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Forestridge Elementary School in Dallas, TX
(PK-06 • 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 42
Address
 10330 BUNCHBERRY DR
Dallas, TX 75243
Telephone
(469) 593-8500
(make sure to verify first before calling)
Website
http://www.richardson.k12.tx.us/administration/sch
City-data.com school rating
42
Students
647
Classroom Teachers (FTE)
42.1
Free lunch eligible students
458
Reduced-price lunch
eligible students
44
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:
BRADFIELD EL (1.0 miles):

77
JESS HARBEN EL (1.3 miles):

73
LIBERTY J H (0.2 miles):

70
HARMONY SCIENCE ACADEMY - DALLAS (0.7 miles):

54
O HENRY EL (0.9 miles):

47
Forestridge Elementary School:

42
AIKIN EL (1.0 miles):

22
AUDELIA CREEK EL (0.5 miles):

16
BULLOCK EL (1.1 miles):

6
Forestridge Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Dallas:

53
Forestridge Elementary School:

42

Students & Teachers


Total enrollment:
Enrollment in 2016: 647
Enrollment in 2015: 670
Enrollment in 2014: 665
Enrollment in 2013: 698
Enrollment in 2012: 686
Enrollment in 2011: 661
Enrollment in 2010: 666
Enrollment in 2009: 663
Enrollment in 2008: 686
Enrollment in 2007: 701
Enrollment in 2006: 704
Enrollment in 2005: 679
Enrollment in 2004: 686
Enrollment in 2003: 691
Enrollment in 2002: 675
Enrollment in 2001: 705
Enrollment in 2000: 705
Enrollment in 1999: 745

Forestridge Elementary School - Historical enrollment


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

GradePKKGG01G02G03G04G05G06Total
All students8775866880868283647
Female students4740393037493850330
Male students4035473843374433317
American Indian/Alaska Native students - - 1 - - 1 - - 2
Asian students1818121312131918123
Hispanic students3014272030302436211
Black students2829332430252922220
White students1111996149372
Two or More Races students - 342231419

Enrollment by grade:
Pre-Kindergarten enrollment: 87
Kindergarten enrollment: 75
1st grade enrollment: 86
2nd grade enrollment: 68
3rd grade enrollment: 80
4th grade enrollment: 86
5th grade enrollment: 82
6th grade enrollment: 83

Forestridge Elementary School - Historical enrollment by grade


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

Female enrollment: 330 (51.0%)
School:

51.0%
Texas:

49.0%
Male enrollment: 317 (49.0%)
Forestridge Elementary School:

49.0%
Texas:

50.1%

Forestridge Elementary School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 2 (0.3%)
Forestridge Elementary School:

0.3%
State:

0.4%
Asian enrollment: 123 (19.0%)
Here:

19.0%
Texas:

3.1%
Hispanic enrollment: 211 (32.6%)
Forestridge Elementary School:

32.6%
State:

46.9%
Black enrollment: 220 (34.0%)
Forestridge Elementary School:

34.0%
Texas:

11.6%
White enrollment: 72 (11.1%)
Forestridge Elementary School:

11.1%
State:

32.3%
Two or More Races enrollment: 19 (2.9%)
School:

2.9%
State:

2.1%

Forestridge Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 502 (77.6%)
Forestridge Elementary School:

77.6%
State:

61.6%
Free lunch eligible students: 458 (70.8%)
Forestridge Elementary School:

70.8%
State:

55.4%
Reduced-price lunch eligible students: 44 (6.8%)
Forestridge Elementary School:

6.8%
Texas:

6.2%

Forestridge Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 42.1

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 7
Number of FTE school counselors: 1.3
Number of FTE teachers who were absent more than 10 school days during the school years: 41
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

15.4
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,437,938
  • Full-time Equivalency Count of Teachers: 35.9 (Salary Expenditures: $1,954,081)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $39,502)
  • Full-time Equivalency Count of Support Services Staff: 6.1 (Salary Expenditures: $285,818)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $158,537)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $276,921
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,205,572
  • Salary Expenditures for Teachers: $2,463,603
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $105,213)
  • Full-time Equivalency Count of Support Services Staff: 13 (Salary Expenditures: $469,192)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $167,563)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $310,278

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic130
  • American Indian2
  • Asian73
  • Black88
  • White40
  • Multirace2
  • IDEA19
Students Enrolled in LEP Programs: 335 (male: 175, female: 160)
  • Hispanic: 130 (male: 65, female: 65)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 73 (male: 38, female: 35)
  • Black: 88 (male: 50, female: 38)
  • White: 40 (male: 20, female: 20)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

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

  • Hispanic23
  • Asian4
  • Black20
  • White10
  • LEP23
Students with disabilities served under IDEA: 57 (male: 36, female: 21)
  • Hispanic: 23 (male: 13, female: 10)
  • Asian: 4 (all female)
  • Black: 20 (male: 13, female: 7)
  • White: 10 (all male)
  • Limited English Proficiency (LEP): 23 (male: 13, female: 10)

    Students with disabilities served under Section 504

  • Hispanic2
  • Black4
  • White2
  • LEP2
Students with disabilities served under Section 504: 8 (male: 2, female: 6)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

Retention:
Show data for

(State average from 3,201 schools)

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

Percent of Kindergarten students retained
Forestridge Elementary School:

2.7%
Texas:

5.2%

Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)

Percent of 1st grade students retained
School:

4.7%
Texas:

6.1%

Total number of students retained in 2nd grade: 2 (all female)
  • Black: 2

Percent of 2nd grade students retained
Forestridge Elementary School:

2.9%
State:

4.8%

Total number of students retained in 3rd grade: 2 (all male)
  • Hispanic: 2

Percent of 3rd grade students retained
Here:

2.5%
State:

4.1%

Total number of students retained in 4th grade: 2 (all female)
  • White: 2

Percent of 4th grade students retained
School:

2.3%
State:

3.6%

    Total number of students retained in 5th grade

  • Hispanic4
  • Asian2
  • Black2
  • White2
Total number of students retained in 5th grade: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all female)

Percent of 5th grade students retained
Here:

12.2%
Texas:

4.3%


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
  • White4
  • LEP2
Gifted and Talented Student Enrollment: 15 (male: 8, female: 7)
  • Hispanic: 2 (all male)
  • Asian: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

23.2
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)

  • All1,439
  • Males1,457
  • Females1,412
  • Hispanic1,485
  • Asian1,479
  • Black1,403
  • White1,375
Math Average Scale Score:

1,439
Texas:

1,453
Math students tested: 87
Math # Answer Documents Submitted: 87

Math Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • Reporting Category 2: 7.7 (59%)
  • Reporting Category 3: 4.2 (60%)
  • Reporting Category 4: 2.7 (68%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 11%

32%
25%
32%
11%
Males: (Average Scale Score: 1,457, Tested: 53, Did Not Meet Grade Level Performance: 30%, Approaches: 19%, Meets: 40%, Masters: 11%)
30%
19%
40%
11%
Females: (Average Scale Score: 1,412, Tested: 34, Did Not Meet Grade Level Performance: 35%, Approaches: 36%, Meets: 17%, Masters: 12%)
35%
36%
17%
12%
Hispanic: (Average Scale Score: 1,485, Tested: 23, Did Not Meet Grade Level Performance: 22%, Approaches: 30%, Meets: 26%, Masters: 22%)
22%
30%
26%
22%
Asian: (Average Scale Score: 1,479, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 17%, Meets: 53%, Masters: 12%)
18%
17%
53%
12%
Black: (Average Scale Score: 1,403, Tested: 33, Did Not Meet Grade Level Performance: 42%, Approaches: 25%, Meets: 27%, Masters: 6%)
42%
25%
27%
6%
White: (Average Scale Score: 1,375, Tested: 11, Did Not Meet Grade Level Performance: 55%, Approaches: 27%, Meets: 18%, Masters: 0%)
55%
27%
18%

    Reading Average Scale Score
    (3rd Grade)

  • All1,405
  • Males1,417
  • Females1,385
  • Hispanic1,455
  • Asian1,443
  • Black1,366
  • White1,334
Reading Average Scale Score:

1,405
State:

1,423
Reading students tested: 87
Reading # Answer Documents Submitted: 87

Reading Avg Items Correct:
  • Reporting Category 1: 3.7 (75%)
  • Reporting Category 2: 9 (60%)
  • Reporting Category 3: 8.2 (58%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 16%

34%
33%
17%
16%
Males: (Average Scale Score: 1,417, Tested: 53, Did Not Meet Grade Level Performance: 32%, Approaches: 28%, Meets: 23%, Masters: 17%)
32%
28%
23%
17%
Females: (Average Scale Score: 1,385, Tested: 34, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 9%, Masters: 15%)
38%
38%
9%
15%
Hispanic: (Average Scale Score: 1,455, Tested: 23, Did Not Meet Grade Level Performance: 17%, Approaches: 53%, Meets: 13%, Masters: 17%)
17%
53%
13%
17%
Asian: (Average Scale Score: 1,443, Tested: 17, Did Not Meet Grade Level Performance: 24%, Approaches: 29%, Meets: 18%, Masters: 29%)
24%
29%
18%
29%
Black: (Average Scale Score: 1,366, Tested: 33, Did Not Meet Grade Level Performance: 48%, Approaches: 25%, Meets: 24%, Masters: 3%)
48%
25%
24%
3%
White: (Average Scale Score: 1,334, Tested: 11, Did Not Meet Grade Level Performance: 55%, Approaches: 18%, Meets: 0%, Masters: 27%)
55%
18%
27%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,574
  • Males1,578
  • Females1,571
  • Hispanic1,581
  • Asian1,629
  • Black1,553
  • White1,574
Math Average Scale Score:

1,574
State:

1,546
Math students tested: 78
Math # Answer Documents Submitted: 78

Math Avg Items Correct:
  • Reporting Category 1: 6.6 (73%)
  • Reporting Category 2: 7.4 (67%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 2.8 (70%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 26%

21%
26%
27%
26%
Males: (Average Scale Score: 1,578, Tested: 36, Did Not Meet Grade Level Performance: 19%, Approaches: 23%, Meets: 33%, Masters: 25%)
19%
23%
33%
25%
Females: (Average Scale Score: 1,571, Tested: 42, Did Not Meet Grade Level Performance: 21%, Approaches: 31%, Meets: 22%, Masters: 26%)
21%
31%
22%
26%
Hispanic: (Average Scale Score: 1,581, Tested: 28, Did Not Meet Grade Level Performance: 21%, Approaches: 15%, Meets: 46%, Masters: 18%)
21%
15%
46%
18%
Asian: (Average Scale Score: 1,629, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 9%, Meets: 28%, Masters: 45%)
18%
9%
28%
45%
Black: (Average Scale Score: 1,553, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 33%, Meets: 13%, Masters: 29%)
25%
33%
13%
29%
White: (Average Scale Score: 1,574, Tested: 14, Did Not Meet Grade Level Performance: 7%, Approaches: 57%, Meets: 15%, Masters: 21%)
7%
57%
15%
21%

    Reading Average Scale Score
    (4th Grade)

  • All1,488
  • Males1,490
  • Females1,486
  • Hispanic1,509
  • Asian1,515
  • Black1,498
  • White1,430
Reading Average Scale Score:

1,488
Texas:

1,496
Reading students tested: 78
Reading # Answer Documents Submitted: 78

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 9.4 (63%)
  • Reporting Category 3: 8.1 (63%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 23%

37%
22%
18%
23%
Males: (Average Scale Score: 1,490, Tested: 36, Did Not Meet Grade Level Performance: 36%, Approaches: 22%, Meets: 20%, Masters: 22%)
36%
22%
20%
22%
Females: (Average Scale Score: 1,486, Tested: 42, Did Not Meet Grade Level Performance: 38%, Approaches: 22%, Meets: 16%, Masters: 24%)
38%
22%
16%
24%
Hispanic: (Average Scale Score: 1,509, Tested: 28, Did Not Meet Grade Level Performance: 29%, Approaches: 25%, Meets: 21%, Masters: 25%)
29%
25%
21%
25%
Asian: (Average Scale Score: 1,515, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 9%, Masters: 36%)
27%
28%
9%
36%
Black: (Average Scale Score: 1,498, Tested: 24, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 25%, Masters: 25%)
33%
17%
25%
25%
White: (Average Scale Score: 1,430, Tested: 14, Did Not Meet Grade Level Performance: 64%, Approaches: 22%, Meets: 7%, Masters: 7%)
64%
22%
7%
7%

    Writing Average Scale Score
    (4th Grade)

  • All3,765
  • Males3,678
  • Females3,840
  • Hispanic3,724
  • Asian4,145
  • Black3,776
  • White3,592
Writing Average Scale Score:

3,765
State:

3,570
Writing students tested: 78
Writing # Answer Documents Submitted: 78

Writing Avg Items Correct:
  • Reporting Category 1: 3.8 (48%)
  • Reporting Category 2: 4.1 (52%)
  • Reporting Category 3: 11.2 (70%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 9%

35%
23%
33%
9%
Males: (Average Scale Score: 3,678, Tested: 36, Did Not Meet Grade Level Performance: 33%, Approaches: 28%, Meets: 33%, Masters: 6%)
33%
28%
33%
6%
Females: (Average Scale Score: 3,840, Tested: 42, Did Not Meet Grade Level Performance: 36%, Approaches: 19%, Meets: 33%, Masters: 12%)
36%
19%
33%
12%
Hispanic: (Average Scale Score: 3,724, Tested: 28, Did Not Meet Grade Level Performance: 32%, Approaches: 36%, Meets: 25%, Masters: 7%)
32%
36%
25%
7%
Asian: (Average Scale Score: 4,145, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 18%, Meets: 37%, Masters: 27%)
18%
18%
37%
27%
Black: (Average Scale Score: 3,776, Tested: 24, Did Not Meet Grade Level Performance: 29%, Approaches: 21%, Meets: 42%, Masters: 8%)
29%
21%
42%
8%
White: (Average Scale Score: 3,592, Tested: 14, Did Not Meet Grade Level Performance: 57%, Approaches: 7%, Meets: 36%, Masters: 0%)
57%
7%
36%

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,673
  • Males1,691
  • Females1,655
  • Hispanic1,663
  • Asian1,713
  • Black1,672
  • White1,606
Math Average Scale Score:

1,673
State:

1,603
Math students tested: 84
Math # Answer Documents Submitted: 84

Math Avg Items Correct:
  • Reporting Category 1: 4.5 (75%)
  • Reporting Category 2: 12.9 (76%)
  • Reporting Category 3: 6.4 (71%)
  • Reporting Category 4: 2.7 (67%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 45%

12%
21%
22%
45%
Males: (Average Scale Score: 1,691, Tested: 42, Did Not Meet Grade Level Performance: 7%, Approaches: 22%, Meets: 26%, Masters: 45%)
7%
22%
26%
45%
Females: (Average Scale Score: 1,655, Tested: 42, Did Not Meet Grade Level Performance: 17%, Approaches: 21%, Meets: 17%, Masters: 45%)
17%
21%
17%
45%
Hispanic: (Average Scale Score: 1,663, Tested: 25, Did Not Meet Grade Level Performance: 8%, Approaches: 36%, Meets: 12%, Masters: 44%)
8%
36%
12%
44%
Asian: (Average Scale Score: 1,713, Tested: 14, Did Not Meet Grade Level Performance: 14%, Approaches: 7%, Meets: 15%, Masters: 64%)
14%
7%
15%
64%
Black: (Average Scale Score: 1,672, Tested: 28, Did Not Meet Grade Level Performance: 11%, Approaches: 21%, Meets: 29%, Masters: 39%)
11%
21%
29%
39%
White: (Average Scale Score: 1,606, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 15%, Meets: 31%, Masters: 31%)
23%
15%
31%
31%

    Reading Average Scale Score
    (5th Grade)

  • All1,576
  • Males1,597
  • Females1,555
  • Hispanic1,554
  • Asian1,589
  • Black1,585
  • White1,538
Reading Average Scale Score:

1,576
State:

1,546
Reading students tested: 84
Reading # Answer Documents Submitted: 84

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (69%)
  • Reporting Category 2: 11.3 (71%)
  • Reporting Category 3: 9.4 (67%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 24%

23%
21%
32%
24%
Males: (Average Scale Score: 1,597, Tested: 42, Did Not Meet Grade Level Performance: 14%, Approaches: 26%, Meets: 39%, Masters: 21%)
14%
26%
39%
21%
Females: (Average Scale Score: 1,555, Tested: 42, Did Not Meet Grade Level Performance: 31%, Approaches: 17%, Meets: 26%, Masters: 26%)
31%
17%
26%
26%
Hispanic: (Average Scale Score: 1,554, Tested: 25, Did Not Meet Grade Level Performance: 16%, Approaches: 44%, Meets: 28%, Masters: 12%)
16%
44%
28%
12%
Asian: (Average Scale Score: 1,589, Tested: 14, Did Not Meet Grade Level Performance: 29%, Approaches: 7%, Meets: 28%, Masters: 36%)
29%
7%
28%
36%
Black: (Average Scale Score: 1,585, Tested: 28, Did Not Meet Grade Level Performance: 25%, Approaches: 11%, Meets: 39%, Masters: 25%)
25%
11%
39%
25%
White: (Average Scale Score: 1,538, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 23%, Meets: 23%, Masters: 23%)
31%
23%
23%
23%

    Science Average Scale Score
    (5th Grade)

  • All3,895
  • Males3,972
  • Females3,816
  • Hispanic3,984
  • Asian4,046
  • Black3,858
  • White3,649
Science Average Scale Score:

3,895
State:

3,771
Science students tested: 83
Science # Answer Documents Submitted: 83

Science Avg Items Correct:
  • Reporting Category 1: 4.2 (70%)
  • Reporting Category 2: 5.8 (73%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 8.9 (74%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 23%

24%
29%
24%
23%
Males: (Average Scale Score: 3,972, Tested: 42, Did Not Meet Grade Level Performance: 24%, Approaches: 26%, Meets: 21%, Masters: 29%)
24%
26%
21%
29%
Females: (Average Scale Score: 3,816, Tested: 41, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 27%, Masters: 17%)
24%
32%
27%
17%
Hispanic: (Average Scale Score: 3,984, Tested: 24, Did Not Meet Grade Level Performance: 17%, Approaches: 41%, Meets: 21%, Masters: 21%)
17%
41%
21%
21%
Asian: (Average Scale Score: 4,046, Tested: 14, Did Not Meet Grade Level Performance: 21%, Approaches: 22%, Meets: 14%, Masters: 43%)
21%
22%
14%
43%
Black: (Average Scale Score: 3,858, Tested: 28, Did Not Meet Grade Level Performance: 29%, Approaches: 17%, Meets: 36%, Masters: 18%)
29%
17%
36%
18%
White: (Average Scale Score: 3,649, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 50%, Meets: 17%, Masters: 8%)
25%
50%
17%
8%

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,628
  • Males1,618
  • Females1,637
  • Hispanic1,606
  • Asian1,701
  • Black1,615
  • White1,625
Math Average Scale Score:

1,628
Texas:

1,546
Math students tested: 83
Math # Answer Documents Submitted: 83

Math Avg Items Correct:
  • Reporting Category 1: 5.5 (55%)
  • Reporting Category 2: 7.9 (53%)
  • Reporting Category 3: 3.1 (51%)
  • Reporting Category 4: 3.6 (52%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 14%

25%
39%
22%
14%
Males: (Average Scale Score: 1,618, Tested: 37, Did Not Meet Grade Level Performance: 22%, Approaches: 48%, Meets: 22%, Masters: 8%)
22%
48%
22%
8%
Females: (Average Scale Score: 1,637, Tested: 46, Did Not Meet Grade Level Performance: 28%, Approaches: 31%, Meets: 21%, Masters: 20%)
28%
31%
21%
20%
Hispanic: (Average Scale Score: 1,606, Tested: 32, Did Not Meet Grade Level Performance: 22%, Approaches: 56%, Meets: 13%, Masters: 9%)
22%
56%
13%
9%
Asian: (Average Scale Score: 1,701, Tested: 16, Did Not Meet Grade Level Performance: 19%, Approaches: 18%, Meets: 32%, Masters: 31%)
19%
18%
32%
31%
Black: (Average Scale Score: 1,615, Tested: 25, Did Not Meet Grade Level Performance: 36%, Approaches: 32%, Meets: 16%, Masters: 16%)
36%
32%
16%
16%
White: (Average Scale Score: 1,625, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 12%, Meets: 63%, Masters: 0%)
25%
12%
63%

    Reading Average Scale Score
    (6th Grade)

  • All1,575
  • Males1,532
  • Females1,609
  • Hispanic1,550
  • Asian1,589
  • Black1,585
  • White1,618
Reading Average Scale Score:

1,575
Texas:

1,457
Reading students tested: 83
Reading # Answer Documents Submitted: 83

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 11.6 (68%)
  • Reporting Category 3: 9.1 (61%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 14%

33%
31%
22%
14%
Males: (Average Scale Score: 1,532, Tested: 37, Did Not Meet Grade Level Performance: 41%, Approaches: 37%, Meets: 17%, Masters: 5%)
41%
37%
17%
5%
Females: (Average Scale Score: 1,609, Tested: 46, Did Not Meet Grade Level Performance: 26%, Approaches: 26%, Meets: 26%, Masters: 22%)
26%
26%
26%
22%
Hispanic: (Average Scale Score: 1,550, Tested: 32, Did Not Meet Grade Level Performance: 53%, Approaches: 16%, Meets: 15%, Masters: 16%)
53%
16%
15%
16%
Asian: (Average Scale Score: 1,589, Tested: 16, Did Not Meet Grade Level Performance: 31%, Approaches: 25%, Meets: 25%, Masters: 19%)
31%
25%
25%
19%
Black: (Average Scale Score: 1,585, Tested: 25, Did Not Meet Grade Level Performance: 20%, Approaches: 44%, Meets: 24%, Masters: 12%)
20%
44%
24%
12%
White: (Average Scale Score: 1,618, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 50%, Meets: 37%, Masters: 13%)
50%
37%
13%

Health & Safety


Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)

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

    Chronic Student Absenteeism

  • Hispanic10
  • Asian4
  • Black10
  • White7
  • Multirace2
  • LEP13
  • IDEA4
Chronic Student Absenteeism: 33 (male: 14, female: 19)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Forestridge Elementary School:

51.0
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

  • Hispanic7
  • Asian2
  • Black10
  • Multirace1
  • LEP6
  • IDEA6
School days missed due to out-of-school suspension: 20 (male: 17, female: 3)
  • Hispanic: 7 (male: 6, female: 1)
  • Asian: 2 (all male)
  • Black: 10 (male: 9, female: 1)
  • Two or More Races: 1 (all female)
  • Limited English Proficiency (LEP): 6 (all male)
  • Individuals With Disabilities Education Act (IDEA): 6 (all male)

Instances of out-of-school suspension (All preschool students): 4

Instances of out-of-school suspension per 1,000 students (All preschool students)
School:

6.2
State:

1.4

Preschool children receiving more than one out-of-school suspension: 2 (all female)
  • Black: 2

Instances of out-of-school suspension (Students without disabilities): 13

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

20.1
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic10
  • Black4
  • White2
  • LEP5
Students without disabilities receiving one or more in-school suspension: 16 (male: 12, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

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

  • Hispanic7
  • Asian2
  • Black4
  • Multirace2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 15 (male: 9, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

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

Instances of out-of-school suspension (Students with disabilities): 6

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

9.3
State:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Asian2
  • Black2
  • LEP2
Students with disabilities receiving one or more in-school suspension: 6 (all male)
  • Hispanic: 2
  • Asian: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities receiving only one out-of-school suspension: 7 (all male)
  • Asian: 2
  • Black: 5
  • 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: 2 (all male)
  • Black: 2

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

3.1
State:

32.9


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: 2 (all male)
  • Black: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Forestridge Elementary School:

3.1
State:

49.7

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