, Masters: 0%)
75%
16%
9%
Females: (Average Scale Score: 3,668, Tested: 117, Did Not Meet Grade Level Performance: 65%, Approaches: 14%, Meets: 21%, Masters: 0%)
65%
14%
21%
Hispanic: (Average Scale Score: 3,610, Tested: 256, Did Not Meet Grade Level Performance: 71%, Approaches: 15%, Meets: 14%, Masters: 0%)
71%
15%
14%
Black: (Average Scale Score: 3,721, Tested: 9, Did Not Meet Grade Level Performance: 56%, Approaches: 11%, Meets: 33%, Masters: 0%)
56%
11%
33%
White: (Average Scale Score: 3,640, Tested: 8, Did Not Meet Grade Level Performance: 63%, Approaches: 25%, Meets: 13%, Masters: 0%)
63%
25%
13%

    English II Average Scale Score

  • All3,578
  • Males3,505
  • Females3,666
  • Hispanic3,580
  • White3,592
English II Average Scale Score:

3,578
Texas:

3,594
English II students tested: 227
English II # Answer Documents Submitted: 227

English II Avg Items Correct:
  • Reporting Category 1: 4.2 (52%)
  • Reporting Category 2: 6.7 (52%)
  • Reporting Category 3: 6.3 (48%)
  • Reporting Category 4: 7.4 (47%)
  • Reporting Category 5: 5.2 (58%)
  • Reporting Category 6: 5.2 (57%)

Did Not Meet Grade Level Performance: 69%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 1%

69%
16%
14%
1%
Males: (Average Scale Score: 3,505, Tested: 125, Did Not Meet Grade Level Performance: 76%, Approaches: 14%, Meets: 10%, Masters: 0%)
76%
14%
10%
Females: (Average Scale Score: 3,666, Tested: 102, Did Not Meet Grade Level Performance: 60%, Approaches: 19%, Meets: 19%, Masters: 2%)
60%
19%
19%
2%
Hispanic: (Average Scale Score: 3,580, Tested: 218, Did Not Meet Grade Level Performance: 69%, Approaches: 16%, Meets: 14%, Masters: 1%)
69%
16%
14%
1%
White: (Average Scale Score: 3,592, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 17%, Masters: 0%)
67%
16%
17%

    U.S. History Average Scale Score

  • All3,972
  • Males4,053
  • Females3,893
  • Hispanic3,958
  • White4,398
U.S. History Average Scale Score:

3,972
State:

3,831
U.S. History students tested: 178
U.S. History # Answer Documents Submitted: 178

U.S. History Avg Items Correct:
  • Reporting Category 1: 18.3 (61%)
  • Reporting Category 2: 6.9 (57%)
  • Reporting Category 3: 5.6 (56%)
  • Reporting Category 4: 10.4 (65%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 17%

15%
38%
30%
17%
Males: (Average Scale Score: 4,053, Tested: 88, Did Not Meet Grade Level Performance: 9%, Approaches: 41%, Meets: 26%, Masters: 24%)
9%
41%
26%
24%
Females: (Average Scale Score: 3,893, Tested: 90, Did Not Meet Grade Level Performance: 20%, Approaches: 37%, Meets: 33%, Masters: 10%)
20%
37%
33%
10%
Hispanic: (Average Scale Score: 3,958, Tested: 169, Did Not Meet Grade Level Performance: 15%, Approaches: 39%, Meets: 31%, Masters: 15%)
15%
39%
31%
15%
White: (Average Scale Score: 4,398, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%
7th Grade
Math # Answer Documents Submitted: 1

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

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

8th Grade
Science students tested: 1
Science # Answer Documents Submitted: 1

Social Studies # Answer Documents Submitted: 1

Accountability


SAT/ACT:
Show data for

(State average from 1,567 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

Diamond Hill-Jarvis High School - ACT/SAT scores

Percent of graduates taking the ACT:

39.7%
Texas:

41.3%
ACT composite scores above criteria:

2.2%
State:

21.8%
Number of graduates: <125
Number of graduates taking the ACT: <50

Average ACT composite score:

15.4
State:

18.9
Average ACT English score:

13.2
Texas:

17.8
Average ACT mathematics score:

16.4
State:

19.1
Average ACT reading score:

15.5
Texas:

19.3
Average ACT science score:

15.8
Texas:

19.2

    Average SAT combined score

  • All725
  • Hispanic717
  • Asian1,120
  • Black698
  • White893
  • LEP603
  • IDEA551
Percent of graduates taking the SAT:

100.0%
State:

45.4%
SAT combined scores above criteria:

1.3%
State:

19.5%
Number of graduates: <125
Number of graduates taking the SAT: <175

Average SAT critical reading and mathematics combined score:

725
Texas:

875
Average SAT mathematics score:

379
Texas:

443
Average SAT critical reading score:

346
Texas:

432
Average SAT writing score:

359
State:

415

    SAT or ACT Test Participation

  • Hispanic133
  • Black4
  • White5
  • LEP10
  • IDEA10
SAT or ACT Test Participation: 142 (male: 66, female: 76)
  • Hispanic: 133 (male: 59, female: 74)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

Advanced Placement:
Show data for

(State average from 1,179 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.

Diamond Hill-Jarvis High School - AP exams with scores at or above criteria

    Exams with scores at or above criteria (%)

  • All3.9
  • Hispanic3.8
  • White20.0
Number of students in Grades 11 and 12: <325
Number of students taking at least one AP exam: <175
Percent of students taking at least one AP exam:

56.5%
State:

24.6%
Number of examinees scoring at or above 3 on at least one AP exam: <25
Examinees scoring at or above criteria on at least one AP exam:

7.5%
State:

39.6%

Number of AP exams: 407
Number of AP exams with scores at or above 3: 16
Percent of AP exams with scores at or above 3:

3.9%
State:

33.1%
Number of different AP courses provided by school: 15
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

    Students Enrolled in at least one AP Course

  • Hispanic238
  • Black5
  • White4
  • LEP10
  • IDEA2
Students Enrolled in at least one AP Course: 247 (male: 112, female: 135)
  • Hispanic: 238 (male: 110, female: 128)
  • Black: 5 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Student Enrollment in Advanced Placement (AP) Mathematics: 35 (male: 19, female: 16)
  • Hispanic: 31 (male: 17, female: 14)
  • Black: 2 (all female)
  • White: 2 (all male)

    Student Enrollment in Advanced Placement (AP) Science

  • Hispanic121
  • Black2
  • White2
  • LEP4
  • IDEA2
Student Enrollment in Advanced Placement (AP) Science: 125 (male: 49, female: 76)
  • Hispanic: 121 (male: 47, female: 74)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic190
  • Black5
  • White4
  • LEP10
  • IDEA2
Students Enrollment in Other Advanced Placement (AP) Subjects: 199 (male: 97, female: 102)
  • Hispanic: 190 (male: 95, female: 95)
  • Black: 5 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    Students who took one or more AP exams

  • Hispanic193
  • Black2
  • White2
  • LEP7
  • IDEA2
Students who took one or more AP exams: 197 (male: 91, female: 106)
  • Hispanic: 193 (male: 89, female: 104)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students who received a qualifying score on one or more AP exams: 17 (male: 4, female: 13)
  • Hispanic: 17 (male: 4, female: 13)
Percent students who received a qualifying score on one or more AP exams
Here:

8.6%
State:

45.1%
Students who did not receive a qualifying score on any AP exams: 177 (male: 82, female: 95)
  • Hispanic: 173 (male: 82, female: 91)
  • Black: 4 (all female)
  • Limited English Proficiency (LEP): 4 (all female)

    Students who took no AP exams

  • Hispanic37
  • Black2
  • White2
  • LEP4
Students who took no AP exams: 41 (male: 17, female: 24)
  • Hispanic: 37 (male: 17, female: 20)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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 received a school-related arrest: 8 (all male)
  • Hispanic: 8
  • Limited English Proficiency (LEP): 2

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

10.4
State:

13.1

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

  • Hispanic166
  • American Indian2
  • Black4
  • White7
  • Multirace4
  • LEP28
  • IDEA25
  • 5044
Chronic Student Absenteeism: 183 (male: 86, female: 97)
  • Hispanic: 166 (male: 77, female: 89)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 28 (male: 11, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 17, female: 8)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

237.7
Texas:

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

  • Hispanic320
  • Black22
  • White7
  • Multirace3
  • LEP110
  • IDEA67
  • 50412
School days missed due to out-of-school suspension: 352 (male: 302, female: 50)
  • Hispanic: 320 (male: 277, female: 43)
  • Black: 22 (male: 18, female: 4)
  • White: 7 (all male)
  • Two or More Races: 3 (all female)
  • Limited English Proficiency (LEP): 110 (male: 100, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 67 (male: 60, female: 7)
  • Section 504: 12 (male: 10, female: 2)
Instances of out-of-school suspension (Students without disabilities): 126

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

163.6
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic94
  • Black2
  • White4
  • Multirace2
  • LEP19
Students without disabilities receiving one or more in-school suspension: 102 (male: 60, female: 42)
  • Hispanic: 94 (male: 56, female: 38)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)

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

  • Hispanic37
  • Black2
  • Multirace2
  • LEP10
Students without disabilities receiving only one out-of-school suspension: 41 (male: 26, female: 15)
  • Hispanic: 37 (male: 26, female: 11)
  • Black: 2 (all female)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

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

  • Hispanic22
  • Black4
  • White2
  • LEP5
Students without disabilities receiving more than one out-of-school suspension: 28 (male: 21, female: 7)
  • Hispanic: 22 (male: 17, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
Instances of out-of-school suspension (Students with disabilities): 33

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

42.9
State:

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

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

6.5
State:

12.0
Students with disabilities receiving one or more in-school suspension: 25 (male: 17, female: 8)
  • Hispanic: 25 (male: 17, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 10 (male: 5, female: 5)
  • Hispanic: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 5 (all male)
  • Hispanic: 5
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

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.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

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

2.6
State:

26.6
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School:

2.6
State:

2.2

Classes & Courses


Algebra I:
Show data for

(State average from 1,490 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.
Number of Algebra I classes: 18
Number of Algebra I classes taught by certified teachers: 18

    9-10th grade student enrollment in Algebra I

  • Hispanic211
  • Black7
  • White4
  • Multirace2
  • LEP37
  • IDEA34
9-10th grade student enrollment in Algebra I: 224 (male: 131, female: 93)
  • Hispanic: 211 (male: 122, female: 89)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 37 (male: 23, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 23, female: 11)

    9-10th grade studenst who passed Algebra I

  • Hispanic155
  • Black4
  • LEP23
  • IDEA29
9-10th grade studenst who passed Algebra I: 159 (male: 92, female: 67)
  • Hispanic: 155 (male: 88, female: 67)
  • Black: 4 (all male)
  • Limited English Proficiency (LEP): 23 (male: 13, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 29 (male: 19, female: 10)
Percent of 9-10th grade students who passed
Diamond Hill-Jarvis High School:

71.0%
Texas:

77.3%
11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
Diamond Hill-Jarvis High School:

0.0%
Texas:

73.9%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 16
Number of Algebra II classes taught by certified teachers: 16

    Student Enrollment in Algebra II

  • Hispanic196
  • Asian2
  • Black4
  • White7
  • LEP16
  • IDEA10
Student Enrollment in Algebra II: 209 (male: 90, female: 119)
  • Hispanic: 196 (male: 83, female: 113)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 5, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

Calculus:
Show data for
Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 21 (male: 8, female: 13)
  • Hispanic: 19 (male: 8, female: 11)
  • Black: 2 (all female)

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 10
Number of Geometry classes taught by certified teachers: 10

    Student Enrollment in Geometry

  • Hispanic175
  • American Indian2
  • Black4
  • White7
  • Multirace2
  • LEP25
  • IDEA19
Student Enrollment in Geometry: 190 (male: 102, female: 88)
  • Hispanic: 175 (male: 95, female: 80)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 25 (male: 11, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 5
Number of Advanced Mathematics classes taught by certified teachers: 5

    Student Enrollment in Advanced Mathematics

  • Hispanic97
  • Black2
  • White4
  • LEP7
  • IDEA2
Student Enrollment in Advanced Mathematics: 103 (male: 46, female: 57)
  • Hispanic: 97 (male: 44, female: 53)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 23
Number of Biology classes taught by certified teachers: 23

    Student Enrollment in Biology

  • Hispanic280
  • American Indian2
  • Black4
  • White4
  • Multirace2
  • LEP40
  • IDEA49
Student Enrollment in Biology: 292 (male: 158, female: 134)
  • Hispanic: 280 (male: 152, female: 128)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 40 (male: 26, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 32, female: 17)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 15
Number of Chemistry classes taught by certified teachers: 15

    Student Enrollment in Chemistry

  • Hispanic208
  • American Indian2
  • Black4
  • White4
  • Multirace2
  • LEP28
  • IDEA25
Student Enrollment in Chemistry: 220 (male: 114, female: 106)
  • Hispanic: 208 (male: 110, female: 98)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 28 (male: 14, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 17, female: 8)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 8
Number of Physics classes taught by certified teachers: 8

    Student Enrollment in Physics

  • Hispanic118
  • Asian2
  • Black4
  • White4
  • LEP16
  • IDEA19
Student Enrollment in Physics: 128 (male: 72, female: 56)
  • Hispanic: 118 (male: 68, female: 50)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 11, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)

Comments

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

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

  1. All Cities
  2. Texas
  3. Fort Worth main city page
  4. Schools in Texas
  5. Diamond Hill-Jarvis High 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