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Dulles Elementary School in Sugar Land, TX
(KG-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 41
Address
 630 DULLES AVE
Sugar Land, TX 77478
Telephone
(281) 634-5830
(make sure to verify first before calling)
Website
http://www.fortbend.k12.tx.us/campuses/de/default.cfm
City-data.com school rating
41
Students
779
Classroom Teachers (FTE)
47.7
Free lunch eligible students
249
Reduced-price lunch
eligible students
61
School district
FORT BEND ISD
Charter school
No
Title I status
Title I schoolwide eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
DULLES H S (0.2 miles):

86
HIGHLANDS EL (1.7 miles):

86
LEXINGTON CREEK EL (1.9 miles):

81
DULLES MIDDLE (0.4 miles):

79
ARROW ACADEMY - LIBERATION ACADEMY (2.4 miles):

76
MEADOWS EL (2.4 miles):

75
DR LYNN ARMSTRONG EL (2.0 miles):

49
Dulles Elementary School:

41
QUAIL VALLEY EL (2.6 miles):

38
Dulles Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Fort Bend County:

70
Sugar Land:

86
Dulles Elementary School:

41

Students & Teachers


Total enrollment:
Enrollment in 2016: 779
Enrollment in 2015: 743
Enrollment in 2014: 675
Enrollment in 2013: 714
Enrollment in 2012: 680
Enrollment in 2011: 700
Enrollment in 2010: 678
Enrollment in 2009: 689
Enrollment in 2008: 783
Enrollment in 2007: 777
Enrollment in 2006: 800
Enrollment in 2005: 682
Enrollment in 2004: 683
Enrollment in 2003: 717
Enrollment in 2002: 564
Enrollment in 2001: 515
Enrollment in 2000: 542
Enrollment in 1999: 533

Dulles Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students98117127129155153779
Female students485472638565387
Male students506355667088392
American Indian/Alaska Native students211 - - 15
Asian students404440354546250
Hispanic students172415233937155
Black students183043485045234
White students201421151522107
Two or More Races students14786228

Enrollment by grade:
Kindergarten enrollment: 98
1st grade enrollment: 117
2nd grade enrollment: 127
3rd grade enrollment: 129
4th grade enrollment: 155
5th grade enrollment: 153

Dulles Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 387 (49.7%)
Here:

49.7%
Texas:

49.0%
Male enrollment: 392 (50.3%)
Dulles Elementary School:

50.3%
State:

50.1%

Dulles Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 5 (0.6%)
Dulles Elementary School:

0.6%
Texas:

0.4%
Asian enrollment: 250 (32.1%)
School:

32.1%
Texas:

3.1%
Hispanic enrollment: 155 (19.9%)
Dulles Elementary School:

19.9%
Texas:

46.9%
Black enrollment: 234 (30.0%)
School:

30.0%
Texas:

11.6%
White enrollment: 107 (13.7%)
Here:

13.7%
Texas:

32.3%
Two or More Races enrollment: 28 (3.6%)
School:

3.6%
State:

2.1%

Dulles Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 310 (39.8%)
Dulles Elementary School:

39.8%
State:

61.6%
Free lunch eligible students: 249 (32.0%)
Here:

32.0%
Texas:

55.4%
Reduced-price lunch eligible students: 61 (7.8%)
Here:

7.8%
Texas:

6.2%

Dulles Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 47.7

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 14.3
Number of FTE sworn law enforcement officers: 2
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

16.3
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,891,899
  • Full-time Equivalency Count of Teachers: 46.7 (Salary Expenditures: $2,532,122)
  • Full-time Equivalency Count of Instructional Aides: 1.9 (Salary Expenditures: $20,037)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $178,178)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $160,812)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $79,023
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,296,880
  • Salary Expenditures for Teachers: $2,755,293
  • Full-time Equivalency Count of Instructional Aides: 6.8 (Salary Expenditures: $135,364)
  • Full-time Equivalency Count of Support Services Staff: 4.4 (Salary Expenditures: $244,661)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $160,812)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $114,158

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic55
  • American Indian4
  • Asian151
  • Black7
  • White4
  • Multirace2
  • IDEA10
Students Enrolled in LEP Programs: 223 (male: 121, female: 102)
  • Hispanic: 55 (male: 29, female: 26)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 151 (male: 83, female: 68)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic14
  • Asian11
  • Black11
  • White4
  • LEP14
Students with disabilities served under IDEA: 40 (male: 18, female: 22)
  • Hispanic: 14 (male: 7, female: 7)
  • Asian: 11 (male: 4, female: 7)
  • Black: 11 (male: 7, female: 4)
  • White: 4 (all female)
  • Limited English Proficiency (LEP): 14 (male: 7, female: 7)

    Students with disabilities served under Section 504

  • Hispanic4
  • Asian2
  • Black7
  • White7
  • LEP7
Students with disabilities served under Section 504: 20 (male: 11, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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: 2 (all male)
  • Hispanic: 2

Percent of Kindergarten students retained
School:

2.0%
State:

5.2%
Total number of students retained in 3rd grade: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 3rd grade students retained
Here:

4.7%
Texas:

4.1%

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

  • Hispanic2
  • Asian7
  • Black2
  • White7
  • Multirace2
  • LEP7
Gifted and Talented Student Enrollment: 20 (male: 9, female: 11)
  • Hispanic: 2 (all male)
  • Asian: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

25.7
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,457
  • Males1,454
  • Females1,461
  • Hispanic1,424
  • Asian1,517
  • Black1,408
  • White1,604
Math Average Scale Score:

1,457
State:

1,453
Math students tested: 110
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 111

Math Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 8.7 (67%)
  • Reporting Category 3: 4.1 (58%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 17%

25%
30%
28%
17%
Males: (Average Scale Score: 1,454, Tested: 59, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 30%, Masters: 14%)
24%
32%
30%
14%
Females: (Average Scale Score: 1,461, Tested: 51, Did Not Meet Grade Level Performance: 25%, Approaches: 30%, Meets: 23%, Masters: 22%)
25%
30%
23%
22%
Hispanic: (Average Scale Score: 1,424, Tested: 23, Did Not Meet Grade Level Performance: 22%, Approaches: 43%, Meets: 31%, Masters: 4%)
22%
43%
31%
4%
Asian: (Average Scale Score: 1,517, Tested: 30, Did Not Meet Grade Level Performance: 17%, Approaches: 13%, Meets: 37%, Masters: 33%)
17%
13%
37%
33%
Black: (Average Scale Score: 1,408, Tested: 43, Did Not Meet Grade Level Performance: 37%, Approaches: 35%, Meets: 21%, Masters: 7%)
37%
35%
21%
7%
White: (Average Scale Score: 1,604, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 33%, Masters: 56%)
11%
33%
56%

    Reading Average Scale Score
    (3rd Grade)

  • All1,459
  • Males1,436
  • Females1,487
  • Hispanic1,444
  • Asian1,484
  • Black1,425
  • White1,582
Reading Average Scale Score:

1,459
Texas:

1,423
Reading students tested: 110
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 111

Reading Avg Items Correct:
  • Reporting Category 1: 4 (80%)
  • Reporting Category 2: 10.3 (69%)
  • Reporting Category 3: 9.3 (66%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 27%

19%
36%
18%
27%
Males: (Average Scale Score: 1,436, Tested: 59, Did Not Meet Grade Level Performance: 20%, Approaches: 44%, Meets: 19%, Masters: 17%)
20%
44%
19%
17%
Females: (Average Scale Score: 1,487, Tested: 51, Did Not Meet Grade Level Performance: 18%, Approaches: 27%, Meets: 16%, Masters: 39%)
18%
27%
16%
39%
Hispanic: (Average Scale Score: 1,444, Tested: 23, Did Not Meet Grade Level Performance: 17%, Approaches: 44%, Meets: 17%, Masters: 22%)
17%
44%
17%
22%
Asian: (Average Scale Score: 1,484, Tested: 30, Did Not Meet Grade Level Performance: 13%, Approaches: 34%, Meets: 10%, Masters: 43%)
13%
34%
10%
43%
Black: (Average Scale Score: 1,425, Tested: 43, Did Not Meet Grade Level Performance: 28%, Approaches: 39%, Meets: 19%, Masters: 14%)
28%
39%
19%
14%
White: (Average Scale Score: 1,582, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 22%, Masters: 56%)
22%
22%
56%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,527
  • Males1,528
  • Females1,526
  • Hispanic1,459
  • Asian1,604
  • Black1,484
  • White1,572
  • Multirace1,551
Math Average Scale Score:

1,527
Texas:

1,546
Math students tested: 131
Math # Answer Documents Submitted: 131

Math Avg Items Correct:
  • Reporting Category 1: 5.5 (62%)
  • Reporting Category 2: 7 (63%)
  • Reporting Category 3: 5.6 (56%)
  • Reporting Category 4: 2.1 (53%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 20%

38%
32%
10%
20%
Males: (Average Scale Score: 1,528, Tested: 59, Did Not Meet Grade Level Performance: 41%, Approaches: 30%, Meets: 9%, Masters: 20%)
41%
30%
9%
20%
Females: (Average Scale Score: 1,526, Tested: 72, Did Not Meet Grade Level Performance: 36%, Approaches: 33%, Meets: 12%, Masters: 19%)
36%
33%
12%
19%
Hispanic: (Average Scale Score: 1,459, Tested: 20, Did Not Meet Grade Level Performance: 65%, Approaches: 20%, Meets: 5%, Masters: 10%)
65%
20%
5%
10%
Asian: (Average Scale Score: 1,604, Tested: 34, Did Not Meet Grade Level Performance: 21%, Approaches: 29%, Meets: 9%, Masters: 41%)
21%
29%
9%
41%
Black: (Average Scale Score: 1,484, Tested: 52, Did Not Meet Grade Level Performance: 44%, Approaches: 41%, Meets: 7%, Masters: 8%)
44%
41%
7%
8%
White: (Average Scale Score: 1,572, Tested: 19, Did Not Meet Grade Level Performance: 37%, Approaches: 16%, Meets: 21%, Masters: 26%)
37%
16%
21%
26%
Multirace: (Average Scale Score: 1,551, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 20%, Masters: 20%)
60%
20%
20%

    Reading Average Scale Score
    (4th Grade)

  • All1,500
  • Males1,507
  • Females1,495
  • Hispanic1,420
  • Asian1,541
  • Black1,485
  • White1,558
  • Multirace1,485
Reading Average Scale Score:

1,500
State:

1,496
Reading students tested: 131
Reading # Answer Documents Submitted: 131

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 9.7 (65%)
  • Reporting Category 3: 7.9 (61%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 16%

34%
32%
18%
16%
Males: (Average Scale Score: 1,507, Tested: 59, Did Not Meet Grade Level Performance: 34%, Approaches: 30%, Meets: 19%, Masters: 17%)
34%
30%
19%
17%
Females: (Average Scale Score: 1,495, Tested: 72, Did Not Meet Grade Level Performance: 33%, Approaches: 35%, Meets: 17%, Masters: 15%)
33%
35%
17%
15%
Hispanic: (Average Scale Score: 1,420, Tested: 20, Did Not Meet Grade Level Performance: 55%, Approaches: 30%, Meets: 10%, Masters: 5%)
55%
30%
10%
5%
Asian: (Average Scale Score: 1,541, Tested: 34, Did Not Meet Grade Level Performance: 32%, Approaches: 18%, Meets: 24%, Masters: 26%)
32%
18%
24%
26%
Black: (Average Scale Score: 1,485, Tested: 52, Did Not Meet Grade Level Performance: 33%, Approaches: 38%, Meets: 19%, Masters: 10%)
33%
38%
19%
10%
White: (Average Scale Score: 1,558, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 37%, Meets: 16%, Masters: 26%)
21%
37%
16%
26%
Multirace: (Average Scale Score: 1,485, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 0%, Masters: 20%)
20%
60%
20%

    Writing Average Scale Score
    (4th Grade)

  • All3,713
  • Males3,645
  • Females3,768
  • Hispanic3,367
  • Asian4,089
  • Black3,548
  • White3,822
  • Multirace3,809
Writing Average Scale Score:

3,713
Texas:

3,570
Writing students tested: 131
Writing # Answer Documents Submitted: 131

Writing Avg Items Correct:
  • Reporting Category 1: 3.7 (47%)
  • Reporting Category 2: 4.4 (55%)
  • Reporting Category 3: 10.3 (64%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 10%

42%
21%
27%
10%
Males: (Average Scale Score: 3,645, Tested: 59, Did Not Meet Grade Level Performance: 41%, Approaches: 23%, Meets: 29%, Masters: 7%)
41%
23%
29%
7%
Females: (Average Scale Score: 3,768, Tested: 72, Did Not Meet Grade Level Performance: 43%, Approaches: 19%, Meets: 25%, Masters: 13%)
43%
19%
25%
13%
Hispanic: (Average Scale Score: 3,367, Tested: 20, Did Not Meet Grade Level Performance: 65%, Approaches: 10%, Meets: 25%, Masters: 0%)
65%
10%
25%
Asian: (Average Scale Score: 4,089, Tested: 34, Did Not Meet Grade Level Performance: 26%, Approaches: 24%, Meets: 21%, Masters: 29%)
26%
24%
21%
29%
Black: (Average Scale Score: 3,548, Tested: 52, Did Not Meet Grade Level Performance: 48%, Approaches: 25%, Meets: 27%, Masters: 0%)
48%
25%
27%
White: (Average Scale Score: 3,822, Tested: 19, Did Not Meet Grade Level Performance: 32%, Approaches: 21%, Meets: 31%, Masters: 16%)
32%
21%
31%
16%
Multirace: (Average Scale Score: 3,809, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 0%, Meets: 60%, Masters: 0%)
40%
60%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,577
  • Males1,582
  • Females1,568
  • Hispanic1,554
  • Asian1,639
  • Black1,545
  • White1,614
  • Multirace1,660
Math Average Scale Score:

1,577
State:

1,603
Math students tested: 139
Math # Answer Documents Submitted: 139

Math Avg Items Correct:
  • Reporting Category 1: 3.6 (60%)
  • Reporting Category 2: 10.6 (63%)
  • Reporting Category 3: 5 (56%)
  • Reporting Category 4: 2.3 (57%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 17%

25%
39%
19%
17%
Males: (Average Scale Score: 1,582, Tested: 68, Did Not Meet Grade Level Performance: 24%, Approaches: 36%, Meets: 22%, Masters: 18%)
24%
36%
22%
18%
Females: (Average Scale Score: 1,568, Tested: 70, Did Not Meet Grade Level Performance: 27%, Approaches: 42%, Meets: 17%, Masters: 14%)
27%
42%
17%
14%
Hispanic: (Average Scale Score: 1,554, Tested: 31, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 19%, Masters: 10%)
29%
42%
19%
10%
Asian: (Average Scale Score: 1,639, Tested: 31, Did Not Meet Grade Level Performance: 10%, Approaches: 25%, Meets: 30%, Masters: 35%)
10%
25%
30%
35%
Black: (Average Scale Score: 1,545, Tested: 59, Did Not Meet Grade Level Performance: 31%, Approaches: 47%, Meets: 15%, Masters: 7%)
31%
47%
15%
7%
White: (Average Scale Score: 1,614, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 20%, Masters: 20%)
20%
40%
20%
20%
Multirace: (Average Scale Score: 1,660, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 0%, Masters: 60%)
20%
20%
60%

    Reading Average Scale Score
    (5th Grade)

  • All1,567
  • Males1,565
  • Females1,568
  • Hispanic1,554
  • Asian1,603
  • Black1,531
  • White1,666
  • Multirace1,609
Reading Average Scale Score:

1,567
Texas:

1,546
Reading students tested: 139
Reading # Answer Documents Submitted: 139

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (72%)
  • Reporting Category 2: 11.5 (72%)
  • Reporting Category 3: 8.9 (64%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 22%

22%
33%
23%
22%
Males: (Average Scale Score: 1,565, Tested: 68, Did Not Meet Grade Level Performance: 24%, Approaches: 30%, Meets: 22%, Masters: 24%)
24%
30%
22%
24%
Females: (Average Scale Score: 1,568, Tested: 70, Did Not Meet Grade Level Performance: 20%, Approaches: 37%, Meets: 22%, Masters: 21%)
20%
37%
22%
21%
Hispanic: (Average Scale Score: 1,554, Tested: 31, Did Not Meet Grade Level Performance: 19%, Approaches: 46%, Meets: 22%, Masters: 13%)
19%
46%
22%
13%
Asian: (Average Scale Score: 1,603, Tested: 31, Did Not Meet Grade Level Performance: 13%, Approaches: 29%, Meets: 26%, Masters: 32%)
13%
29%
26%
32%
Black: (Average Scale Score: 1,531, Tested: 59, Did Not Meet Grade Level Performance: 31%, Approaches: 33%, Meets: 19%, Masters: 17%)
31%
33%
19%
17%
White: (Average Scale Score: 1,666, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 20%, Meets: 30%, Masters: 40%)
10%
20%
30%
40%
Multirace: (Average Scale Score: 1,609, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 20%, Masters: 40%)
20%
20%
20%
40%

    Science Average Scale Score
    (5th Grade)

  • All3,724
  • Males3,770
  • Females3,677
  • Hispanic3,688
  • Asian3,924
  • Black3,565
  • White3,993
  • Multirace4,045
Science Average Scale Score:

3,724
State:

3,771
Science students tested: 139
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 140

Science Avg Items Correct:
  • Reporting Category 1: 3.9 (66%)
  • Reporting Category 2: 5.4 (68%)
  • Reporting Category 3: 6.2 (62%)
  • Reporting Category 4: 7.7 (64%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 9%

39%
32%
20%
9%
Males: (Average Scale Score: 3,770, Tested: 70, Did Not Meet Grade Level Performance: 34%, Approaches: 32%, Meets: 24%, Masters: 10%)
34%
32%
24%
10%
Females: (Average Scale Score: 3,677, Tested: 69, Did Not Meet Grade Level Performance: 43%, Approaches: 34%, Meets: 14%, Masters: 9%)
43%
34%
14%
9%
Hispanic: (Average Scale Score: 3,688, Tested: 32, Did Not Meet Grade Level Performance: 41%, Approaches: 34%, Meets: 19%, Masters: 6%)
41%
34%
19%
6%
Asian: (Average Scale Score: 3,924, Tested: 32, Did Not Meet Grade Level Performance: 19%, Approaches: 28%, Meets: 44%, Masters: 9%)
19%
28%
44%
9%
Black: (Average Scale Score: 3,565, Tested: 58, Did Not Meet Grade Level Performance: 53%, Approaches: 31%, Meets: 9%, Masters: 7%)
53%
31%
9%
7%
White: (Average Scale Score: 3,993, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 50%, Meets: 10%, Masters: 30%)
10%
50%
10%
30%
Multirace: (Average Scale Score: 4,045, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 20%, Masters: 20%)
40%
20%
20%
20%

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: 5


Total incidents per 1,000 students
Here:

6.4
Texas:

38.0

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

  • Hispanic16
  • American Indian2
  • Asian4
  • Black4
  • White4
  • Multirace4
  • LEP13
  • IDEA7
Chronic Student Absenteeism: 34 (male: 16, female: 18)
  • Hispanic: 16 (male: 8, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

43.6
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

  • Hispanic12
  • Asian1
  • Black42
  • LEP11
  • IDEA17
School days missed due to out-of-school suspension: 55 (male: 49, female: 6)
  • Hispanic: 12 (male: 11, female: 1)
  • Asian: 1 (all male)
  • Black: 42 (male: 37, female: 5)
  • Limited English Proficiency (LEP): 11 (male: 10, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 17 (male: 16, female: 1)
Instances of out-of-school suspension (Students without disabilities): 31

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

39.8
State:

102.7
Students without disabilities receiving one or more in-school suspension: 21 (male: 16, female: 5)
  • Hispanic: 2 (all male)
  • Black: 19 (male: 14, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic4
  • Asian2
  • Black7
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 5 (all male)
  • Black: 5
Instances of out-of-school suspension (Students with disabilities): 12

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

15.4
Texas:

27.5
Students with disabilities receiving one or more in-school suspension: 7 (all male)
  • Hispanic: 2
  • Black: 5
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

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