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Harmony Of Excellence - Austin School in Austin, TX
(06-12 • 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 35
Address
 2100 E ST ELMO RD
Austin, TX 78744
Telephone
(512) 693-0000
(make sure to verify first before calling)
Website
http://www.hseaustin.org
City-data.com school rating
35
Students
565
Classroom Teachers (FTE)
49.2
Free lunch eligible students
341
Reduced-price lunch
eligible students
53
School district
HARMONY SCIENCE ACADEMY (AUSTIN)
Charter school
Yes
Charter authorizer name
STATE BOARD OF (#000001)
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:
HARMONY SCHOOL OF INNOVATION - AUSTIN (0.1 miles):

75
KIPP AUSTIN OBRAS (0.8 miles):

55
KIPP AUSTIN BEACON PREP (0.9 miles):

45
KIPP AUSTIN VISTA MIDDLE SCHOOLS (0.9 miles):

40
KIPP AUSTIN LEADERSHIP EL (0.8 miles):

38
HOUSTON EL (1.0 miles):

36
Harmony Of Excellence - Austin School:

35
RODRIGUEZ EL (0.7 miles):

27
PREMIER H S AMERICAN YOUTHWORKS (0.3 miles):

21
Harmony Of Excellence - Austin School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
Harmony Of Excellence - Austin:

35

Students & Teachers


Total enrollment:
Enrollment in 2016: 565
Enrollment in 2015: 610
Enrollment in 2014: 741
Enrollment in 2013: 712
Enrollment in 2012: 628
Enrollment in 2011: 508
Enrollment in 2010: 412

Harmony Of Excellence - Austin School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08G09G10G11G12Total
All students124979773795738565
Female students61445045372916282
Male students63534728422822283
Asian students313 - 11413
Hispanic students107818161664828472
Black students862742231
White students6810586346
Two or More Races students - 11 - - - 13

Enrollment by grade:
6th grade enrollment: 124
7th grade enrollment: 97
8th grade enrollment: 97
9th grade enrollment: 73
10th grade enrollment: 79
11th grade enrollment: 57
12th grade enrollment: 38

Harmony Of Excellence - Austin School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 282 (49.9%)
School:

49.9%
Texas:

49.0%
Male enrollment: 283 (50.1%)
School:

50.1%
State:

50.1%

Harmony Of Excellence - Austin School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 13 (2.3%)
School:

2.3%
Texas:

3.1%
Hispanic enrollment: 472 (83.5%)
Harmony Of Excellence - Austin School:

83.5%
Texas:

46.9%
Black enrollment: 31 (5.5%)
School:

5.5%
State:

11.6%
White enrollment: 46 (8.1%)
School:

8.1%
Texas:

32.3%
Two or More Races enrollment: 3 (0.5%)
School:

0.5%
State:

2.1%

Harmony Of Excellence - Austin School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 394 (69.7%)
Here:

69.7%
State:

61.6%
Free lunch eligible students: 341 (60.4%)
Here:

60.4%
Texas:

55.4%
Reduced-price lunch eligible students: 53 (9.4%)
School:

9.4%
State:

6.2%

Harmony Of Excellence - Austin School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 49.2

Number of FTE teachers in their first year of teaching: 15
Number of FTE teachers in their second year of teaching: 6
Number of FTE teachers who were absent more than 10 school days during the school years: 6

Student/Teacher Ratio
School:

11.5
Texas:

15.6

Harmony Of Excellence - Austin School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,516,354
  • Full-time Equivalency Count of Teachers: 57 (Salary Expenditures: $2,715,527)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $35,164)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $98,321)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $244,905)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,682,457
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $15,030,009
  • Salary Expenditures for Teachers: $2,715,527
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $78,149)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $72,151)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,978,844

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic148
  • Asian4
  • White4
  • IDEA13
Students Enrolled in LEP Programs: 156 (male: 81, female: 75)
  • Hispanic: 148 (male: 77, female: 71)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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

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

    Students with disabilities served under IDEA

  • Hispanic47
  • Black4
  • White4
  • LEP14
Students with disabilities served under IDEA: 55 (male: 42, female: 13)
  • Hispanic: 47 (male: 34, female: 13)
  • Black: 4 (all male)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 14 (male: 7, female: 7)

    Students with disabilities served under Section 504

  • Hispanic31
  • Black2
  • White7
  • LEP13
Students with disabilities served under Section 504: 40 (male: 30, female: 10)
  • Hispanic: 31 (male: 23, female: 8)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)

Retention:
Show data for

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

    Total number of students retained in 8th grade

  • Hispanic4
  • LEP4
  • IDEA2
  • 5042
Total number of students retained in 8th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
  • Section 504: 2 (all male)

Percent of 8th grade students retained
Harmony Of Excellence - Austin School:

4.1%
State:

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
  • Black4
  • White10
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 38 (male: 26, female: 12)
  • Hispanic: 22 (male: 14, female: 8)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Harmony Of Excellence - Austin School:

67.3
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,378 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

  • All4,115
  • Males3,993
  • Females4,245
  • Hispanic4,116
  • Black4,123
  • White3,978
Algebra I Average Scale Score:

4,115
State:

4,001
Algebra I students tested: 87
Algebra I # Answer Documents Submitted: 87

Algebra I Avg Items Correct:
  • Reporting Category 1: 7.7 (70%)
  • Reporting Category 2: 7.8 (65%)
  • Reporting Category 3: 9 (65%)
  • Reporting Category 4: 6.7 (61%)
  • Reporting Category 5: 3.8 (64%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 40%

15%
14%
31%
40%
Males: (Average Scale Score: 3,993, Tested: 45, Did Not Meet Grade Level Performance: 24%, Approaches: 18%, Meets: 18%, Masters: 40%)
24%
18%
18%
40%
Females: (Average Scale Score: 4,245, Tested: 42, Did Not Meet Grade Level Performance: 5%, Approaches: 9%, Meets: 46%, Masters: 40%)
5%
9%
46%
40%
Hispanic: (Average Scale Score: 4,116, Tested: 72, Did Not Meet Grade Level Performance: 18%, Approaches: 11%, Meets: 31%, Masters: 40%)
18%
11%
31%
40%
Black: (Average Scale Score: 4,123, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 50%, Masters: 33%)
17%
50%
33%
White: (Average Scale Score: 3,978, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 43%, Meets: 28%, Masters: 29%)
43%
28%
29%

    Biology Average Scale Score

  • All3,855
  • Males3,851
  • Females3,860
  • Hispanic3,852
  • White3,835
Biology Average Scale Score:

3,855
Texas:

3,772
Biology students tested: 70
# Absent - Not Tested: 1
Biology # Answer Documents Submitted: 71

Biology Avg Items Correct:
  • Reporting Category 1: 5.7 (51%)
  • Reporting Category 2: 5.4 (49%)
  • Reporting Category 3: 5.7 (57%)
  • Reporting Category 4: 6.1 (55%)
  • Reporting Category 5: 6.1 (56%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 40%
Masters Grade Level Performance: 3%

24%
33%
40%
3%
Males: (Average Scale Score: 3,851, Tested: 34, Did Not Meet Grade Level Performance: 32%, Approaches: 27%, Meets: 38%, Masters: 3%)
32%
27%
38%
3%
Females: (Average Scale Score: 3,860, Tested: 36, Did Not Meet Grade Level Performance: 17%, Approaches: 39%, Meets: 41%, Masters: 3%)
17%
39%
41%
3%
Hispanic: (Average Scale Score: 3,852, Tested: 57, Did Not Meet Grade Level Performance: 26%, Approaches: 30%, Meets: 42%, Masters: 2%)
26%
30%
42%
2%
White: (Average Scale Score: 3,835, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 38%, Masters: 0%)
25%
37%
38%

    English I Average Scale Score

  • All3,766
  • Males3,691
  • Females3,857
  • Hispanic3,769
  • Black3,977
  • White3,688
English I Average Scale Score:

3,766
Texas:

3,637
English I students tested: 91
English I # Answer Documents Submitted: 91

English I Avg Items Correct:
  • Reporting Category 1: 4.9 (62%)
  • Reporting Category 2: 8.1 (62%)
  • Reporting Category 3: 7.2 (55%)
  • Reporting Category 4: 7.3 (46%)
  • Reporting Category 5: 5.8 (64%)
  • Reporting Category 6: 5.6 (62%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 1%

45%
21%
33%
1%
Males: (Average Scale Score: 3,691, Tested: 50, Did Not Meet Grade Level Performance: 54%, Approaches: 16%, Meets: 30%, Masters: 0%)
54%
16%
30%
Females: (Average Scale Score: 3,857, Tested: 41, Did Not Meet Grade Level Performance: 34%, Approaches: 27%, Meets: 37%, Masters: 2%)
34%
27%
37%
2%
Hispanic: (Average Scale Score: 3,769, Tested: 75, Did Not Meet Grade Level Performance: 44%, Approaches: 23%, Meets: 32%, Masters: 1%)
44%
23%
32%
1%
Black: (Average Scale Score: 3,977, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 80%, Masters: 0%)
20%
80%
White: (Average Scale Score: 3,688, Tested: 10, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 20%, Masters: 0%)
60%
20%
20%

    English II Average Scale Score

  • All3,840
  • Males3,778
  • Females3,910
  • Hispanic3,835
  • White3,935
English II Average Scale Score:

3,840
Texas:

3,718
English II students tested: 99
English II # Answer Documents Submitted: 99

English II Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 7.8 (60%)
  • Reporting Category 3: 8.3 (64%)
  • Reporting Category 4: 8.3 (52%)
  • Reporting Category 5: 6.1 (68%)
  • Reporting Category 6: 5.9 (66%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 5%

44%
16%
35%
5%
Males: (Average Scale Score: 3,778, Tested: 53, Did Not Meet Grade Level Performance: 47%, Approaches: 17%, Meets: 34%, Masters: 2%)
47%
17%
34%
2%
Females: (Average Scale Score: 3,910, Tested: 46, Did Not Meet Grade Level Performance: 41%, Approaches: 13%, Meets: 37%, Masters: 9%)
41%
13%
37%
9%
Hispanic: (Average Scale Score: 3,835, Tested: 82, Did Not Meet Grade Level Performance: 46%, Approaches: 16%, Meets: 33%, Masters: 5%)
46%
16%
33%
5%
White: (Average Scale Score: 3,935, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 18%, Meets: 46%, Masters: 9%)
27%
18%
46%
9%

    U.S. History Average Scale Score

  • All4,012
  • Males4,157
  • Females3,912
  • Hispanic4,005
U.S. History Average Scale Score:

4,012
State:

3,953
U.S. History students tested: 61
U.S. History # Answer Documents Submitted: 61

U.S. History Avg Items Correct:
  • Reporting Category 1: 18.4 (61%)
  • Reporting Category 2: 8 (67%)
  • Reporting Category 3: 5.5 (55%)
  • Reporting Category 4: 9.9 (62%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 25%

16%
27%
32%
25%
Males: (Average Scale Score: 4,157, Tested: 25, Did Not Meet Grade Level Performance: 8%, Approaches: 16%, Meets: 44%, Masters: 32%)
8%
16%
44%
32%
Females: (Average Scale Score: 3,912, Tested: 36, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 25%, Masters: 19%)
22%
34%
25%
19%
Hispanic: (Average Scale Score: 4,005, Tested: 53, Did Not Meet Grade Level Performance: 15%, Approaches: 28%, Meets: 34%, Masters: 23%)
15%
28%
34%
23%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,661
  • Males1,688
  • Females1,643
  • Hispanic1,659
  • White1,666
Math Average Scale Score:

1,661
Texas:

1,546
Math students tested: 105
Math # Answer Documents Submitted: 105

Math Avg Items Correct:
  • Reporting Category 1: 5.8 (58%)
  • Reporting Category 2: 9.2 (61%)
  • Reporting Category 3: 3.5 (58%)
  • Reporting Category 4: 3.9 (56%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 19%

19%
30%
32%
19%
Males: (Average Scale Score: 1,688, Tested: 44, Did Not Meet Grade Level Performance: 14%, Approaches: 27%, Meets: 34%, Masters: 25%)
14%
27%
34%
25%
Females: (Average Scale Score: 1,643, Tested: 61, Did Not Meet Grade Level Performance: 23%, Approaches: 31%, Meets: 31%, Masters: 15%)
23%
31%
31%
15%
Hispanic: (Average Scale Score: 1,659, Tested: 74, Did Not Meet Grade Level Performance: 16%, Approaches: 33%, Meets: 33%, Masters: 18%)
16%
33%
33%
18%
White: (Average Scale Score: 1,666, Tested: 27, Did Not Meet Grade Level Performance: 26%, Approaches: 26%, Meets: 26%, Masters: 22%)
26%
26%
26%
22%

    Reading Average Scale Score
    (6th Grade)

  • All1,575
  • Males1,576
  • Females1,574
  • Hispanic1,569
  • White1,592
Reading Average Scale Score:

1,575
Texas:

1,457
Reading students tested: 105
Reading # Answer Documents Submitted: 105

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 11.9 (70%)
  • Reporting Category 3: 8.8 (58%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 16%

32%
35%
17%
16%
Males: (Average Scale Score: 1,576, Tested: 44, Did Not Meet Grade Level Performance: 25%, Approaches: 36%, Meets: 28%, Masters: 11%)
25%
36%
28%
11%
Females: (Average Scale Score: 1,574, Tested: 61, Did Not Meet Grade Level Performance: 38%, Approaches: 32%, Meets: 10%, Masters: 20%)
38%
32%
10%
20%
Hispanic: (Average Scale Score: 1,569, Tested: 74, Did Not Meet Grade Level Performance: 31%, Approaches: 43%, Meets: 14%, Masters: 12%)
31%
43%
14%
12%
White: (Average Scale Score: 1,592, Tested: 27, Did Not Meet Grade Level Performance: 37%, Approaches: 15%, Meets: 22%, Masters: 26%)
37%
15%
22%
26%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,640
  • Males1,647
  • Females1,633
  • Hispanic1,635
Math Average Scale Score:

1,640
State:

1,571
Math students tested: 91
Math # Answer Documents Submitted: 91

Math Avg Items Correct:
  • Reporting Category 1: 3.5 (58%)
  • Reporting Category 2: 7.4 (50%)
  • Reporting Category 3: 6.4 (53%)
  • Reporting Category 4: 3.2 (46%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 18%

31%
37%
14%
18%
Males: (Average Scale Score: 1,647, Tested: 46, Did Not Meet Grade Level Performance: 28%, Approaches: 35%, Meets: 20%, Masters: 17%)
28%
35%
20%
17%
Females: (Average Scale Score: 1,633, Tested: 45, Did Not Meet Grade Level Performance: 33%, Approaches: 40%, Meets: 9%, Masters: 18%)
33%
40%
9%
18%
Hispanic: (Average Scale Score: 1,635, Tested: 82, Did Not Meet Grade Level Performance: 32%, Approaches: 39%, Meets: 14%, Masters: 15%)
32%
39%
14%
15%

    Reading Average Scale Score
    (7th Grade)

  • All1,592
  • Males1,580
  • Females1,604
  • Hispanic1,586
Reading Average Scale Score:

1,592
State:

1,550
Reading students tested: 91
Reading # Answer Documents Submitted: 91

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 10.5 (58%)
  • Reporting Category 3: 8.8 (55%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 15%

42%
35%
8%
15%
Males: (Average Scale Score: 1,580, Tested: 46, Did Not Meet Grade Level Performance: 43%, Approaches: 35%, Meets: 13%, Masters: 9%)
43%
35%
13%
9%
Females: (Average Scale Score: 1,604, Tested: 45, Did Not Meet Grade Level Performance: 40%, Approaches: 36%, Meets: 2%, Masters: 22%)
40%
36%
2%
22%
Hispanic: (Average Scale Score: 1,586, Tested: 82, Did Not Meet Grade Level Performance: 44%, Approaches: 35%, Meets: 8%, Masters: 13%)
44%
35%
8%
13%

    Writing Average Scale Score
    (7th Grade)

  • All3,509
  • Males3,401
  • Females3,620
  • Hispanic3,491
Writing Average Scale Score:

3,509
Texas:

3,515
Writing students tested: 91
Writing # Answer Documents Submitted: 91

Writing Avg Items Correct:
  • Reporting Category 1: 7 (44%)
  • Reporting Category 2: 7.7 (59%)
  • Reporting Category 3: 9.8 (58%)

Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 1%

57%
22%
20%
1%
Males: (Average Scale Score: 3,401, Tested: 46, Did Not Meet Grade Level Performance: 74%, Approaches: 13%, Meets: 13%, Masters: 0%)
74%
13%
13%
Females: (Average Scale Score: 3,620, Tested: 45, Did Not Meet Grade Level Performance: 40%, Approaches: 31%, Meets: 27%, Masters: 2%)
40%
31%
27%
2%
Hispanic: (Average Scale Score: 3,491, Tested: 82, Did Not Meet Grade Level Performance: 59%, Approaches: 23%, Meets: 17%, Masters: 1%)
59%
23%
17%
1%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,676
  • Males1,652
  • Females1,691
  • Hispanic1,672
  • Black1,640
  • White1,741
Math Average Scale Score:

1,676
Texas:

1,539
Math students tested: 77
Math # Answer Documents Submitted: 104

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (62%)
  • Reporting Category 2: 8.9 (56%)
  • Reporting Category 3: 9.2 (61%)
  • Reporting Category 4: 4.4 (63%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 6%

25%
32%
37%
6%
Males: (Average Scale Score: 1,652, Tested: 30, Did Not Meet Grade Level Performance: 30%, Approaches: 40%, Meets: 30%, Masters: 0%)
30%
40%
30%
Females: (Average Scale Score: 1,691, Tested: 47, Did Not Meet Grade Level Performance: 21%, Approaches: 28%, Meets: 40%, Masters: 11%)
21%
28%
40%
11%
Hispanic: (Average Scale Score: 1,672, Tested: 64, Did Not Meet Grade Level Performance: 25%, Approaches: 33%, Meets: 37%, Masters: 5%)
25%
33%
37%
5%
Black: (Average Scale Score: 1,640, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 0%, Meets: 33%, Masters: 17%)
50%
33%
17%
White: (Average Scale Score: 1,741, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 57%, Meets: 29%, Masters: 14%)
57%
29%
14%

    Reading Average Scale Score
    (8th Grade)

  • All1,663
  • Males1,648
  • Females1,673
  • Hispanic1,661
  • Black1,664
  • White1,642
Reading Average Scale Score:

1,663
State:

1,561
Reading students tested: 104
Reading # Answer Documents Submitted: 104

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 13.4 (70%)
  • Reporting Category 3: 10.9 (64%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 22%

28%
33%
17%
22%
Males: (Average Scale Score: 1,648, Tested: 42, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 14%, Masters: 19%)
33%
34%
14%
19%
Females: (Average Scale Score: 1,673, Tested: 62, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 20%, Masters: 24%)
24%
32%
20%
24%
Hispanic: (Average Scale Score: 1,661, Tested: 87, Did Not Meet Grade Level Performance: 26%, Approaches: 36%, Meets: 17%, Masters: 21%)
26%
36%
17%
21%
Black: (Average Scale Score: 1,664, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 25%, Meets: 13%, Masters: 25%)
38%
25%
13%
25%
White: (Average Scale Score: 1,642, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 14%, Meets: 29%, Masters: 14%)
43%
14%
29%
14%

    Science Average Scale Score
    (8th Grade)

  • All3,719
  • Males3,748
  • Females3,699
  • Hispanic3,707
  • Black3,759
  • White3,621
Science Average Scale Score:

3,719
Texas:

3,634
Science students tested: 103
Science # Answer Documents Submitted: 103

Science Avg Items Correct:
  • Reporting Category 1: 6 (55%)
  • Reporting Category 2: 5.3 (59%)
  • Reporting Category 3: 6.3 (57%)
  • Reporting Category 4: 7.4 (67%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 4%

41%
22%
33%
4%
Males: (Average Scale Score: 3,748, Tested: 42, Did Not Meet Grade Level Performance: 40%, Approaches: 22%, Meets: 33%, Masters: 5%)
40%
22%
33%
5%
Females: (Average Scale Score: 3,699, Tested: 61, Did Not Meet Grade Level Performance: 41%, Approaches: 23%, Meets: 33%, Masters: 3%)
41%
23%
33%
3%
Hispanic: (Average Scale Score: 3,707, Tested: 86, Did Not Meet Grade Level Performance: 43%, Approaches: 21%, Meets: 34%, Masters: 2%)
43%
21%
34%
2%
Black: (Average Scale Score: 3,759, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 37%, Masters: 13%)
25%
25%
37%
13%
White: (Average Scale Score: 3,621, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 14%, Masters: 0%)
43%
43%
14%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,654
  • Males3,744
  • Females3,590
  • Hispanic3,633
  • Black3,642
  • White3,629
Social Studies Average Scale Score:

3,654
State:

3,461
Social Studies students tested: 102
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 103

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.3 (55%)
  • Reporting Category 2: 6 (60%)
  • Reporting Category 3: 5.3 (53%)
  • Reporting Category 4: 4 (58%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 48%
Meets Grade Level Performance: 5%
Masters Grade Level Performance: 11%

36%
48%
5%
11%
Males: (Average Scale Score: 3,744, Tested: 42, Did Not Meet Grade Level Performance: 29%, Approaches: 50%, Meets: 2%, Masters: 19%)
29%
50%
2%
19%
Females: (Average Scale Score: 3,590, Tested: 60, Did Not Meet Grade Level Performance: 42%, Approaches: 46%, Meets: 7%, Masters: 5%)
42%
46%
7%
5%
Hispanic: (Average Scale Score: 3,633, Tested: 86, Did Not Meet Grade Level Performance: 37%, Approaches: 49%, Meets: 6%, Masters: 8%)
37%
49%
6%
8%
Black: (Average Scale Score: 3,642, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 0%, Masters: 25%)
38%
38%
25%
White: (Average Scale Score: 3,629, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 67%, Meets: 0%, Masters: 0%)
33%
67%

Accountability


SAT/ACT:
Show data for

(State average from 1,567 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
Percent of graduates taking the ACT:

11.1%
Texas:

41.3%
Number of graduates: <25
Number of graduates taking the ACT: <25

Average ACT composite score:

14.5
Texas:

18.9
Average ACT English score:

13.0
State:

17.8
Average ACT mathematics score:

15.0
State:

19.1
Average ACT reading score:

17.0
Texas:

19.3
Average ACT science score:

12.5
Texas:

19.2

    Average SAT combined score

  • All877
  • Hispanic862
  • White930
  • IDEA650
Percent of graduates taking the SAT:

100.0%
Texas:

45.4%
SAT combined scores above criteria:

9.5%
Texas:

19.5%
Number of graduates: <25
Number of graduates taking the SAT: <25

Average SAT critical reading and mathematics combined score:

877
State:

875
Average SAT mathematics score:

453
State:

443
Average SAT critical reading score:

424
Texas:

432
Average SAT writing score:

401
Texas:

415

    SAT or ACT Test Participation

  • Hispanic22
  • Asian2
  • White4
  • LEP2
  • IDEA2
SAT or ACT Test Participation: 28 (male: 15, female: 13)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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.

Harmony Of Excellence - Austin School - AP exams with scores at or above criteria

    Exams with scores at or above criteria (%)

  • All36.1
  • Hispanic41.4
  • Asian20.0
Number of students in Grades 11 and 12: 95
Number of students taking at least one AP exam: 25
Percent of students taking at least one AP exam:

26.3%
State:

24.6%
Number of examinees scoring at or above 3 on at least one AP exam: 12
Examinees scoring at or above criteria on at least one AP exam:

48.0%
State:

39.6%

Number of AP exams: 36
Number of AP exams with scores at or above 3: 13
Percent of AP exams with scores at or above 3:

36.1%
State:

33.1%
Number of different AP courses provided by school: 9
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

    Students Enrolled in at least one AP Course

  • Hispanic76
  • Asian2
  • Black4
  • White13
  • LEP7
  • IDEA2
Students Enrolled in at least one AP Course: 95 (male: 44, female: 51)
  • Hispanic: 76 (male: 29, female: 47)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    Student Enrollment in Advanced Placement (AP) Science

  • Hispanic10
  • Asian2
  • White4
  • IDEA2
Student Enrollment in Advanced Placement (AP) Science: 16 (male: 9, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic76
  • Asian2
  • Black4
  • White13
  • LEP7
  • IDEA2
Students Enrollment in Other Advanced Placement (AP) Subjects: 95 (male: 44, female: 51)
  • Hispanic: 76 (male: 29, female: 47)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students who took one or more AP exams: 5 (all female)
  • Hispanic: 5
Students who received a qualifying score on one or more AP exams: 7 (all female)
  • Hispanic: 7
Percent students who received a qualifying score on one or more AP exams
Harmony Of Excellence - Austin School:

100.0%
Texas:

45.1%

    Students who took no AP exams

  • Hispanic70
  • Asian2
  • Black4
  • White13
  • LEP7
  • IDEA2
Students who took no AP exams: 89 (male: 44, female: 45)
  • Hispanic: 70 (male: 29, female: 41)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Health & Safety


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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
Harmony Of Excellence - Austin School:

5.3
State:

4.1
Students reported as harassed or bullied on the basis of sex: 4 (all female)
  • Hispanic: 2
  • Black: 2
  • Section 504: 2
Students disciplined for bullying or harassment on the basis of sex: 7 (all male)
  • Hispanic: 5
  • Black: 2
  • Limited English Proficiency (LEP): 5

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
School:

1.8
Texas:

1.0
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 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

  • Hispanic19
  • Black4
  • White4
  • LEP4
  • IDEA4
  • 5044
Chronic Student Absenteeism: 27 (male: 12, female: 15)
  • Hispanic: 19 (male: 8, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Harmony Of Excellence - Austin School:

47.8
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of students with disabilities (IDEA) subjected to seclusion: 2 (all male)
  • White: 2

Students with disabilities (IDEA) subjected to seclusion per 1,000 students
Harmony Of Excellence - Austin School:

3.5
Texas:

0.4

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
  • Asian2
  • White4
  • IDEA2
School days missed due to out-of-school suspension: 66 (male: 39, female: 27)
  • Hispanic: 60 (male: 35, female: 25)
  • Asian: 2 (all female)
  • White: 4 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Instances of out-of-school suspension (Students without disabilities): 35

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

61.9
State:

102.7
Students without disabilities receiving one or more in-school suspension: 44 (male: 30, female: 14)
  • Hispanic: 40 (male: 26, female: 14)
  • Black: 2 (all male)
  • White: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 21 (male: 13, female: 8)
  • Hispanic: 19 (male: 11, female: 8)
  • White: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 5

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

8.8
State:

27.5
Instances of out-of-school suspension (Section 504 only): 15

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

26.5
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without 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 without educational services: 2 (all male)
  • Hispanic: 2

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

3.5
Texas:

2.0
Students without Disabilities who received an expulsion under zero tolerance policies: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)

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

7.1
Texas:

2.0

Classes & Courses


Algebra I:
Show data for

(State average from 1,490 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.
Number of Algebra I classes: 4
Number of Algebra I classes taught by certified teachers: 4

    9-10th grade student enrollment in Algebra I

  • Hispanic49
  • Black4
  • White2
  • LEP10
  • IDEA7
9-10th grade student enrollment in Algebra I: 55 (male: 19, female: 36)
  • Hispanic: 49 (male: 17, female: 32)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

    9-10th grade studenst who passed Algebra I

  • Hispanic47
  • Black4
  • White4
  • LEP14
  • IDEA8
9-10th grade studenst who passed Algebra I: 55 (male: 16, female: 39)
  • Hispanic: 47 (male: 16, female: 31)
  • Black: 4 (all female)
  • White: 4 (all female)
  • Limited English Proficiency (LEP): 14 (male: 4, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 4, female: 4)
Percent of 9-10th grade students who passed
Harmony Of Excellence - Austin School:

100.0%
State:

77.3%
11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
Harmony Of Excellence - Austin School:

0.0%
State:

73.9%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 4
Number of Algebra II classes taught by certified teachers: 4

    Student Enrollment in Algebra II

  • Hispanic46
  • Asian2
  • Black2
  • White8
  • LEP5
  • IDEA7
Student Enrollment in Algebra II: 58 (male: 33, female: 25)
  • Hispanic: 46 (male: 23, female: 23)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 8 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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.
Number of Geometry classes: 5
Number of Geometry classes taught by certified teachers: 4

    Student Enrollment in Geometry

  • Hispanic73
  • Asian2
  • Black4
  • White5
  • LEP13
  • IDEA7
Student Enrollment in Geometry: 84 (male: 45, female: 39)
  • Hispanic: 73 (male: 38, female: 35)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 2
Number of Advanced Mathematics classes taught by certified teachers: 2

    Student Enrollment in Advanced Mathematics

  • Hispanic34
  • Black4
  • White4
  • LEP4
  • IDEA2
Student Enrollment in Advanced Mathematics: 42 (male: 18, female: 24)
  • Hispanic: 34 (male: 14, female: 20)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 6
Number of Biology classes taught by certified teachers: 6

    Student Enrollment in Biology

  • Hispanic70
  • Asian2
  • Black7
  • White7
  • LEP13
  • IDEA7
Student Enrollment in Biology: 86 (male: 35, female: 51)
  • Hispanic: 70 (male: 29, female: 41)
  • Asian: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 4
Number of Chemistry classes taught by certified teachers: 4

    Student Enrollment in Chemistry

  • Hispanic67
  • Asian2
  • Black4
  • White8
  • LEP10
  • IDEA7
Student Enrollment in Chemistry: 81 (male: 42, female: 39)
  • Hispanic: 67 (male: 32, female: 35)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 8 (all male)
  • Limited English Proficiency (LEP): 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 4
Number of Physics classes taught by certified teachers: 4

    Student Enrollment in Physics

  • Hispanic46
  • Asian2
  • Black4
  • White5
  • LEP5
  • IDEA5
Student Enrollment in Physics: 57 (male: 29, female: 28)
  • Hispanic: 46 (male: 20, female: 26)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

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