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Fulmore M S School in Austin, TX
(06-08 • 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 59
Address
 201 E MARY ST
Austin, TX 78704
Telephone
(512) 414-3207
(make sure to verify first before calling)
City-data.com school rating
59
Students
1,007
Classroom Teachers (FTE)
67.5
Free lunch eligible students
619
Reduced-price lunch
eligible students
65
School district
AUSTIN 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:
BECKER EL (0.7 miles):

86
TRAVIS HTS EL (0.3 miles):

73
Fulmore M S School:

59
DAWSON EL (1.0 miles):

51
TRAVIS H S (0.7 miles):

18
PHOENIX ACADEMY (0.3 miles):

15
LEADERSHIP ACADEMY (0.6 miles):

13
GRADUATION PREP ACADEMY TRAVIS (0.9 miles):

9
TEXAS SCHOOL FOR THE DEAF (0.7 miles):

5
Fulmore M S School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
Fulmore M S School:

59

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,007
Enrollment in 2015: 952
Enrollment in 2014: 983
Enrollment in 2013: 973
Enrollment in 2012: 1,035
Enrollment in 2011: 990
Enrollment in 2010: 1,010
Enrollment in 2009: 1,040
Enrollment in 2008: 1,034
Enrollment in 2007: 1,022
Enrollment in 2006: 1,030
Enrollment in 2005: 1,028
Enrollment in 2004: 992
Enrollment in 2003: 961
Enrollment in 2002: 856
Enrollment in 2001: 773
Enrollment in 2000: 764
Enrollment in 1999: 875

Fulmore M S School - Historical enrollment


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

GradeG06G07G08Total
All students3353523201,007
Female students160175156491
Male students175177164516
American Indian/Alaska Native students1124
Asian students119828
Hispanic students239233226698
Black students22192465
White students558152188
Two or More Races students79824

Enrollment by grade:
6th grade enrollment: 335
7th grade enrollment: 352
8th grade enrollment: 320

Fulmore M S School - Historical enrollment by grade


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

Female enrollment: 491 (48.8%)
School:

48.8%
Texas:

49.0%
Male enrollment: 516 (51.2%)
Fulmore M S School:

51.2%
Texas:

50.1%

Fulmore M S School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 4 (0.4%)
School:

0.4%
State:

0.4%
Asian enrollment: 28 (2.8%)
Fulmore M S School:

2.8%
Texas:

3.1%
Hispanic enrollment: 698 (69.3%)
Fulmore M S School:

69.3%
Texas:

46.9%
Black enrollment: 65 (6.5%)
School:

6.5%
Texas:

11.6%
White enrollment: 188 (18.7%)
School:

18.7%
Texas:

32.3%
Two or More Races enrollment: 24 (2.4%)
Fulmore M S School:

2.4%
State:

2.1%

Fulmore M S School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 684 (67.9%)
Fulmore M S School:

67.9%
Texas:

61.6%
Free lunch eligible students: 619 (61.5%)
Fulmore M S School:

61.5%
State:

55.4%
Reduced-price lunch eligible students: 65 (6.5%)
Here:

6.5%
State:

6.2%

Fulmore M S School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 67.5

Number of FTE teachers in their first year of teaching: 4.8
Number of FTE teachers in their second year of teaching: 5.1
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 17.2
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 1
Number of FTE nurses: 0.6
Number of FTE social workers: 1

Student/Teacher Ratio
Fulmore M S School:

14.9
Texas:

15.6

Fulmore M S School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,826,898
  • Full-time Equivalency Count of Teachers: 70 (Salary Expenditures: $3,621,455)
  • Full-time Equivalency Count of Instructional Aides: 6.5 (Salary Expenditures: $160,978)
  • Full-time Equivalency Count of Support Services Staff: 21 (Salary Expenditures: $739,526)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $304,938)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $985,516
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,394,499
  • Salary Expenditures for Teachers: $3,770,035
  • Full-time Equivalency Count of Instructional Aides: 7.5 (Salary Expenditures: $180,766)
  • Full-time Equivalency Count of Support Services Staff: 30.7 (Salary Expenditures: $969,342)
  • Full-time Equivalency Count of School Administration Staff: 9 (Salary Expenditures: $474,356)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,307,833

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic217
  • Asian13
  • Black4
  • White4
  • IDEA52
Students Enrolled in LEP Programs: 238 (male: 128, female: 110)
  • Hispanic: 217 (male: 119, female: 98)
  • Asian: 13 (male: 5, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 52 (male: 32, female: 20)

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

  • Hispanic104
  • Asian4
  • Black17
  • White4
  • Multirace4
  • LEP56
Students with disabilities served under IDEA: 133 (male: 77, female: 56)
  • Hispanic: 104 (male: 64, female: 40)
  • Asian: 4 (all female)
  • Black: 17 (male: 13, female: 4)
  • White: 4 (all female)
  • Two or More Races: 4 (all female)
  • Limited English Proficiency (LEP): 56 (male: 34, female: 22)

    Students with disabilities served under Section 504

  • Hispanic58
  • Asian2
  • Black7
  • White22
  • Multirace4
  • LEP19
Students with disabilities served under Section 504: 93 (male: 53, female: 40)
  • Hispanic: 58 (male: 32, female: 26)
  • Asian: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)

Retention:
Show data for

(State average from 704 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 8th grade: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
Fulmore M S School:

0.6%
Texas:

7.0%


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

  • Hispanic115
  • American Indian4
  • Asian7
  • Black7
  • White97
  • Multirace10
  • LEP10
  • IDEA5
Gifted and Talented Student Enrollment: 240 (male: 126, female: 114)
  • Hispanic: 115 (male: 59, female: 56)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 97 (male: 50, female: 47)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

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

238.3
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

  • All4,684
  • Males4,568
  • Females4,793
  • Hispanic4,561
  • White4,815
  • Multirace4,634
Algebra I Average Scale Score:

4,684
Texas:

4,001
Algebra I students tested: 124
Algebra I # Answer Documents Submitted: 124

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.4 (76%)
  • Reporting Category 2: 10.6 (88%)
  • Reporting Category 3: 11.7 (84%)
  • Reporting Category 4: 9.1 (83%)
  • Reporting Category 5: 5.6 (93%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 4%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 84%

4%
12%
84%
Males: (Average Scale Score: 4,568, Tested: 60, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 13%, Masters: 82%)
5%
13%
82%
Females: (Average Scale Score: 4,793, Tested: 64, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 11%, Masters: 86%)
3%
11%
86%
Hispanic: (Average Scale Score: 4,561, Tested: 56, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 18%, Masters: 77%)
5%
18%
77%
White: (Average Scale Score: 4,815, Tested: 56, Did Not Meet Grade Level Performance: 0%, Approaches: 2%, Meets: 7%, Masters: 91%)
2%
7%
91%
Multirace: (Average Scale Score: 4,634, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 14%, Masters: 86%)
14%
86%

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,616
  • Males1,616
  • Females1,615
  • Hispanic1,586
  • Asian1,626
  • Black1,527
  • White1,716
  • Multirace1,748
Math Average Scale Score:

1,616
State:

1,546
Math students tested: 339
Math # Answer Documents Submitted: 339

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (53%)
  • Reporting Category 2: 7.8 (52%)
  • Reporting Category 3: 3.1 (51%)
  • Reporting Category 4: 3.3 (48%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 14%

31%
32%
23%
14%
Males: (Average Scale Score: 1,616, Tested: 176, Did Not Meet Grade Level Performance: 30%, Approaches: 30%, Meets: 24%, Masters: 16%)
30%
30%
24%
16%
Females: (Average Scale Score: 1,615, Tested: 163, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 21%, Masters: 12%)
33%
34%
21%
12%
Hispanic: (Average Scale Score: 1,586, Tested: 229, Did Not Meet Grade Level Performance: 37%, Approaches: 38%, Meets: 18%, Masters: 7%)
37%
38%
18%
7%
Asian: (Average Scale Score: 1,626, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 30%, Masters: 10%)
20%
40%
30%
10%
Black: (Average Scale Score: 1,527, Tested: 19, Did Not Meet Grade Level Performance: 74%, Approaches: 15%, Meets: 6%, Masters: 5%)
74%
15%
6%
5%
White: (Average Scale Score: 1,716, Tested: 72, Did Not Meet Grade Level Performance: 7%, Approaches: 18%, Meets: 40%, Masters: 35%)
7%
18%
40%
35%
Multirace: (Average Scale Score: 1,748, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 23%, Masters: 44%)
33%
23%
44%

    Reading Average Scale Score
    (6th Grade)

  • All1,576
  • Males1,556
  • Females1,598
  • Hispanic1,541
  • Asian1,549
  • Black1,463
  • White1,699
  • Multirace1,757
Reading Average Scale Score:

1,576
State:

1,457
Reading students tested: 339
Reading # Answer Documents Submitted: 339

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 11.5 (68%)
  • Reporting Category 3: 8.7 (58%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 24%

42%
18%
16%
24%
Males: (Average Scale Score: 1,556, Tested: 176, Did Not Meet Grade Level Performance: 48%, Approaches: 16%, Meets: 15%, Masters: 21%)
48%
16%
15%
21%
Females: (Average Scale Score: 1,598, Tested: 163, Did Not Meet Grade Level Performance: 36%, Approaches: 20%, Meets: 16%, Masters: 28%)
36%
20%
16%
28%
Hispanic: (Average Scale Score: 1,541, Tested: 229, Did Not Meet Grade Level Performance: 51%, Approaches: 20%, Meets: 12%, Masters: 17%)
51%
20%
12%
17%
Asian: (Average Scale Score: 1,549, Tested: 10, Did Not Meet Grade Level Performance: 40%, Approaches: 10%, Meets: 30%, Masters: 20%)
40%
10%
30%
20%
Black: (Average Scale Score: 1,463, Tested: 19, Did Not Meet Grade Level Performance: 74%, Approaches: 10%, Meets: 11%, Masters: 5%)
74%
10%
11%
5%
White: (Average Scale Score: 1,699, Tested: 72, Did Not Meet Grade Level Performance: 11%, Approaches: 15%, Meets: 27%, Masters: 47%)
11%
15%
27%
47%
Multirace: (Average Scale Score: 1,757, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 11%, Meets: 11%, Masters: 67%)
11%
11%
11%
67%

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,609
  • Males1,598
  • Females1,620
  • Hispanic1,597
  • Asian1,591
  • Black1,578
  • White1,686
Math Average Scale Score:

1,609
Texas:

1,571
Math students tested: 227
Math # Answer Documents Submitted: 326

Math Avg Items Correct:
  • Reporting Category 1: 3 (50%)
  • Reporting Category 2: 6.8 (46%)
  • Reporting Category 3: 5.6 (46%)
  • Reporting Category 4: 2.9 (42%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 8%

46%
31%
15%
8%
Males: (Average Scale Score: 1,598, Tested: 117, Did Not Meet Grade Level Performance: 53%, Approaches: 25%, Meets: 15%, Masters: 7%)
53%
25%
15%
7%
Females: (Average Scale Score: 1,620, Tested: 110, Did Not Meet Grade Level Performance: 38%, Approaches: 37%, Meets: 15%, Masters: 10%)
38%
37%
15%
10%
Hispanic: (Average Scale Score: 1,597, Tested: 168, Did Not Meet Grade Level Performance: 48%, Approaches: 35%, Meets: 10%, Masters: 7%)
48%
35%
10%
7%
Asian: (Average Scale Score: 1,591, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 0%, Masters: 20%)
60%
20%
20%
Black: (Average Scale Score: 1,578, Tested: 19, Did Not Meet Grade Level Performance: 63%, Approaches: 21%, Meets: 11%, Masters: 5%)
63%
21%
11%
5%
White: (Average Scale Score: 1,686, Tested: 31, Did Not Meet Grade Level Performance: 23%, Approaches: 19%, Meets: 42%, Masters: 16%)
23%
19%
42%
16%

    Reading Average Scale Score
    (7th Grade)

  • All1,654
  • Males1,625
  • Females1,685
  • Hispanic1,609
  • Asian1,583
  • Black1,514
  • White1,795
  • Multirace1,666
Reading Average Scale Score:

1,654
State:

1,550
Reading students tested: 326
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 328

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 11.5 (64%)
  • Reporting Category 3: 10.3 (64%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 35%

36%
15%
14%
35%
Males: (Average Scale Score: 1,625, Tested: 170, Did Not Meet Grade Level Performance: 42%, Approaches: 17%, Meets: 11%, Masters: 30%)
42%
17%
11%
30%
Females: (Average Scale Score: 1,685, Tested: 156, Did Not Meet Grade Level Performance: 29%, Approaches: 13%, Meets: 17%, Masters: 41%)
29%
13%
17%
41%
Hispanic: (Average Scale Score: 1,609, Tested: 205, Did Not Meet Grade Level Performance: 45%, Approaches: 16%, Meets: 16%, Masters: 23%)
45%
16%
16%
23%
Asian: (Average Scale Score: 1,583, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 15%, Masters: 14%)
57%
14%
15%
14%
Black: (Average Scale Score: 1,514, Tested: 19, Did Not Meet Grade Level Performance: 68%, Approaches: 16%, Meets: 5%, Masters: 11%)
68%
16%
5%
11%
White: (Average Scale Score: 1,795, Tested: 88, Did Not Meet Grade Level Performance: 7%, Approaches: 11%, Meets: 10%, Masters: 72%)
7%
11%
10%
72%
Multirace: (Average Scale Score: 1,666, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 0%, Meets: 34%, Masters: 33%)
33%
34%
33%

    Writing Average Scale Score
    (7th Grade)

  • All3,834
  • Males3,670
  • Females4,010
  • Hispanic3,617
  • Asian3,445
  • Black3,188
  • White4,512
  • Multirace4,014
Writing Average Scale Score:

3,834
Texas:

3,515
Writing students tested: 328
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 329

Writing Avg Items Correct:
  • Reporting Category 1: 7.6 (48%)
  • Reporting Category 2: 8.5 (65%)
  • Reporting Category 3: 11.6 (68%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 23%

42%
13%
22%
23%
Males: (Average Scale Score: 3,670, Tested: 170, Did Not Meet Grade Level Performance: 50%, Approaches: 13%, Meets: 19%, Masters: 18%)
50%
13%
19%
18%
Females: (Average Scale Score: 4,010, Tested: 158, Did Not Meet Grade Level Performance: 34%, Approaches: 12%, Meets: 26%, Masters: 28%)
34%
12%
26%
28%
Hispanic: (Average Scale Score: 3,617, Tested: 206, Did Not Meet Grade Level Performance: 51%, Approaches: 18%, Meets: 18%, Masters: 13%)
51%
18%
18%
13%
Asian: (Average Scale Score: 3,445, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 0%, Meets: 29%, Masters: 14%)
57%
29%
14%
Black: (Average Scale Score: 3,188, Tested: 20, Did Not Meet Grade Level Performance: 80%, Approaches: 5%, Meets: 10%, Masters: 5%)
80%
5%
10%
5%
White: (Average Scale Score: 4,512, Tested: 88, Did Not Meet Grade Level Performance: 10%, Approaches: 5%, Meets: 34%, Masters: 51%)
10%
5%
34%
51%
Multirace: (Average Scale Score: 4,014, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 0%, Meets: 34%, Masters: 33%)
33%
34%
33%

8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,690
  • Males1,682
  • Females1,700
  • Hispanic1,646
  • Asian1,789
  • Black1,544
  • White1,864
Math Average Scale Score:

1,690
State:

1,539
Math students tested: 277
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 353

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (62%)
  • Reporting Category 2: 9.1 (57%)
  • Reporting Category 3: 9 (60%)
  • Reporting Category 4: 4.1 (58%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 23%

36%
20%
21%
23%
Males: (Average Scale Score: 1,682, Tested: 158, Did Not Meet Grade Level Performance: 38%, Approaches: 25%, Meets: 14%, Masters: 23%)
38%
25%
14%
23%
Females: (Average Scale Score: 1,700, Tested: 119, Did Not Meet Grade Level Performance: 34%, Approaches: 14%, Meets: 30%, Masters: 22%)
34%
14%
30%
22%
Hispanic: (Average Scale Score: 1,646, Tested: 189, Did Not Meet Grade Level Performance: 42%, Approaches: 27%, Meets: 17%, Masters: 14%)
42%
27%
17%
14%
Asian: (Average Scale Score: 1,789, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 0%, Masters: 43%)
14%
43%
43%
Black: (Average Scale Score: 1,544, Tested: 17, Did Not Meet Grade Level Performance: 76%, Approaches: 6%, Meets: 18%, Masters: 0%)
76%
6%
18%
White: (Average Scale Score: 1,864, Tested: 59, Did Not Meet Grade Level Performance: 8%, Approaches: 0%, Meets: 34%, Masters: 58%)
8%
34%
58%

    Reading Average Scale Score
    (8th Grade)

  • All1,668
  • Males1,647
  • Females1,694
  • Hispanic1,632
  • Asian1,722
  • Black1,528
  • White1,813
  • Multirace1,770
Reading Average Scale Score:

1,668
State:

1,561
Reading students tested: 301
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 353

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (68%)
  • Reporting Category 2: 12.9 (68%)
  • Reporting Category 3: 11 (64%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 33%

32%
20%
15%
33%
Males: (Average Scale Score: 1,647, Tested: 165, Did Not Meet Grade Level Performance: 38%, Approaches: 18%, Meets: 16%, Masters: 28%)
38%
18%
16%
28%
Females: (Average Scale Score: 1,694, Tested: 136, Did Not Meet Grade Level Performance: 25%, Approaches: 22%, Meets: 14%, Masters: 39%)
25%
22%
14%
39%
Hispanic: (Average Scale Score: 1,632, Tested: 208, Did Not Meet Grade Level Performance: 39%, Approaches: 23%, Meets: 17%, Masters: 21%)
39%
23%
17%
21%
Asian: (Average Scale Score: 1,722, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 0%, Masters: 56%)
22%
22%
56%
Black: (Average Scale Score: 1,528, Tested: 17, Did Not Meet Grade Level Performance: 53%, Approaches: 41%, Meets: 0%, Masters: 6%)
53%
41%
6%
White: (Average Scale Score: 1,813, Tested: 58, Did Not Meet Grade Level Performance: 7%, Approaches: 3%, Meets: 16%, Masters: 74%)
7%
3%
16%
74%
Multirace: (Average Scale Score: 1,770, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 0%, Meets: 13%, Masters: 75%)
13%
13%
75%

    Science Average Scale Score
    (8th Grade)

  • All3,905
  • Males3,854
  • Females3,967
  • Hispanic3,728
  • Asian4,080
  • Black3,362
  • White4,586
  • Multirace4,372
Science Average Scale Score:

3,905
State:

3,634
Science students tested: 297
# Absent - Not Tested: 3
Science # Answer Documents Submitted: 300

Science Avg Items Correct:
  • Reporting Category 1: 6.8 (62%)
  • Reporting Category 2: 5.4 (60%)
  • Reporting Category 3: 6.9 (63%)
  • Reporting Category 4: 7.4 (68%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 33%

36%
17%
14%
33%
Males: (Average Scale Score: 3,854, Tested: 165, Did Not Meet Grade Level Performance: 41%, Approaches: 17%, Meets: 9%, Masters: 33%)
41%
17%
9%
33%
Females: (Average Scale Score: 3,967, Tested: 132, Did Not Meet Grade Level Performance: 31%, Approaches: 16%, Meets: 20%, Masters: 33%)
31%
16%
20%
33%
Hispanic: (Average Scale Score: 3,728, Tested: 205, Did Not Meet Grade Level Performance: 44%, Approaches: 19%, Meets: 16%, Masters: 21%)
44%
19%
16%
21%
Asian: (Average Scale Score: 4,080, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 12%, Masters: 44%)
22%
22%
12%
44%
Black: (Average Scale Score: 3,362, Tested: 16, Did Not Meet Grade Level Performance: 63%, Approaches: 25%, Meets: 0%, Masters: 13%)
63%
25%
13%
White: (Average Scale Score: 4,586, Tested: 58, Did Not Meet Grade Level Performance: 9%, Approaches: 5%, Meets: 10%, Masters: 76%)
9%
5%
10%
76%
Multirace: (Average Scale Score: 4,372, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 0%, Meets: 38%, Masters: 50%)
13%
38%
50%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,701
  • Males3,669
  • Females3,742
  • Hispanic3,551
  • Asian3,842
  • Black3,350
  • White4,262
  • Multirace4,024
Social Studies Average Scale Score:

3,701
Texas:

3,461
Social Studies students tested: 296
# Absent - Not Tested: 4
Social Studies # Answer Documents Submitted: 301

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.2 (54%)
  • Reporting Category 2: 5.8 (58%)
  • Reporting Category 3: 5.6 (56%)
  • Reporting Category 4: 4.1 (59%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 21%

43%
24%
12%
21%
Males: (Average Scale Score: 3,669, Tested: 165, Did Not Meet Grade Level Performance: 48%, Approaches: 21%, Meets: 10%, Masters: 21%)
48%
21%
10%
21%
Females: (Average Scale Score: 3,742, Tested: 131, Did Not Meet Grade Level Performance: 37%, Approaches: 27%, Meets: 16%, Masters: 20%)
37%
27%
16%
20%
Hispanic: (Average Scale Score: 3,551, Tested: 205, Did Not Meet Grade Level Performance: 53%, Approaches: 25%, Meets: 10%, Masters: 12%)
53%
25%
10%
12%
Asian: (Average Scale Score: 3,842, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 45%, Meets: 11%, Masters: 22%)
22%
45%
11%
22%
Black: (Average Scale Score: 3,350, Tested: 16, Did Not Meet Grade Level Performance: 69%, Approaches: 18%, Meets: 13%, Masters: 0%)
69%
18%
13%
White: (Average Scale Score: 4,262, Tested: 57, Did Not Meet Grade Level Performance: 9%, Approaches: 19%, Meets: 18%, Masters: 54%)
9%
19%
18%
54%
Multirace: (Average Scale Score: 4,024, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 50%, Masters: 25%)
13%
13%
50%
25%

Accountability


Advanced Placement:
Show data for

(State average from 1,179 schools)

Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of students in Grades 11 and 12: <25
Number of students taking at least one AP exam: <25
Percent of students taking at least one AP exam:

0.0%
State:

23.9%
Number of examinees scoring at or above 3 on at least one AP exam: <25
Examinees scoring at or above criteria on at least one AP exam:

100.0%
Texas:

39.1%

Number of AP exams:
<25
Number of AP exams with scores at or above 3: <25
Percent of AP exams with scores at or above 3:

100.0%
State:

32.7%

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: 136

Incidents of threats of physical attack without a weapon: 28


Total incidents per 1,000 students
Fulmore M S School:

162.9
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

  • Hispanic43
  • Asian2
  • Black10
  • White7
  • Multirace2
  • LEP19
Students without disabilities who were referred to a law enforcement agency or official: 64 (male: 35, female: 29)
  • Hispanic: 43 (male: 23, female: 20)
  • Asian: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Fulmore M S School:

63.6
State:

17.4

    Students without disabilities who received a school-related arrest

  • Hispanic10
  • Black4
  • White2
  • LEP4
Students without disabilities who received a school-related arrest: 16 (male: 9, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

15.9
Texas:

13.1

    Students with disabilities who were referred to a law enforcement agency or official

  • Hispanic19
  • Black4
  • White2
  • Multirace2
  • LEP13
Students with disabilities who were referred to a law enforcement agency or official: 27 (male: 16, female: 11)
  • Hispanic: 19 (male: 14, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Fulmore M S School:

26.8
Texas:

5.4

Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities who received a school-related arrest per 1,000 students
Here:

2.0
Texas:

4.1


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

  • Hispanic127
  • American Indian2
  • Asian4
  • Black10
  • White16
  • Multirace4
  • LEP40
  • IDEA31
  • 50419
Chronic Student Absenteeism: 163 (male: 87, female: 76)
  • Hispanic: 127 (male: 68, female: 59)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 40 (male: 26, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)
  • Section 504: 19 (male: 14, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

161.9
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 male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

2.0
Texas:

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

  • Hispanic688
  • American Indian3
  • Asian9
  • Black75
  • White62
  • Multirace2
  • LEP271
  • IDEA137
  • 50471
School days missed due to out-of-school suspension: 839 (male: 458, female: 381)
  • Hispanic: 688 (male: 362, female: 326)
  • American Indian / Alaska Native: 3 (all male)
  • Asian: 9 (male: 6, female: 3)
  • Black: 75 (male: 48, female: 27)
  • White: 62 (male: 39, female: 23)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 271 (male: 159, female: 112)
  • Individuals With Disabilities Education Act (IDEA): 137 (male: 103, female: 34)
  • Section 504: 71 (male: 52, female: 19)

Instances of out-of-school suspension (Students without disabilities): 379

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

376.4
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic121
  • American Indian2
  • Asian2
  • Black10
  • White13
  • Multirace2
  • LEP52
Students without disabilities receiving one or more in-school suspension: 150 (male: 82, female: 68)
  • Hispanic: 121 (male: 65, female: 56)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 52 (male: 35, female: 17)

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

  • Hispanic46
  • Asian2
  • Black7
  • White7
  • LEP25
Students without disabilities receiving only one out-of-school suspension: 62 (male: 32, female: 30)
  • Hispanic: 46 (male: 23, female: 23)
  • Asian: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 25 (male: 14, female: 11)

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

  • Hispanic49
  • American Indian2
  • Asian2
  • Black7
  • White7
  • LEP16
Students without disabilities receiving more than one out-of-school suspension: 67 (male: 37, female: 30)
  • Hispanic: 49 (male: 23, female: 26)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)

Instances of out-of-school suspension (Students with disabilities): 72

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

71.5
State:

27.5
Instances of out-of-school suspension (Section 504 only): 34

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

33.8
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic31
  • Asian2
  • Black7
  • White2
  • Multirace2
  • LEP19
  • 50419
Students with disabilities receiving one or more in-school suspension: 44 (male: 25, female: 19)
  • Hispanic: 31 (male: 20, female: 11)
  • Asian: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all female)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
  • Section 504: 19 (male: 11, female: 8)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic7
  • Asian2
  • Black4
  • Multirace2
  • LEP4
  • 5047
Students with disabilities receiving only one out-of-school suspension: 15 (male: 7, female: 8)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic16
  • Black4
  • White2
  • LEP10
  • 50410
Students with disabilities receiving more than one out-of-school suspension: 22 (male: 16, female: 6)
  • Hispanic: 16 (male: 14, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Section 504: 10 (male: 8, female: 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

  • Hispanic16
  • Black4
  • White4
  • LEP4
Students without Disabilities who received an expulsion with educational services: 24 (male: 12, female: 12)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

23.8
State:

32.9

    Students with Disabilities who received an expulsion with educational services

  • Hispanic7
  • Multirace2
  • LEP2
  • 5042
Students with Disabilities who received an expulsion with educational services: 9 (male: 5, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

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

8.9
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

  • Hispanic16
  • Black4
  • White4
  • LEP4
Students without disabilities transferred to an alternative school for disciplinary reasons: 24 (male: 12, female: 12)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

23.8
State:

49.7

    Students with disabilities transferred to an alternative school for disciplinary reasons

  • Hispanic7
  • Multirace2
  • LEP2
  • 5042
Students with disabilities transferred to an alternative school for disciplinary reasons: 9 (male: 5, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Students with disabilities transferred to an alternative school for disciplinary reasons
Here:

8.9
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.
7th grade student enrollment in Algebra I: 29
7th grade studenst who passed Algebra I: 28
Percent of 7th grade students who passed
Fulmore M S School:

96.6%
Texas:

102.7%

    8th grade student enrollment in Algebra I

  • Hispanic34
  • American Indian2
  • Asian4
  • Black2
  • White25
  • Multirace2
8th grade student enrollment in Algebra I: 69 (male: 36, female: 33)
  • Hispanic: 34 (male: 17, female: 17)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 25 (male: 11, female: 14)
  • Two or More Races: 2 (all male)
8th grade studenst who passed Algebra I: 55 (male: 26, female: 29)
  • Hispanic: 32 (male: 16, female: 16)
  • White: 23 (male: 10, female: 13)
Percent of 8th grade students who passed
School:

79.7%
State:

87.0%


Geometry:
Show data for

Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
8th grade students enrolled in Geometry: 23

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