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Forest Meadow J H School in Dallas, TX
(07-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 40
Address
 9373 WHITEHURST DR
Dallas, TX 75243
Telephone
(469) 593-1500
(make sure to verify first before calling)
Website
http://www.richardson.k12.tx.us/administration/sch
City-data.com school rating
40
Students
771
Classroom Teachers (FTE)
52.1
Free lunch eligible students
501
Reduced-price lunch
eligible students
32
School district
RICHARDSON 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:
MOSS HAVEN EL (0.5 miles):

95
RICHLAND COLLEGIATE H S OF MATH SCIENCE ENGINEERIN (1.4 miles):

88
MERRIMAN PARK EL (1.5 miles):

84
LAKE HIGHLANDS H S (1.2 miles):

52
Forest Meadow J H School:

40
STULTS ROAD EL (0.8 miles):

34
SKYVIEW EL (0.4 miles):

25
THURGOOD MARSHALL EL (0.9 miles):

20
FOREST LANE ACADEMY (1.2 miles):

15
Forest Meadow J H School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Dallas:

53
Forest Meadow J H School:

40

Students & Teachers


Total enrollment:
Enrollment in 2016: 771
Enrollment in 2015: 795
Enrollment in 2014: 733
Enrollment in 2013: 699
Enrollment in 2012: 701
Enrollment in 2011: 676
Enrollment in 2010: 653
Enrollment in 2009: 600
Enrollment in 2008: 652
Enrollment in 2007: 639
Enrollment in 2006: 725
Enrollment in 2005: 708
Enrollment in 2004: 820
Enrollment in 2003: 904
Enrollment in 2002: 923
Enrollment in 2001: 933
Enrollment in 2000: 832
Enrollment in 1999: 841

Forest Meadow J H School - Historical enrollment


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

GradeG07G08Total
All students363408771
Female students168209377
Male students195199394
American Indian/Alaska Native students - 22
Asian students111627
Hispanic students148168316
Black students137146283
White students5969128
Two or More Races students8715

Enrollment by grade:
7th grade enrollment: 363
8th grade enrollment: 408

Forest Meadow J H School - Historical enrollment by grade


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

Female enrollment: 377 (48.9%)
Forest Meadow J H School:

48.9%
State:

49.0%
Male enrollment: 394 (51.1%)
Forest Meadow J H School:

51.1%
Texas:

50.1%

Forest Meadow J H School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 2 (0.3%)
Forest Meadow J H School:

0.3%
Texas:

0.4%
Asian enrollment: 27 (3.5%)
Forest Meadow J H School:

3.5%
Texas:

3.1%
Hispanic enrollment: 316 (41.0%)
School:

41.0%
Texas:

46.9%
Black enrollment: 283 (36.7%)
Forest Meadow J H School:

36.7%
Texas:

11.6%
White enrollment: 128 (16.6%)
Forest Meadow J H School:

16.6%
State:

32.3%
Two or More Races enrollment: 15 (1.9%)
Forest Meadow J H School:

1.9%
State:

2.1%

Forest Meadow J H School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 533 (69.1%)
School:

69.1%
State:

61.6%
Free lunch eligible students: 501 (65.0%)
Here:

65.0%
State:

55.4%
Reduced-price lunch eligible students: 32 (4.2%)
Forest Meadow J H School:

4.2%
Texas:

6.2%

Forest Meadow J H School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 52.1

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 2.5
Number of FTE teachers who were absent more than 10 school days during the school years: 57
Number of FTE nurses: 1

Student/Teacher Ratio
Forest Meadow J H School:

14.8
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,383,103
  • Full-time Equivalency Count of Teachers: 48.6 (Salary Expenditures: $2,702,645)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $42,179)
  • Full-time Equivalency Count of Support Services Staff: 6.3 (Salary Expenditures: $339,915)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $298,364)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $436,979
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,503,010
  • Salary Expenditures for Teachers: $3,460,570
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $121,819)
  • Full-time Equivalency Count of Support Services Staff: 14.3 (Salary Expenditures: $622,257)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $298,364)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $511,460

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic142
  • Asian10
  • Black19
  • White16
  • IDEA28
Students Enrolled in LEP Programs: 187 (male: 110, female: 77)
  • Hispanic: 142 (male: 83, female: 59)
  • Asian: 10 (male: 5, female: 5)
  • Black: 19 (male: 11, female: 8)
  • White: 16 (male: 11, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 17, female: 11)

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

  • Hispanic47
  • Black41
  • White7
  • LEP29
Students with disabilities served under IDEA: 95 (male: 57, female: 38)
  • Hispanic: 47 (male: 28, female: 19)
  • Black: 41 (male: 22, female: 19)
  • White: 7 (all male)
  • Limited English Proficiency (LEP): 29 (male: 19, female: 10)

    Students with disabilities served under Section 504

  • Hispanic7
  • Asian2
  • Black7
  • White16
  • Multirace2
  • LEP4
Students with disabilities served under Section 504: 34 (male: 26, female: 8)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 16 (male: 14, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,054 schools)

A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 7th grade: 2 (all female)
  • Hispanic: 2

Percent of 7th grade students retained
School:

0.6%
State:

6.0%


Gifted and Talented:
Show data for

(State average from 7,254 schools)

This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic19
  • Asian2
  • Black16
  • White37
  • Multirace4
  • LEP7
  • IDEA7
Gifted and Talented Student Enrollment: 78 (male: 44, female: 34)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 2 (all female)
  • Black: 16 (male: 11, female: 5)
  • White: 37 (male: 20, female: 17)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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

101.2
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)

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

    Algebra I Average Scale Score

  • All4,541
  • Males4,542
  • Females4,541
  • Hispanic4,404
  • Black4,395
  • White4,637
Algebra I Average Scale Score:

4,541
Texas:

4,001
Algebra I students tested: 109
Algebra I # Answer Documents Submitted: 109

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.4 (76%)
  • Reporting Category 2: 9.6 (80%)
  • Reporting Category 3: 10.9 (78%)
  • Reporting Category 4: 8.4 (77%)
  • Reporting Category 5: 5.1 (86%)

Did Not Meet Grade Level Performance: 2%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 71%

2%
13%
14%
71%
Males: (Average Scale Score: 4,542, Tested: 53, Did Not Meet Grade Level Performance: 4%, Approaches: 13%, Meets: 11%, Masters: 72%)
4%
13%
11%
72%
Females: (Average Scale Score: 4,541, Tested: 56, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 18%, Masters: 70%)
12%
18%
70%
Hispanic: (Average Scale Score: 4,404, Tested: 27, Did Not Meet Grade Level Performance: 4%, Approaches: 18%, Meets: 15%, Masters: 63%)
4%
18%
15%
63%
Black: (Average Scale Score: 4,395, Tested: 27, Did Not Meet Grade Level Performance: 4%, Approaches: 7%, Meets: 33%, Masters: 56%)
4%
7%
33%
56%
White: (Average Scale Score: 4,637, Tested: 51, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 6%, Masters: 80%)
14%
6%
80%

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,581
  • Males1,568
  • Females1,593
  • Hispanic1,589
  • Asian1,600
  • Black1,570
  • White1,594
  • Multirace1,582
Math Average Scale Score:

1,581
State:

1,571
Math students tested: 253
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 379

Math Avg Items Correct:
  • Reporting Category 1: 2.6 (44%)
  • Reporting Category 2: 6.3 (42%)
  • Reporting Category 3: 5 (42%)
  • Reporting Category 4: 2.3 (33%)

Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 3%

53%
33%
11%
3%
Males: (Average Scale Score: 1,568, Tested: 126, Did Not Meet Grade Level Performance: 60%, Approaches: 30%, Meets: 8%, Masters: 2%)
60%
30%
8%
2%
Females: (Average Scale Score: 1,593, Tested: 127, Did Not Meet Grade Level Performance: 46%, Approaches: 37%, Meets: 13%, Masters: 4%)
46%
37%
13%
4%
Hispanic: (Average Scale Score: 1,589, Tested: 103, Did Not Meet Grade Level Performance: 50%, Approaches: 34%, Meets: 12%, Masters: 4%)
50%
34%
12%
4%
Asian: (Average Scale Score: 1,600, Tested: 13, Did Not Meet Grade Level Performance: 46%, Approaches: 23%, Meets: 31%, Masters: 0%)
46%
23%
31%
Black: (Average Scale Score: 1,570, Tested: 112, Did Not Meet Grade Level Performance: 57%, Approaches: 31%, Meets: 8%, Masters: 4%)
57%
31%
8%
4%
White: (Average Scale Score: 1,594, Tested: 17, Did Not Meet Grade Level Performance: 53%, Approaches: 35%, Meets: 12%, Masters: 0%)
53%
35%
12%
Multirace: (Average Scale Score: 1,582, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 50%, Meets: 0%, Masters: 0%)
50%
50%

    Reading Average Scale Score
    (7th Grade)

  • All1,616
  • Males1,609
  • Females1,624
  • Hispanic1,605
  • Asian1,501
  • Black1,586
  • White1,721
  • Multirace1,637
Reading Average Scale Score:

1,616
Texas:

1,550
Reading students tested: 376
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 381

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 11 (61%)
  • Reporting Category 3: 9.4 (59%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 21%

40%
25%
14%
21%
Males: (Average Scale Score: 1,609, Tested: 204, Did Not Meet Grade Level Performance: 43%, Approaches: 23%, Meets: 12%, Masters: 22%)
43%
23%
12%
22%
Females: (Average Scale Score: 1,624, Tested: 172, Did Not Meet Grade Level Performance: 36%, Approaches: 27%, Meets: 17%, Masters: 20%)
36%
27%
17%
20%
Hispanic: (Average Scale Score: 1,605, Tested: 133, Did Not Meet Grade Level Performance: 39%, Approaches: 30%, Meets: 16%, Masters: 15%)
39%
30%
16%
15%
Asian: (Average Scale Score: 1,501, Tested: 14, Did Not Meet Grade Level Performance: 71%, Approaches: 8%, Meets: 14%, Masters: 7%)
71%
8%
14%
7%
Black: (Average Scale Score: 1,586, Tested: 144, Did Not Meet Grade Level Performance: 49%, Approaches: 28%, Meets: 12%, Masters: 11%)
49%
28%
12%
11%
White: (Average Scale Score: 1,721, Tested: 73, Did Not Meet Grade Level Performance: 18%, Approaches: 12%, Meets: 15%, Masters: 55%)
18%
12%
15%
55%
Multirace: (Average Scale Score: 1,637, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 34%, Masters: 22%)
22%
22%
34%
22%

    Writing Average Scale Score
    (7th Grade)

  • All3,606
  • Males3,548
  • Females3,675
  • Hispanic3,556
  • Asian3,345
  • Black3,520
  • White3,924
  • Multirace3,697
Writing Average Scale Score:

3,606
Texas:

3,515
Writing students tested: 375
Writing # Answer Documents Submitted: 377

Writing Avg Items Correct:
  • Reporting Category 1: 6.9 (43%)
  • Reporting Category 2: 7.9 (61%)
  • Reporting Category 3: 10.7 (63%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 9%

47%
23%
21%
9%
Males: (Average Scale Score: 3,548, Tested: 205, Did Not Meet Grade Level Performance: 52%, Approaches: 21%, Meets: 18%, Masters: 9%)
52%
21%
18%
9%
Females: (Average Scale Score: 3,675, Tested: 170, Did Not Meet Grade Level Performance: 40%, Approaches: 26%, Meets: 26%, Masters: 8%)
40%
26%
26%
8%
Hispanic: (Average Scale Score: 3,556, Tested: 134, Did Not Meet Grade Level Performance: 51%, Approaches: 24%, Meets: 21%, Masters: 4%)
51%
24%
21%
4%
Asian: (Average Scale Score: 3,345, Tested: 13, Did Not Meet Grade Level Performance: 69%, Approaches: 8%, Meets: 15%, Masters: 8%)
69%
8%
15%
8%
Black: (Average Scale Score: 3,520, Tested: 144, Did Not Meet Grade Level Performance: 52%, Approaches: 26%, Meets: 17%, Masters: 5%)
52%
26%
17%
5%
White: (Average Scale Score: 3,924, Tested: 73, Did Not Meet Grade Level Performance: 25%, Approaches: 19%, Meets: 33%, Masters: 23%)
25%
19%
33%
23%
Multirace: (Average Scale Score: 3,697, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 23%, Meets: 33%, Masters: 11%)
33%
23%
33%
11%

8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,671
  • Males1,667
  • Females1,677
  • Hispanic1,650
  • Asian1,670
  • Black1,649
  • White1,751
  • Multirace1,696
Math Average Scale Score:

1,671
State:

1,539
Math students tested: 375
# Absent - Not Tested: 5
Math # Answer Documents Submitted: 492

Math Avg Items Correct:
  • Reporting Category 1: 2.2 (56%)
  • Reporting Category 2: 9.8 (61%)
  • Reporting Category 3: 8.7 (58%)
  • Reporting Category 4: 3.8 (55%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 8%

27%
34%
31%
8%
Males: (Average Scale Score: 1,667, Tested: 233, Did Not Meet Grade Level Performance: 27%, Approaches: 34%, Meets: 33%, Masters: 6%)
27%
34%
33%
6%
Females: (Average Scale Score: 1,677, Tested: 142, Did Not Meet Grade Level Performance: 27%, Approaches: 33%, Meets: 29%, Masters: 11%)
27%
33%
29%
11%
Hispanic: (Average Scale Score: 1,650, Tested: 133, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 24%, Masters: 5%)
29%
42%
24%
5%
Asian: (Average Scale Score: 1,670, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 42%, Meets: 33%, Masters: 0%)
25%
42%
33%
Black: (Average Scale Score: 1,649, Tested: 148, Did Not Meet Grade Level Performance: 34%, Approaches: 34%, Meets: 28%, Masters: 4%)
34%
34%
28%
4%
White: (Average Scale Score: 1,751, Tested: 74, Did Not Meet Grade Level Performance: 8%, Approaches: 18%, Meets: 52%, Masters: 22%)
8%
18%
52%
22%
Multirace: (Average Scale Score: 1,696, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 57%, Meets: 15%, Masters: 14%)
14%
57%
15%
14%

    Reading Average Scale Score
    (8th Grade)

  • All1,643
  • Males1,618
  • Females1,677
  • Hispanic1,604
  • Asian1,607
  • Black1,622
  • White1,754
  • Multirace1,714
Reading Average Scale Score:

1,643
State:

1,561
Reading students tested: 362
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 491

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 12.3 (65%)
  • Reporting Category 3: 10.4 (61%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 20%

35%
29%
16%
20%
Males: (Average Scale Score: 1,618, Tested: 210, Did Not Meet Grade Level Performance: 42%, Approaches: 28%, Meets: 14%, Masters: 16%)
42%
28%
14%
16%
Females: (Average Scale Score: 1,677, Tested: 152, Did Not Meet Grade Level Performance: 24%, Approaches: 31%, Meets: 20%, Masters: 25%)
24%
31%
20%
25%
Hispanic: (Average Scale Score: 1,604, Tested: 129, Did Not Meet Grade Level Performance: 40%, Approaches: 34%, Meets: 18%, Masters: 8%)
40%
34%
18%
8%
Asian: (Average Scale Score: 1,607, Tested: 13, Did Not Meet Grade Level Performance: 54%, Approaches: 15%, Meets: 0%, Masters: 31%)
54%
15%
31%
Black: (Average Scale Score: 1,622, Tested: 145, Did Not Meet Grade Level Performance: 39%, Approaches: 33%, Meets: 16%, Masters: 12%)
39%
33%
16%
12%
White: (Average Scale Score: 1,754, Tested: 69, Did Not Meet Grade Level Performance: 14%, Approaches: 16%, Meets: 15%, Masters: 55%)
14%
16%
15%
55%
Multirace: (Average Scale Score: 1,714, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 0%, Masters: 40%)
60%
40%

    Science Average Scale Score
    (8th Grade)

  • All3,758
  • Males3,726
  • Females3,800
  • Hispanic3,643
  • Asian3,527
  • Black3,704
  • White4,200
Science Average Scale Score:

3,758
State:

3,634
Science students tested: 338
# Absent - Not Tested: 6
Science # Answer Documents Submitted: 367

Science Avg Items Correct:
  • Reporting Category 1: 6.5 (59%)
  • Reporting Category 2: 5.5 (61%)
  • Reporting Category 3: 6.3 (57%)
  • Reporting Category 4: 7 (64%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 14%

36%
29%
21%
14%
Males: (Average Scale Score: 3,726, Tested: 191, Did Not Meet Grade Level Performance: 39%, Approaches: 28%, Meets: 19%, Masters: 14%)
39%
28%
19%
14%
Females: (Average Scale Score: 3,800, Tested: 147, Did Not Meet Grade Level Performance: 32%, Approaches: 31%, Meets: 24%, Masters: 13%)
32%
31%
24%
13%
Hispanic: (Average Scale Score: 3,643, Tested: 127, Did Not Meet Grade Level Performance: 48%, Approaches: 24%, Meets: 19%, Masters: 9%)
48%
24%
19%
9%
Asian: (Average Scale Score: 3,527, Tested: 12, Did Not Meet Grade Level Performance: 42%, Approaches: 25%, Meets: 25%, Masters: 8%)
42%
25%
25%
8%
Black: (Average Scale Score: 3,704, Tested: 140, Did Not Meet Grade Level Performance: 35%, Approaches: 34%, Meets: 22%, Masters: 9%)
35%
34%
22%
9%
White: (Average Scale Score: 4,200, Tested: 55, Did Not Meet Grade Level Performance: 13%, Approaches: 27%, Meets: 20%, Masters: 40%)
13%
27%
20%
40%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,763
  • Males3,751
  • Females3,778
  • Hispanic3,577
  • Asian3,737
  • Black3,718
  • White4,174
  • Multirace4,004
Social Studies Average Scale Score:

3,763
Texas:

3,461
Social Studies students tested: 358
# Absent - Not Tested: 6
Social Studies # Answer Documents Submitted: 367

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.9 (58%)
  • Reporting Category 2: 6.3 (63%)
  • Reporting Category 3: 5.7 (57%)
  • Reporting Category 4: 4.3 (62%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 23%

37%
28%
12%
23%
Males: (Average Scale Score: 3,751, Tested: 206, Did Not Meet Grade Level Performance: 37%, Approaches: 29%, Meets: 11%, Masters: 23%)
37%
29%
11%
23%
Females: (Average Scale Score: 3,778, Tested: 152, Did Not Meet Grade Level Performance: 37%, Approaches: 26%, Meets: 15%, Masters: 22%)
37%
26%
15%
22%
Hispanic: (Average Scale Score: 3,577, Tested: 129, Did Not Meet Grade Level Performance: 49%, Approaches: 29%, Meets: 11%, Masters: 11%)
49%
29%
11%
11%
Asian: (Average Scale Score: 3,737, Tested: 13, Did Not Meet Grade Level Performance: 46%, Approaches: 16%, Meets: 7%, Masters: 31%)
46%
16%
7%
31%
Black: (Average Scale Score: 3,718, Tested: 141, Did Not Meet Grade Level Performance: 37%, Approaches: 30%, Meets: 15%, Masters: 18%)
37%
30%
15%
18%
White: (Average Scale Score: 4,174, Tested: 69, Did Not Meet Grade Level Performance: 16%, Approaches: 20%, Meets: 13%, Masters: 51%)
16%
20%
13%
51%
Multirace: (Average Scale Score: 4,004, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 40%, Masters: 20%)
20%
20%
40%
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.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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: 4

Incidents of threats of physical attack with a weapon: 2


Total incidents per 1,000 students
Forest Meadow J H School:

7.8
Texas:

38.0

Referrals and Arrests:
Show data for

(State average from 1,516 schools)

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

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

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Forest Meadow J H School:

7.8
Texas:

17.4

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

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

7.8
Texas:

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

  • Hispanic52
  • Asian2
  • Black46
  • White7
  • Multirace2
  • LEP28
  • IDEA22
  • 5044
Chronic Student Absenteeism: 109 (male: 56, female: 53)
  • Hispanic: 52 (male: 26, female: 26)
  • Asian: 2 (all female)
  • Black: 46 (male: 23, female: 23)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 28 (male: 17, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

141.4
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)

Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all female)
  • Hispanic: 2

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

2.6
State:

6.8


Suspensions:
Show data for

(State average from 3,231 schools)

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

    School days missed due to out-of-school suspension

  • Hispanic146
  • American Indian2
  • Asian1
  • Black201
  • White10
  • Multirace10
  • LEP74
  • IDEA53
  • 50411
School days missed due to out-of-school suspension: 370 (male: 262, female: 108)
  • Hispanic: 146 (male: 91, female: 55)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 1 (all male)
  • Black: 201 (male: 152, female: 49)
  • White: 10 (male: 6, female: 4)
  • Two or More Races: 10 (all male)
  • Limited English Proficiency (LEP): 74 (male: 39, female: 35)
  • Individuals With Disabilities Education Act (IDEA): 53 (male: 47, female: 6)
  • Section 504: 11 (all male)

Instances of out-of-school suspension (Students without disabilities): 116

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

150.5
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic76
  • American Indian2
  • Asian2
  • Black109
  • White10
  • Multirace7
  • LEP43
Students without disabilities receiving one or more in-school suspension: 206 (male: 120, female: 86)
  • Hispanic: 76 (male: 38, female: 38)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 109 (male: 65, female: 44)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 43 (male: 29, female: 14)

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

  • Hispanic34
  • American Indian2
  • Black34
  • Multirace2
  • LEP22
Students without disabilities receiving only one out-of-school suspension: 72 (male: 41, female: 31)
  • Hispanic: 34 (male: 14, female: 20)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 34 (male: 23, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 22 (male: 8, female: 14)

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

  • Hispanic10
  • Black19
  • White4
  • Multirace2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 35 (male: 26, female: 9)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 19 (male: 14, female: 5)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Instances of out-of-school suspension (Students with disabilities): 27

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

35.0
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 10

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Forest Meadow J H School:

13.0
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic10
  • Asian2
  • Black19
  • White4
  • Multirace4
  • LEP4
  • 5044
Students with disabilities receiving one or more in-school suspension: 39 (male: 25, female: 14)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • Black: 19 (male: 14, female: 5)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • 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

  • Hispanic4
  • Asian2
  • Black7
  • White2
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 15 (male: 11, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 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.

    Students without Disabilities who received an expulsion with educational services

  • Hispanic19
  • American Indian2
  • Black2
  • LEP13
Students without Disabilities who received an expulsion with educational services: 23 (male: 12, female: 11)
  • Hispanic: 19 (male: 8, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 2, female: 11)

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

29.8
State:

32.9

Students with Disabilities who received an expulsion with educational services: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

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

5.2
State:

5.4


Transfers:
(State average from 1,202 schools)

Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.

    Students without disabilities transferred to an alternative school for disciplinary reasons

  • Hispanic19
  • American Indian2
  • Black2
  • LEP13
Students without disabilities transferred to an alternative school for disciplinary reasons: 23 (male: 12, female: 11)
  • Hispanic: 19 (male: 8, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 2, female: 11)

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

29.8
State:

49.7

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

Students with disabilities transferred to an alternative school for disciplinary reasons
Forest Meadow J H School:

5.2
Texas:

5.9

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)

Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic19
  • American Indian2
  • Asian7
  • Black25
  • White40
  • IDEA4
8th grade student enrollment in Algebra I: 93 (male: 37, female: 56)
  • Hispanic: 19 (male: 8, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 7 (male: 5, female: 2)
  • Black: 25 (male: 8, female: 17)
  • White: 40 (male: 14, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    8th grade studenst who passed Algebra I

  • Hispanic17
  • Asian8
  • Black23
  • White38
8th grade studenst who passed Algebra I: 86 (male: 31, female: 55)
  • Hispanic: 17 (male: 7, female: 10)
  • Asian: 8 (male: 4, female: 4)
  • Black: 23 (male: 7, female: 16)
  • White: 38 (male: 13, female: 25)
Percent of 8th grade students who passed
School:

92.5%
State:

87.0%

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