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


Frederick Douglass Elementary School in Dallas, TX
(PK-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 68
Address
 226N JIM MILLER RD
Dallas, TX 75227
Telephone
(972) 794-1400
(make sure to verify first before calling)
Website
http://www.dallasisd.org/douglass
City-data.com school rating
68
Students
517
Classroom Teachers (FTE)
36.0
Free lunch eligible students
389
Reduced-price lunch
eligible students
4
School district
DALLAS 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:
HENRY B GONZALEZ EL (1.3 miles):

86
NATHANIEL HAWTHORNE EL (2.0 miles):

74
Frederick Douglass Elementary School:

68
W A BLAIR EL (0.7 miles):

60
B H MACON EL (1.6 miles):

57
JOHN IRELAND EL (1.6 miles):

54
RUFUS C BURLESON EL (0.8 miles):

48
JOHN Q ADAMS EL (1.7 miles):

35
E B COMSTOCK MIDDLE (0.4 miles):

14
Frederick Douglass Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Dallas:

53
Frederick Douglass Elementary:

68

Students & Teachers


Total enrollment:
Enrollment in 2016: 517
Enrollment in 2015: 566
Enrollment in 2014: 580
Enrollment in 2013: 653
Enrollment in 2012: 733
Enrollment in 2011: 669
Enrollment in 2010: 688
Enrollment in 2009: 705
Enrollment in 2008: 778
Enrollment in 2007: 797
Enrollment in 2006: 405
Enrollment in 2005: 371
Enrollment in 2004: 357
Enrollment in 2003: 447
Enrollment in 2002: 458
Enrollment in 2001: 441
Enrollment in 2000: 496
Enrollment in 1999: 487

Frederick Douglass Elementary School - Historical enrollment


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

GradePKKGG01G02G03G04G05Total
All students52887680787865517
Female students27423839353433248
Male students25463841434432269
American Indian/Alaska Native students - - - 1 - - - 1
Hispanic students22313829384229229
Black students29563548403333274
White students1131 - 3211
Hawaiian Native/Pacific Islander students - - - 1 - - 12

Enrollment by grade:
Pre-Kindergarten enrollment: 52
Kindergarten enrollment: 88
1st grade enrollment: 76
2nd grade enrollment: 80
3rd grade enrollment: 78
4th grade enrollment: 78
5th grade enrollment: 65

Frederick Douglass Elementary School - Historical enrollment by grade


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

Female enrollment: 248 (48.0%)
Here:

48.0%
Texas:

49.0%
Male enrollment: 269 (52.0%)
School:

52.0%
State:

50.1%

Frederick Douglass Elementary School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 1 (0.2%)
School:

0.2%
Texas:

0.4%
Hispanic enrollment: 229 (44.3%)
Here:

44.3%
State:

46.9%
Black enrollment: 274 (53.0%)
School:

53.0%
Texas:

11.6%
White enrollment: 11 (2.1%)
Here:

2.1%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.4%)
School:

0.4%
Texas:

0.1%

Frederick Douglass Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 393 (76.0%)
Frederick Douglass Elementary School:

76.0%
Texas:

61.6%
Free lunch eligible students: 389 (75.2%)
School:

75.2%
State:

55.4%
Reduced-price lunch eligible students: 4 (0.8%)
Here:

0.8%
State:

6.2%

Frederick Douglass Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 36

Number of FTE teachers in their first year of teaching: 2
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: 9
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

14.4
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,102,140
  • Full-time Equivalency Count of Teachers: 36 (Salary Expenditures: $1,681,740)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $52,359)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $203,005)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $165,036)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $74,235
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,658,160
  • Salary Expenditures for Teachers: $1,953,784
  • Full-time Equivalency Count of Instructional Aides: 6.9 (Salary Expenditures: $179,372)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $359,968)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $165,036)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $140,434

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 169 (male: 83, female: 86)
  • Hispanic: 169 (male: 83, female: 86)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 14 (all male)
  • Hispanic: 4
  • Black: 10

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

Retention:
Show data for

(State average from 3,162 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 female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
Frederick Douglass Elementary School:

2.3%
Texas:

5.2%

Total number of students retained in 1st grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 1st grade students retained
School:

7.9%
Texas:

6.1%

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

Percent of 2nd grade students retained
Here:

2.5%
State:

4.8%

Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Percent of 3rd grade students retained
Here:

5.1%
State:

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: 56 (male: 25, female: 31)
  • Hispanic: 40 (male: 17, female: 23)
  • Black: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 34 (male: 17, female: 17)

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

108.3
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)

  • All1,422
  • Males1,445
  • Females1,392
  • Hispanic1,448
  • Black1,398
Math Average Scale Score:

1,422
Texas:

1,453
Math students tested: 76
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 77

Math Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 7 (54%)
  • Reporting Category 3: 4 (57%)
  • Reporting Category 4: 2.6 (64%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 14%

30%
40%
16%
14%
Males: (Average Scale Score: 1,445, Tested: 43, Did Not Meet Grade Level Performance: 28%, Approaches: 30%, Meets: 23%, Masters: 19%)
28%
30%
23%
19%
Females: (Average Scale Score: 1,392, Tested: 33, Did Not Meet Grade Level Performance: 33%, Approaches: 52%, Meets: 6%, Masters: 9%)
33%
52%
6%
9%
Hispanic: (Average Scale Score: 1,448, Tested: 36, Did Not Meet Grade Level Performance: 22%, Approaches: 42%, Meets: 14%, Masters: 22%)
22%
42%
14%
22%
Black: (Average Scale Score: 1,398, Tested: 40, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 17%, Masters: 8%)
38%
38%
17%
8%

    Reading Average Scale Score
    (3rd Grade)

  • All1,413
  • Males1,412
  • Females1,416
  • Hispanic1,428
  • Black1,410
Reading Average Scale Score:

1,413
Texas:

1,423
Reading students tested: 50
Reading # Answer Documents Submitted: 50

Reading Avg Items Correct:
  • Reporting Category 1: 3.5 (71%)
  • Reporting Category 2: 10.5 (70%)
  • Reporting Category 3: 7.6 (54%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 18%

28%
32%
22%
18%
Males: (Average Scale Score: 1,412, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 37%, Meets: 19%, Masters: 22%)
22%
37%
19%
22%
Females: (Average Scale Score: 1,416, Tested: 23, Did Not Meet Grade Level Performance: 35%, Approaches: 26%, Meets: 26%, Masters: 13%)
35%
26%
26%
13%
Hispanic: (Average Scale Score: 1,428, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 23%, Meets: 33%, Masters: 11%)
33%
23%
33%
11%
Black: (Average Scale Score: 1,410, Tested: 41, Did Not Meet Grade Level Performance: 27%, Approaches: 34%, Meets: 19%, Masters: 20%)
27%
34%
19%
20%

3rd Grade (Spanish)

    Reading Average Scale Score
    (3rd Grade (Spanish))

  • All1,403
  • Males1,391
  • Females1,419
  • Hispanic1,403
Reading Average Scale Score:

1,403
Texas:

956
Reading students tested: 27
Reading # Answer Documents Submitted: 27

Reading Avg Items Correct:
  • Reporting Category 1: 3.6 (71%)
  • Reporting Category 2: 9.4 (62%)
  • Reporting Category 3: 8.4 (60%)

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

26%
26%
22%
26%
Males: (Average Scale Score: 1,391, Tested: 16, Did Not Meet Grade Level Performance: 19%, Approaches: 37%, Meets: 31%, Masters: 13%)
19%
37%
31%
13%
Females: (Average Scale Score: 1,419, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 9%, Meets: 10%, Masters: 45%)
36%
9%
10%
45%
Hispanic: (Average Scale Score: 1,403, Tested: 27, Did Not Meet Grade Level Performance: 26%, Approaches: 26%, Meets: 22%, Masters: 26%)
26%
26%
22%
26%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,465
  • Males1,478
  • Females1,450
  • Hispanic1,486
  • Black1,452
Math Average Scale Score:

1,465
State:

1,546
Math students tested: 76
Math # Answer Documents Submitted: 76

Math Avg Items Correct:
  • Reporting Category 1: 4.7 (52%)
  • Reporting Category 2: 5.9 (54%)
  • Reporting Category 3: 4.6 (46%)
  • Reporting Category 4: 1.9 (49%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 5%

51%
32%
12%
5%
Males: (Average Scale Score: 1,478, Tested: 40, Did Not Meet Grade Level Performance: 48%, Approaches: 30%, Meets: 20%, Masters: 3%)
48%
30%
20%
3%
Females: (Average Scale Score: 1,450, Tested: 36, Did Not Meet Grade Level Performance: 56%, Approaches: 33%, Meets: 3%, Masters: 8%)
56%
33%
3%
8%
Hispanic: (Average Scale Score: 1,486, Tested: 25, Did Not Meet Grade Level Performance: 48%, Approaches: 20%, Meets: 20%, Masters: 12%)
48%
20%
20%
12%
Black: (Average Scale Score: 1,452, Tested: 50, Did Not Meet Grade Level Performance: 54%, Approaches: 38%, Meets: 6%, Masters: 2%)
54%
38%
6%
2%

    Reading Average Scale Score
    (4th Grade)

  • All1,392
  • Males1,398
  • Females1,383
  • Hispanic1,379
  • Black1,393
Reading Average Scale Score:

1,392
Texas:

1,496
Reading students tested: 57
Reading # Answer Documents Submitted: 57

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (48%)
  • Reporting Category 2: 6.8 (45%)
  • Reporting Category 3: 5.9 (45%)

Did Not Meet Grade Level Performance: 65%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 4%

65%
23%
8%
4%
Males: (Average Scale Score: 1,398, Tested: 32, Did Not Meet Grade Level Performance: 59%, Approaches: 28%, Meets: 7%, Masters: 6%)
59%
28%
7%
6%
Females: (Average Scale Score: 1,383, Tested: 25, Did Not Meet Grade Level Performance: 72%, Approaches: 16%, Meets: 12%, Masters: 0%)
72%
16%
12%
Hispanic: (Average Scale Score: 1,379, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 17%, Masters: 0%)
67%
16%
17%
Black: (Average Scale Score: 1,393, Tested: 50, Did Not Meet Grade Level Performance: 64%, Approaches: 24%, Meets: 8%, Masters: 4%)
64%
24%
8%
4%

    Writing Average Scale Score
    (4th Grade)

  • All3,249
  • Males3,156
  • Females3,363
  • Hispanic3,046
  • Black3,265
Writing Average Scale Score:

3,249
State:

3,570
Writing students tested: 56
Writing # Answer Documents Submitted: 56

Writing Avg Items Correct:
  • Reporting Category 1: 2.7 (33%)
  • Reporting Category 2: 2.9 (37%)
  • Reporting Category 3: 8.1 (50%)

Did Not Meet Grade Level Performance: 75%
Approaches Grade Level Performance: 7%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 0%

75%
7%
18%
Males: (Average Scale Score: 3,156, Tested: 31, Did Not Meet Grade Level Performance: 84%, Approaches: 0%, Meets: 16%, Masters: 0%)
84%
16%
Females: (Average Scale Score: 3,363, Tested: 25, Did Not Meet Grade Level Performance: 64%, Approaches: 16%, Meets: 20%, Masters: 0%)
64%
16%
20%
Hispanic: (Average Scale Score: 3,046, Tested: 6, Did Not Meet Grade Level Performance: 83%, Approaches: 0%, Meets: 17%, Masters: 0%)
83%
17%
Black: (Average Scale Score: 3,265, Tested: 49, Did Not Meet Grade Level Performance: 76%, Approaches: 6%, Meets: 18%, Masters: 0%)
76%
6%
18%

4th Grade (Spanish)

    Reading Average Scale Score
    (4th Grade (Spanish))

  • All1,389
  • Males1,363
  • Females1,407
  • Hispanic1,389
Reading Average Scale Score:

1,389
Texas:

815
Reading students tested: 19
Reading # Answer Documents Submitted: 19

Reading Avg Items Correct:
  • Reporting Category 1: 3.8 (47%)
  • Reporting Category 2: 8.3 (55%)
  • Reporting Category 3: 5.6 (43%)

Did Not Meet Grade Level Performance: 58%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 5%

58%
37%
5%
Males: (Average Scale Score: 1,363, Tested: 8, Did Not Meet Grade Level Performance: 75%, Approaches: 25%, Meets: 0%, Masters: 0%)
75%
25%
Females: (Average Scale Score: 1,407, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 46%, Meets: 0%, Masters: 9%)
45%
46%
9%
Hispanic: (Average Scale Score: 1,389, Tested: 19, Did Not Meet Grade Level Performance: 58%, Approaches: 37%, Meets: 0%, Masters: 5%)
58%
37%
5%

    Writing Average Scale Score
    (4th Grade (Spanish))

  • All3,359
  • Males3,247
  • Females3,440
  • Hispanic3,359
Writing Average Scale Score:

3,359
State:

2,017
Writing students tested: 19
Writing # Answer Documents Submitted: 19

Writing Avg Items Correct:
  • Reporting Category 1: 3.4 (42%)
  • Reporting Category 2: 3.7 (46%)
  • Reporting Category 3: 8.6 (54%)

Did Not Meet Grade Level Performance: 68%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 5%

68%
16%
11%
5%
Males: (Average Scale Score: 3,247, Tested: 8, Did Not Meet Grade Level Performance: 75%, Approaches: 12%, Meets: 13%, Masters: 0%)
75%
12%
13%
Females: (Average Scale Score: 3,440, Tested: 11, Did Not Meet Grade Level Performance: 64%, Approaches: 18%, Meets: 9%, Masters: 9%)
64%
18%
9%
9%
Hispanic: (Average Scale Score: 3,359, Tested: 19, Did Not Meet Grade Level Performance: 68%, Approaches: 16%, Meets: 11%, Masters: 5%)
68%
16%
11%
5%

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,653
  • Males1,641
  • Females1,671
  • Hispanic1,685
  • Black1,609
Math Average Scale Score:

1,653
Texas:

1,603
Math students tested: 50
Math # Answer Documents Submitted: 50

Math Avg Items Correct:
  • Reporting Category 1: 3.8 (63%)
  • Reporting Category 2: 12 (70%)
  • Reporting Category 3: 6.6 (74%)
  • Reporting Category 4: 3 (76%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 36%

18%
18%
28%
36%
Males: (Average Scale Score: 1,641, Tested: 30, Did Not Meet Grade Level Performance: 23%, Approaches: 14%, Meets: 26%, Masters: 37%)
23%
14%
26%
37%
Females: (Average Scale Score: 1,671, Tested: 20, Did Not Meet Grade Level Performance: 10%, Approaches: 25%, Meets: 30%, Masters: 35%)
10%
25%
30%
35%
Hispanic: (Average Scale Score: 1,685, Tested: 29, Did Not Meet Grade Level Performance: 10%, Approaches: 18%, Meets: 27%, Masters: 45%)
10%
18%
27%
45%
Black: (Average Scale Score: 1,609, Tested: 21, Did Not Meet Grade Level Performance: 29%, Approaches: 19%, Meets: 28%, Masters: 24%)
29%
19%
28%
24%

    Reading Average Scale Score
    (5th Grade)

  • All1,542
  • Males1,557
  • Females1,523
  • Hispanic1,521
  • Black1,548
Reading Average Scale Score:

1,542
State:

1,546
Reading students tested: 27
Reading # Answer Documents Submitted: 27

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 11 (69%)
  • Reporting Category 3: 8.3 (59%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 11%

30%
26%
33%
11%
Males: (Average Scale Score: 1,557, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 14%, Meets: 40%, Masters: 13%)
33%
14%
40%
13%
Females: (Average Scale Score: 1,523, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 42%, Meets: 25%, Masters: 8%)
25%
42%
25%
8%
Hispanic: (Average Scale Score: 1,521, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 50%, Masters: 0%)
33%
17%
50%
Black: (Average Scale Score: 1,548, Tested: 21, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 29%, Masters: 14%)
29%
28%
29%
14%

    Science Average Scale Score
    (5th Grade)

  • All4,105
  • Males4,137
  • Females4,060
  • Hispanic4,123
  • Black4,080
Science Average Scale Score:

4,105
Texas:

3,771
Science students tested: 51
Science # Answer Documents Submitted: 51

Science Avg Items Correct:
  • Reporting Category 1: 4.8 (80%)
  • Reporting Category 2: 6.3 (79%)
  • Reporting Category 3: 7.3 (73%)
  • Reporting Category 4: 9.3 (78%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 33%

8%
31%
28%
33%
Males: (Average Scale Score: 4,137, Tested: 30, Did Not Meet Grade Level Performance: 13%, Approaches: 20%, Meets: 24%, Masters: 43%)
13%
20%
24%
43%
Females: (Average Scale Score: 4,060, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 48%, Meets: 33%, Masters: 19%)
48%
33%
19%
Hispanic: (Average Scale Score: 4,123, Tested: 30, Did Not Meet Grade Level Performance: 10%, Approaches: 30%, Meets: 27%, Masters: 33%)
10%
30%
27%
33%
Black: (Average Scale Score: 4,080, Tested: 21, Did Not Meet Grade Level Performance: 5%, Approaches: 33%, Meets: 29%, Masters: 33%)
5%
33%
29%
33%

5th Grade (Spanish)

    Reading Average Scale Score
    (5th Grade (Spanish))

  • All1,590
  • Males1,559
  • Females1,647
  • Hispanic1,590
Reading Average Scale Score:

1,590
State:

683
Reading students tested: 23
Reading # Answer Documents Submitted: 23

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 11.2 (70%)
  • Reporting Category 3: 8.6 (61%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 26%

17%
31%
26%
26%
Males: (Average Scale Score: 1,559, Tested: 15, Did Not Meet Grade Level Performance: 20%, Approaches: 33%, Meets: 20%, Masters: 27%)
20%
33%
20%
27%
Females: (Average Scale Score: 1,647, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 38%, Masters: 25%)
13%
25%
38%
25%
Hispanic: (Average Scale Score: 1,590, Tested: 23, Did Not Meet Grade Level Performance: 17%, Approaches: 31%, Meets: 26%, Masters: 26%)
17%
31%
26%
26%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 1,516 schools)

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

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

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

3.9
Texas:

16.6


Harassment & Bullying:
Show data for

(State average from 919 schools)

An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Frederick Douglass Elementary School:

3.9
Texas:

1.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2

Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Black: 2



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
  • Black43
  • LEP10
  • IDEA7
Chronic Student Absenteeism: 59 (male: 31, female: 28)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 43 (male: 23, female: 20)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Frederick Douglass Elementary School:

114.1
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

  • Hispanic9
  • Black196
  • White5
  • LEP3
  • IDEA18
  • 50411
School days missed due to out-of-school suspension: 210 (male: 178, female: 32)
  • Hispanic: 9 (all male)
  • Black: 196 (male: 164, female: 32)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 18 (all male)
  • Section 504: 11 (male: 3, female: 8)

Instances of out-of-school suspension (All preschool students): 1

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

1.9
State:

1.4
Preschool children receiving only one out-of-school suspension: 2 (all female)
  • Black: 2

Instances of out-of-school suspension (Students without disabilities): 112

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

216.6
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2

Students without disabilities receiving only one out-of-school suspension: 36 (male: 22, female: 14)
  • Hispanic: 5 (all male)
  • Black: 31 (male: 17, female: 14)

Students without disabilities receiving more than one out-of-school suspension: 21 (male: 19, female: 2)
  • Hispanic: 2 (all male)
  • Black: 19 (male: 17, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Instances of out-of-school suspension (Students with disabilities): 16

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

30.9
State:

27.5
Instances of out-of-school suspension (Section 504 only): 6

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

11.6
State:

12.0

Students with disabilities receiving only one out-of-school suspension: 8 (all male)
  • Black: 8
  • Section 504: 2

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


Expulsions:
Show data for

(State average from 1,623 schools)

Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

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

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

3.9
Texas:

26.6

Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all female)
  • Black: 2

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

3.9
State:

2.2

Comments


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


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


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2020 Advameg, Inc.

Table of Contents