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Gregory-Portland J H School in Portland, 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 77
Address
 4600 WILDCAT DR
Portland, TX 78374
Telephone
(361) 777-4042
(make sure to verify first before calling)
Website
http://www.g-pisd.org
City-data.com school rating
77
Students
685
Classroom Teachers (FTE)
46.8
Free lunch eligible students
200
Reduced-price lunch
eligible students
48
School district
GREGORY-PORTLAND ISD
Charter school
No
Title I status
Title I schoolwide eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
EAST CLIFF EL (1.7 miles):

85
Gregory-Portland J H School:

77
CLARK EL (0.5 miles):

62
GREGORY-PORTLAND H S (0.2 miles):

61
ANDREWS EL (1.0 miles):

41
AUSTIN EL (2.6 miles):

37
INGLESIDE H S (6.4 miles):

35
TAFT J H (6.5 miles):

12
SHORELINE ACADEMY (6.4 miles):

9
Gregory-Portland J H School rating compared to average state, county and city schools ratings:
Texas:

54
San Patricio County:

41
Portland:

65
Gregory-Portland J H School:

77

Students & Teachers


Total enrollment:
Enrollment in 2016: 685
Enrollment in 2015: 729
Enrollment in 2014: 719
Enrollment in 2013: 745
Enrollment in 2012: 688
Enrollment in 2011: 648
Enrollment in 2010: 680
Enrollment in 2009: 684
Enrollment in 2008: 665
Enrollment in 2007: 668
Enrollment in 2006: 711
Enrollment in 2005: 671
Enrollment in 2004: 672
Enrollment in 2003: 707
Enrollment in 2002: 700
Enrollment in 2001: 689
Enrollment in 2000: 702
Enrollment in 1999: 726

Gregory-Portland J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students325360685
Female students156182338
Male students169178347
American Indian/Alaska Native students2 - 2
Asian students415
Hispanic students166208374
Black students8412
White students139144283
Two or More Races students639

Enrollment by grade:
7th grade enrollment: 325
8th grade enrollment: 360

Gregory-Portland J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 338 (49.3%)
Gregory-Portland J H School:

49.3%
State:

49.0%
Male enrollment: 347 (50.7%)
School:

50.7%
Texas:

50.1%

Gregory-Portland J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
School:

0.3%
State:

0.4%
Asian enrollment: 5 (0.7%)
Here:

0.7%
State:

3.1%
Hispanic enrollment: 374 (54.6%)
School:

54.6%
Texas:

46.9%
Black enrollment: 12 (1.8%)
School:

1.8%
Texas:

11.6%
White enrollment: 283 (41.3%)
School:

41.3%
State:

32.3%
Two or More Races enrollment: 9 (1.3%)
School:

1.3%
State:

2.1%

Gregory-Portland J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 248 (36.2%)
Gregory-Portland J H School:

36.2%
State:

61.6%
Free lunch eligible students: 200 (29.2%)
Gregory-Portland J H School:

29.2%
Texas:

55.4%
Reduced-price lunch eligible students: 48 (7.0%)
Gregory-Portland J H School:

7.0%
Texas:

6.2%

Gregory-Portland J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 46.8

Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 23
Number of FTE sworn law enforcement officers: 1

Student/Teacher Ratio
Here:

14.6
State:

15.6

Gregory-Portland J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,283,238
  • Full-time Equivalency Count of Teachers: 9 (Salary Expenditures: $482,084)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $616,495
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,427,230
  • Salary Expenditures for Teachers: $482,084
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 10 (male: 2, female: 8)
  • Hispanic: 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 64 (male: 38, female: 26)
  • Hispanic: 47 (male: 28, female: 19)
  • White: 17 (male: 10, female: 7)

    Students with disabilities served under Section 504

  • Hispanic31
  • American Indian2
  • Black2
  • White31
Students with disabilities served under Section 504: 66 (male: 36, female: 30)
  • Hispanic: 31 (male: 17, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all male)
  • White: 31 (male: 17, female: 14)

Retention:
Show data for

(State average from 1,054 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 7th grade: 2 (all male)
  • White: 2
  • Section 504: 2

Percent of 7th grade students retained
Gregory-Portland J H School:

0.6%
State:

6.0%
Total number of students retained in 8th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 8th grade students retained
Gregory-Portland J H School:

1.1%
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

  • Hispanic22
  • Asian2
  • Black2
  • White31
Gifted and Talented Student Enrollment: 57 (male: 29, female: 28)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 31 (male: 14, female: 17)

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

83.2
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,678
  • Males4,769
  • Females4,587
  • Hispanic4,675
  • White4,656
Algebra I Average Scale Score:

4,678
State:

4,001
Algebra I students tested: 68
Algebra I # Answer Documents Submitted: 68

Algebra I Avg Items Correct:
  • Reporting Category 1: 9.1 (83%)
  • Reporting Category 2: 10.4 (86%)
  • Reporting Category 3: 11.6 (83%)
  • Reporting Category 4: 9 (82%)
  • Reporting Category 5: 5.2 (87%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 1%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 79%

1%
20%
79%
Males: (Average Scale Score: 4,769, Tested: 34, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 18%, Masters: 79%)
3%
18%
79%
Females: (Average Scale Score: 4,587, Tested: 34, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 21%, Masters: 79%)
21%
79%
Hispanic: (Average Scale Score: 4,675, Tested: 30, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 17%, Masters: 83%)
17%
83%
White: (Average Scale Score: 4,656, Tested: 37, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 21%, Masters: 76%)
3%
21%
76%
Biology students tested: 2
Biology # Answer Documents Submitted: 2

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,718
  • Males1,712
  • Females1,724
  • Hispanic1,688
  • Asian1,913
  • White1,755
  • Multirace1,712
Math Average Scale Score:

1,718
Texas:

1,546
Math students tested: 360
Math # Answer Documents Submitted: 360

Math Avg Items Correct:
  • Reporting Category 1: 6.8 (68%)
  • Reporting Category 2: 9.8 (65%)
  • Reporting Category 3: 3.9 (65%)
  • Reporting Category 4: 4.5 (64%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 34%

15%
26%
25%
34%
Males: (Average Scale Score: 1,712, Tested: 191, Did Not Meet Grade Level Performance: 15%, Approaches: 28%, Meets: 27%, Masters: 30%)
15%
28%
27%
30%
Females: (Average Scale Score: 1,724, Tested: 169, Did Not Meet Grade Level Performance: 16%, Approaches: 22%, Meets: 24%, Masters: 38%)
16%
22%
24%
38%
Hispanic: (Average Scale Score: 1,688, Tested: 211, Did Not Meet Grade Level Performance: 18%, Approaches: 29%, Meets: 27%, Masters: 26%)
18%
29%
27%
26%
Asian: (Average Scale Score: 1,913, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 12%, Masters: 63%)
25%
12%
63%
White: (Average Scale Score: 1,755, Tested: 131, Did Not Meet Grade Level Performance: 13%, Approaches: 19%, Meets: 23%, Masters: 45%)
13%
19%
23%
45%
Multirace: (Average Scale Score: 1,712, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 34%, Masters: 33%)
17%
16%
34%
33%

    Reading Average Scale Score
    (6th Grade)

  • All1,609
  • Males1,587
  • Females1,634
  • Hispanic1,586
  • Asian1,700
  • White1,640
  • Multirace1,668
Reading Average Scale Score:

1,609
State:

1,457
Reading students tested: 360
Reading # Answer Documents Submitted: 360

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (68%)
  • Reporting Category 2: 12.5 (74%)
  • Reporting Category 3: 10 (67%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 21%

23%
33%
23%
21%
Males: (Average Scale Score: 1,587, Tested: 191, Did Not Meet Grade Level Performance: 29%, Approaches: 34%, Meets: 18%, Masters: 19%)
29%
34%
18%
19%
Females: (Average Scale Score: 1,634, Tested: 169, Did Not Meet Grade Level Performance: 17%, Approaches: 31%, Meets: 29%, Masters: 23%)
17%
31%
29%
23%
Hispanic: (Average Scale Score: 1,586, Tested: 211, Did Not Meet Grade Level Performance: 29%, Approaches: 35%, Meets: 21%, Masters: 15%)
29%
35%
21%
15%
Asian: (Average Scale Score: 1,700, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 38%, Masters: 50%)
12%
38%
50%
White: (Average Scale Score: 1,640, Tested: 131, Did Not Meet Grade Level Performance: 15%, Approaches: 32%, Meets: 25%, Masters: 28%)
15%
32%
25%
28%
Multirace: (Average Scale Score: 1,668, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 0%, Masters: 50%)
17%
33%
50%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,730
  • Males1,729
  • Females1,730
  • Hispanic1,700
  • Asian1,791
  • Black1,668
  • White1,777
  • Multirace1,773
Math Average Scale Score:

1,730
State:

1,571
Math students tested: 336
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 340

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (73%)
  • Reporting Category 2: 10 (66%)
  • Reporting Category 3: 7.7 (64%)
  • Reporting Category 4: 4.1 (58%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 32%

14%
28%
26%
32%
Males: (Average Scale Score: 1,729, Tested: 177, Did Not Meet Grade Level Performance: 14%, Approaches: 28%, Meets: 26%, Masters: 32%)
14%
28%
26%
32%
Females: (Average Scale Score: 1,730, Tested: 157, Did Not Meet Grade Level Performance: 15%, Approaches: 26%, Meets: 26%, Masters: 33%)
15%
26%
26%
33%
Hispanic: (Average Scale Score: 1,700, Tested: 193, Did Not Meet Grade Level Performance: 20%, Approaches: 31%, Meets: 24%, Masters: 25%)
20%
31%
24%
25%
Asian: (Average Scale Score: 1,791, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 28%, Masters: 43%)
14%
15%
28%
43%
Black: (Average Scale Score: 1,668, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 50%, Meets: 25%, Masters: 13%)
13%
50%
25%
13%
White: (Average Scale Score: 1,777, Tested: 119, Did Not Meet Grade Level Performance: 4%, Approaches: 25%, Meets: 26%, Masters: 45%)
4%
25%
26%
45%
Multirace: (Average Scale Score: 1,773, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 43%, Masters: 43%)
14%
43%
43%

    Reading Average Scale Score
    (7th Grade)

  • All1,675
  • Males1,661
  • Females1,691
  • Hispanic1,646
  • Asian1,719
  • Black1,617
  • White1,726
  • Multirace1,668
Reading Average Scale Score:

1,675
State:

1,550
Reading students tested: 334
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 339

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 12.5 (69%)
  • Reporting Category 3: 10.8 (68%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 30%

23%
27%
20%
30%
Males: (Average Scale Score: 1,661, Tested: 176, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 17%, Masters: 27%)
24%
32%
17%
27%
Females: (Average Scale Score: 1,691, Tested: 156, Did Not Meet Grade Level Performance: 21%, Approaches: 23%, Meets: 22%, Masters: 34%)
21%
23%
22%
34%
Hispanic: (Average Scale Score: 1,646, Tested: 191, Did Not Meet Grade Level Performance: 31%, Approaches: 28%, Meets: 19%, Masters: 22%)
31%
28%
19%
22%
Asian: (Average Scale Score: 1,719, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 0%, Masters: 43%)
29%
28%
43%
Black: (Average Scale Score: 1,617, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 63%, Meets: 25%, Masters: 0%)
13%
63%
25%
White: (Average Scale Score: 1,726, Tested: 119, Did Not Meet Grade Level Performance: 9%, Approaches: 24%, Meets: 22%, Masters: 45%)
9%
24%
22%
45%
Multirace: (Average Scale Score: 1,668, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 14%, Masters: 43%)
29%
14%
14%
43%

    Writing Average Scale Score
    (7th Grade)

  • All3,886
  • Males3,788
  • Females3,999
  • Hispanic3,771
  • Asian4,022
  • Black3,661
  • White4,071
  • Multirace4,150
Writing Average Scale Score:

3,886
Texas:

3,515
Writing students tested: 339
Writing # Answer Documents Submitted: 339

Writing Avg Items Correct:
  • Reporting Category 1: 7.7 (48%)
  • Reporting Category 2: 9.2 (71%)
  • Reporting Category 3: 12.5 (74%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 14%

28%
25%
33%
14%
Males: (Average Scale Score: 3,788, Tested: 182, Did Not Meet Grade Level Performance: 34%, Approaches: 27%, Meets: 29%, Masters: 10%)
34%
27%
29%
10%
Females: (Average Scale Score: 3,999, Tested: 157, Did Not Meet Grade Level Performance: 21%, Approaches: 24%, Meets: 36%, Masters: 19%)
21%
24%
36%
19%
Hispanic: (Average Scale Score: 3,771, Tested: 194, Did Not Meet Grade Level Performance: 36%, Approaches: 23%, Meets: 32%, Masters: 9%)
36%
23%
32%
9%
Asian: (Average Scale Score: 4,022, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 50%, Masters: 25%)
13%
13%
50%
25%
Black: (Average Scale Score: 3,661, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 0%, Masters: 14%)
43%
43%
14%
White: (Average Scale Score: 4,071, Tested: 121, Did Not Meet Grade Level Performance: 16%, Approaches: 29%, Meets: 34%, Masters: 21%)
16%
29%
34%
21%
Multirace: (Average Scale Score: 4,150, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 42%, Masters: 29%)
14%
15%
42%
29%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,724
  • Males1,711
  • Females1,740
  • Hispanic1,721
  • White1,727
  • Multirace1,712
Math Average Scale Score:

1,724
Texas:

1,539
Math students tested: 269
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 339

Math Avg Items Correct:
  • Reporting Category 1: 3 (76%)
  • Reporting Category 2: 10.6 (66%)
  • Reporting Category 3: 10.2 (68%)
  • Reporting Category 4: 4.4 (63%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 42%
Masters Grade Level Performance: 16%

11%
31%
42%
16%
Males: (Average Scale Score: 1,711, Tested: 145, Did Not Meet Grade Level Performance: 14%, Approaches: 35%, Meets: 34%, Masters: 17%)
14%
35%
34%
17%
Females: (Average Scale Score: 1,740, Tested: 124, Did Not Meet Grade Level Performance: 6%, Approaches: 29%, Meets: 49%, Masters: 16%)
6%
29%
49%
16%
Hispanic: (Average Scale Score: 1,721, Tested: 156, Did Not Meet Grade Level Performance: 12%, Approaches: 34%, Meets: 38%, Masters: 16%)
12%
34%
38%
16%
White: (Average Scale Score: 1,727, Tested: 99, Did Not Meet Grade Level Performance: 10%, Approaches: 26%, Meets: 51%, Masters: 13%)
10%
26%
51%
13%
Multirace: (Average Scale Score: 1,712, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 14%, Masters: 29%)
14%
43%
14%
29%

    Reading Average Scale Score
    (8th Grade)

  • All1,709
  • Males1,688
  • Females1,732
  • Hispanic1,696
  • White1,727
  • Multirace1,731
Reading Average Scale Score:

1,709
Texas:

1,561
Reading students tested: 335
# Absent - Not Tested: 4
Reading # Answer Documents Submitted: 339

Reading Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 14.5 (77%)
  • Reporting Category 3: 12.1 (71%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 30%

16%
27%
27%
30%
Males: (Average Scale Score: 1,688, Tested: 177, Did Not Meet Grade Level Performance: 22%, Approaches: 28%, Meets: 25%, Masters: 25%)
22%
28%
25%
25%
Females: (Average Scale Score: 1,732, Tested: 158, Did Not Meet Grade Level Performance: 10%, Approaches: 25%, Meets: 28%, Masters: 37%)
10%
25%
28%
37%
Hispanic: (Average Scale Score: 1,696, Tested: 184, Did Not Meet Grade Level Performance: 19%, Approaches: 29%, Meets: 24%, Masters: 28%)
19%
29%
24%
28%
White: (Average Scale Score: 1,727, Tested: 136, Did Not Meet Grade Level Performance: 14%, Approaches: 23%, Meets: 28%, Masters: 35%)
14%
23%
28%
35%
Multirace: (Average Scale Score: 1,731, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 50%, Meets: 0%, Masters: 50%)
50%
50%

    Science Average Scale Score
    (8th Grade)

  • All4,111
  • Males4,145
  • Females4,074
  • Hispanic4,023
  • White4,225
  • Multirace4,313
Science Average Scale Score:

4,111
Texas:

3,634
Science students tested: 335
Science # Answer Documents Submitted: 337

Science Avg Items Correct:
  • Reporting Category 1: 7.6 (69%)
  • Reporting Category 2: 6.5 (73%)
  • Reporting Category 3: 7.6 (69%)
  • Reporting Category 4: 8.4 (76%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 33%

17%
24%
26%
33%
Males: (Average Scale Score: 4,145, Tested: 179, Did Not Meet Grade Level Performance: 17%, Approaches: 21%, Meets: 26%, Masters: 36%)
17%
21%
26%
36%
Females: (Average Scale Score: 4,074, Tested: 155, Did Not Meet Grade Level Performance: 17%, Approaches: 26%, Meets: 26%, Masters: 31%)
17%
26%
26%
31%
Hispanic: (Average Scale Score: 4,023, Tested: 184, Did Not Meet Grade Level Performance: 24%, Approaches: 21%, Meets: 26%, Masters: 29%)
24%
21%
26%
29%
White: (Average Scale Score: 4,225, Tested: 136, Did Not Meet Grade Level Performance: 8%, Approaches: 27%, Meets: 26%, Masters: 39%)
8%
27%
26%
39%
Multirace: (Average Scale Score: 4,313, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 37%, Meets: 25%, Masters: 38%)
37%
25%
38%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,814
  • Males3,860
  • Females3,765
  • Hispanic3,748
  • White3,916
  • Multirace3,856
Social Studies Average Scale Score:

3,814
Texas:

3,461
Social Studies students tested: 334
# Absent - Not Tested: 2
Social Studies # Answer Documents Submitted: 337

Social Studies Avg Items Correct:
  • Reporting Category 1: 10.2 (60%)
  • Reporting Category 2: 6 (60%)
  • Reporting Category 3: 6.2 (62%)
  • Reporting Category 4: 4.7 (67%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 19%

33%
32%
16%
19%
Males: (Average Scale Score: 3,860, Tested: 176, Did Not Meet Grade Level Performance: 28%, Approaches: 33%, Meets: 19%, Masters: 20%)
28%
33%
19%
20%
Females: (Average Scale Score: 3,765, Tested: 157, Did Not Meet Grade Level Performance: 38%, Approaches: 31%, Meets: 14%, Masters: 17%)
38%
31%
14%
17%
Hispanic: (Average Scale Score: 3,748, Tested: 184, Did Not Meet Grade Level Performance: 40%, Approaches: 30%, Meets: 12%, Masters: 18%)
40%
30%
12%
18%
White: (Average Scale Score: 3,916, Tested: 135, Did Not Meet Grade Level Performance: 24%, Approaches: 35%, Meets: 20%, Masters: 21%)
24%
35%
20%
21%
Multirace: (Average Scale Score: 3,856, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 37%, Masters: 13%)
25%
25%
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

  • Hispanic136
  • American Indian4
  • Asian2
  • Black4
  • White88
  • LEP7
  • IDEA34
  • 50422
Chronic Student Absenteeism: 234 (male: 109, female: 125)
  • Hispanic: 136 (male: 62, female: 74)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 88 (male: 41, female: 47)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 20, female: 14)
  • Section 504: 22 (male: 11, female: 11)
Chronic Student Absenteeism per 1,000 students
School:

341.6
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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 mechanical restraint: 2 (all male)
  • Hispanic: 2

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

2.9
Texas:

1.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all female)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Gregory-Portland J H School:

2.9
State:

6.8

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic60
  • American Indian4
  • Black3
  • White20
  • IDEA20
  • 50430
School days missed due to out-of-school suspension: 87 (male: 69, female: 18)
  • Hispanic: 60 (male: 44, female: 16)
  • American Indian / Alaska Native: 4 (all male)
  • Black: 3 (male: 2, female: 1)
  • White: 20 (male: 19, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 20 (male: 16, female: 4)
  • Section 504: 30 (male: 27, female: 3)
Instances of out-of-school suspension (Students without disabilities): 23

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

33.6
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic79
  • American Indian2
  • Asian2
  • Black2
  • White49
  • LEP4
Students without disabilities receiving one or more in-school suspension: 134 (male: 76, female: 58)
  • Hispanic: 79 (male: 41, female: 38)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 49 (male: 29, female: 20)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 14 (male: 7, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 17

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Gregory-Portland J H School:

24.8
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 20

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

29.2
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic40
  • Black2
  • White13
  • LEP2
  • 50428
Students with disabilities receiving one or more in-school suspension: 55 (male: 36, female: 19)
  • Hispanic: 40 (male: 23, female: 17)
  • Black: 2 (all male)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 28 (male: 17, female: 11)
Students with disabilities receiving only one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

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

  • Hispanic5
  • Black2
  • White2
  • 5045
Students with disabilities receiving more than one out-of-school suspension: 9 (all male)
  • Hispanic: 5
  • Black: 2
  • White: 2
  • Section 504: 5

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
8th grade student enrollment in Algebra I: 76 (male: 42, female: 34)
  • Hispanic: 34 (male: 17, female: 17)
  • Black: 2 (all male)
  • White: 40 (male: 23, female: 17)
8th grade studenst who passed Algebra I: 73 (male: 41, female: 32)
  • Hispanic: 35 (male: 19, female: 16)
  • White: 38 (male: 22, female: 16)
Percent of 8th grade students who passed
Gregory-Portland J H School:

96.1%
State:

87.0%

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