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Hill Elementary School in Austin, TX
(PK-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 97
Address
 8601 TALLWOOD DR
Austin, TX 78759
Telephone
(512) 414-2369
(make sure to verify first before calling)
City-data.com school rating
97
Students
970
Classroom Teachers (FTE)
58.0
Free lunch eligible students
77
Reduced-price lunch
eligible students
18
School district
AUSTIN ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Hill Elementary School:

97
GULLETT EL (2.3 miles):

95
DOSS EL (1.6 miles):

93
ANDERSON H S (0.3 miles):

87
MURCHISON MIDDLE (1.7 miles):

83
WOOTEN EL (2.4 miles):

63
PILLOW EL (1.1 miles):

49
BURNET M S (1.6 miles):

19
SETTLEMENT HOME (2.3 miles):

10
Hill Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
Hill Elementary School:

97

Students & Teachers


Total enrollment:
Enrollment in 2016: 970
Enrollment in 2015: 890
Enrollment in 2014: 842
Enrollment in 2013: 800
Enrollment in 2012: 769
Enrollment in 2011: 737
Enrollment in 2010: 692
Enrollment in 2009: 708
Enrollment in 2008: 667
Enrollment in 2007: 728
Enrollment in 2006: 739
Enrollment in 2005: 746
Enrollment in 2004: 740
Enrollment in 2003: 702
Enrollment in 2002: 702
Enrollment in 2001: 682
Enrollment in 2000: 771
Enrollment in 1999: 802

Hill Elementary School - Historical enrollment


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

GradePKKGG01G02G03G04G05Total
All students41170153160138148160970
Female students25737674606886462
Male students16977786788074508
Asian students101278126863
Hispanic students7271518273328155
Black students444552428
White students201151151178297109655
Hawaiian Native/Pacific Islander students - - - - - 1 - 1
Two or More Races students - 1212121291168

Enrollment by grade:
Pre-Kindergarten enrollment: 41
Kindergarten enrollment: 170
1st grade enrollment: 153
2nd grade enrollment: 160
3rd grade enrollment: 138
4th grade enrollment: 148
5th grade enrollment: 160

Hill Elementary School - Historical enrollment by grade


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

Female enrollment: 462 (47.6%)
School:

47.6%
State:

49.0%
Male enrollment: 508 (52.4%)
School:

52.4%
Texas:

50.1%

Hill Elementary School - Historical enrollment by gender


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

Asian enrollment: 63 (6.5%)
Here:

6.5%
Texas:

3.1%
Hispanic enrollment: 155 (16.0%)
School:

16.0%
State:

46.9%
Black enrollment: 28 (2.9%)
Here:

2.9%
State:

11.6%
White enrollment: 655 (67.5%)
Here:

67.5%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Here:

0.1%
State:

0.1%
Two or More Races enrollment: 68 (7.0%)
Hill Elementary School:

7.0%
Texas:

2.1%

Hill Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 95 (9.8%)
Hill Elementary School:

9.8%
State:

61.6%
Free lunch eligible students: 77 (7.9%)
School:

7.9%
State:

55.4%
Reduced-price lunch eligible students: 18 (1.9%)
Here:

1.9%
Texas:

6.2%

Hill Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 58

Number of FTE teachers in their first year of teaching: 2.4
Number of FTE teachers in their second year of teaching: 4.2
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 16.1
Number of FTE nurses: 0.5

Student/Teacher Ratio
Here:

16.7
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,981,175
  • Full-time Equivalency Count of Teachers: 54.5 (Salary Expenditures: $3,033,864)
  • Full-time Equivalency Count of Instructional Aides: 5.5 (Salary Expenditures: $159,207)
  • Full-time Equivalency Count of Support Services Staff: 16.9 (Salary Expenditures: $619,638)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $168,466)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $409,856
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,122,952
  • Salary Expenditures for Teachers: $3,038,907
  • Full-time Equivalency Count of Instructional Aides: 7.5 (Salary Expenditures: $209,293)
  • Full-time Equivalency Count of Support Services Staff: 21 (Salary Expenditures: $695,121)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $179,632)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $509,269

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Asian19
  • Black2
  • White19
  • Multirace2
  • IDEA2
Students Enrolled in LEP Programs: 58 (male: 32, female: 26)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 19 (male: 8, female: 11)
  • Black: 2 (all male)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all female)
  • 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

  • Hispanic11
  • White32
  • Multirace4
  • LEP4
Students with disabilities served under IDEA: 47 (male: 36, female: 11)
  • Hispanic: 11 (male: 7, female: 4)
  • White: 32 (male: 25, female: 7)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black2
  • White28
  • Multirace4
  • LEP2
Students with disabilities served under Section 504: 38 (male: 24, female: 14)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 28 (male: 20, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 2,844 schools)

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

Percent of Kindergarten students retained
Hill Elementary School:

1.2%
State:

5.2%


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

  • Hispanic10
  • Asian4
  • Black2
  • White34
  • Multirace7
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 57 (male: 28, female: 29)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 34 (male: 14, female: 20)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

58.8
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)

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

    Math Average Scale Score
    (3rd Grade)

  • All1,543
  • Males1,565
  • Females1,521
  • Hispanic1,516
  • Asian1,526
  • Black1,375
  • White1,558
  • Multirace1,566
Math Average Scale Score:

1,543
Texas:

1,453
Math students tested: 147
Math # Answer Documents Submitted: 147

Math Avg Items Correct:
  • Reporting Category 1: 6.3 (79%)
  • Reporting Category 2: 10.2 (79%)
  • Reporting Category 3: 5 (71%)
  • Reporting Category 4: 3.1 (76%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 39%

10%
25%
26%
39%
Males: (Average Scale Score: 1,565, Tested: 74, Did Not Meet Grade Level Performance: 11%, Approaches: 20%, Meets: 24%, Masters: 45%)
11%
20%
24%
45%
Females: (Average Scale Score: 1,521, Tested: 73, Did Not Meet Grade Level Performance: 10%, Approaches: 30%, Meets: 27%, Masters: 33%)
10%
30%
27%
33%
Hispanic: (Average Scale Score: 1,516, Tested: 21, Did Not Meet Grade Level Performance: 14%, Approaches: 38%, Meets: 15%, Masters: 33%)
14%
38%
15%
33%
Asian: (Average Scale Score: 1,526, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 12%, Masters: 38%)
13%
38%
12%
38%
Black: (Average Scale Score: 1,375, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 16%, Masters: 17%)
50%
17%
16%
17%
White: (Average Scale Score: 1,558, Tested: 102, Did Not Meet Grade Level Performance: 8%, Approaches: 21%, Meets: 30%, Masters: 41%)
8%
21%
30%
41%
Multirace: (Average Scale Score: 1,566, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 30%, Masters: 40%)
30%
30%
40%

    Reading Average Scale Score
    (3rd Grade)

  • All1,555
  • Males1,551
  • Females1,558
  • Hispanic1,513
  • Asian1,566
  • Black1,434
  • White1,562
  • Multirace1,629
Reading Average Scale Score:

1,555
State:

1,423
Reading students tested: 147
Reading # Answer Documents Submitted: 147

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (92%)
  • Reporting Category 2: 12.1 (80%)
  • Reporting Category 3: 11 (79%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 54%

6%
21%
19%
54%
Males: (Average Scale Score: 1,551, Tested: 74, Did Not Meet Grade Level Performance: 7%, Approaches: 19%, Meets: 16%, Masters: 58%)
7%
19%
16%
58%
Females: (Average Scale Score: 1,558, Tested: 73, Did Not Meet Grade Level Performance: 5%, Approaches: 24%, Meets: 20%, Masters: 51%)
5%
24%
20%
51%
Hispanic: (Average Scale Score: 1,513, Tested: 21, Did Not Meet Grade Level Performance: 5%, Approaches: 28%, Meets: 19%, Masters: 48%)
5%
28%
19%
48%
Asian: (Average Scale Score: 1,566, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 25%, Masters: 50%)
25%
25%
50%
Black: (Average Scale Score: 1,434, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 33%, Masters: 17%)
33%
17%
33%
17%
White: (Average Scale Score: 1,562, Tested: 102, Did Not Meet Grade Level Performance: 6%, Approaches: 21%, Meets: 16%, Masters: 57%)
6%
21%
16%
57%
Multirace: (Average Scale Score: 1,629, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 30%, Masters: 70%)
30%
70%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,661
  • Males1,667
  • Females1,653
  • Hispanic1,612
  • Asian1,728
  • Black1,565
  • White1,676
  • Multirace1,576
Math Average Scale Score:

1,661
Texas:

1,546
Math students tested: 161
Math # Answer Documents Submitted: 161

Math Avg Items Correct:
  • Reporting Category 1: 6.8 (76%)
  • Reporting Category 2: 8.7 (79%)
  • Reporting Category 3: 8 (80%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 50%

7%
20%
23%
50%
Males: (Average Scale Score: 1,667, Tested: 89, Did Not Meet Grade Level Performance: 9%, Approaches: 17%, Meets: 23%, Masters: 51%)
9%
17%
23%
51%
Females: (Average Scale Score: 1,653, Tested: 72, Did Not Meet Grade Level Performance: 6%, Approaches: 23%, Meets: 22%, Masters: 49%)
6%
23%
22%
49%
Hispanic: (Average Scale Score: 1,612, Tested: 26, Did Not Meet Grade Level Performance: 8%, Approaches: 30%, Meets: 12%, Masters: 50%)
8%
30%
12%
50%
Asian: (Average Scale Score: 1,728, Tested: 13, Did Not Meet Grade Level Performance: 8%, Approaches: 15%, Meets: 15%, Masters: 62%)
8%
15%
15%
62%
Black: (Average Scale Score: 1,565, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 40%, Masters: 20%)
20%
20%
40%
20%
White: (Average Scale Score: 1,676, Tested: 108, Did Not Meet Grade Level Performance: 6%, Approaches: 17%, Meets: 25%, Masters: 52%)
6%
17%
25%
52%
Multirace: (Average Scale Score: 1,576, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 33%, Meets: 34%, Masters: 22%)
11%
33%
34%
22%

    Reading Average Scale Score
    (4th Grade)

  • All1,615
  • Males1,601
  • Females1,632
  • Hispanic1,573
  • Asian1,597
  • Black1,560
  • White1,627
  • Multirace1,651
Reading Average Scale Score:

1,615
State:

1,496
Reading students tested: 161
Reading # Answer Documents Submitted: 161

Reading Avg Items Correct:
  • Reporting Category 1: 6.5 (81%)
  • Reporting Category 2: 12.1 (81%)
  • Reporting Category 3: 10.3 (80%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 49%

7%
20%
24%
49%
Males: (Average Scale Score: 1,601, Tested: 89, Did Not Meet Grade Level Performance: 7%, Approaches: 22%, Meets: 28%, Masters: 43%)
7%
22%
28%
43%
Females: (Average Scale Score: 1,632, Tested: 72, Did Not Meet Grade Level Performance: 7%, Approaches: 17%, Meets: 19%, Masters: 57%)
7%
17%
19%
57%
Hispanic: (Average Scale Score: 1,573, Tested: 26, Did Not Meet Grade Level Performance: 15%, Approaches: 20%, Meets: 34%, Masters: 31%)
15%
20%
34%
31%
Asian: (Average Scale Score: 1,597, Tested: 13, Did Not Meet Grade Level Performance: 8%, Approaches: 23%, Meets: 31%, Masters: 38%)
8%
23%
31%
38%
Black: (Average Scale Score: 1,560, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 40%, Masters: 40%)
20%
40%
40%
White: (Average Scale Score: 1,627, Tested: 108, Did Not Meet Grade Level Performance: 5%, Approaches: 20%, Meets: 21%, Masters: 54%)
5%
20%
21%
54%
Multirace: (Average Scale Score: 1,651, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 11%, Masters: 67%)
22%
11%
67%

    Writing Average Scale Score
    (4th Grade)

  • All4,214
  • Males4,068
  • Females4,396
  • Hispanic4,019
  • Asian4,579
  • Black3,973
  • White4,232
  • Multirace4,179
Writing Average Scale Score:

4,214
State:

3,570
Writing students tested: 161
Writing # Answer Documents Submitted: 161

Writing Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 5.7 (71%)
  • Reporting Category 3: 12.9 (81%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 43%
Masters Grade Level Performance: 28%

14%
15%
43%
28%
Males: (Average Scale Score: 4,068, Tested: 89, Did Not Meet Grade Level Performance: 16%, Approaches: 20%, Meets: 44%, Masters: 20%)
16%
20%
44%
20%
Females: (Average Scale Score: 4,396, Tested: 72, Did Not Meet Grade Level Performance: 11%, Approaches: 10%, Meets: 41%, Masters: 38%)
11%
10%
41%
38%
Hispanic: (Average Scale Score: 4,019, Tested: 26, Did Not Meet Grade Level Performance: 19%, Approaches: 19%, Meets: 47%, Masters: 15%)
19%
19%
47%
15%
Asian: (Average Scale Score: 4,579, Tested: 13, Did Not Meet Grade Level Performance: 8%, Approaches: 15%, Meets: 39%, Masters: 38%)
8%
15%
39%
38%
Black: (Average Scale Score: 3,973, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 60%, Masters: 20%)
20%
60%
20%
White: (Average Scale Score: 4,232, Tested: 108, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 40%, Masters: 31%)
14%
15%
40%
31%
Multirace: (Average Scale Score: 4,179, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 56%, Masters: 22%)
22%
56%
22%

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,720
  • Males1,718
  • Females1,723
  • Hispanic1,689
  • Asian1,756
  • White1,731
  • Multirace1,703
Math Average Scale Score:

1,720
Texas:

1,603
Math students tested: 128
Math # Answer Documents Submitted: 128

Math Avg Items Correct:
  • Reporting Category 1: 4.7 (78%)
  • Reporting Category 2: 13.8 (81%)
  • Reporting Category 3: 7.1 (79%)
  • Reporting Category 4: 3.3 (82%)

Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 55%

4%
16%
25%
55%
Males: (Average Scale Score: 1,718, Tested: 77, Did Not Meet Grade Level Performance: 5%, Approaches: 13%, Meets: 26%, Masters: 56%)
5%
13%
26%
56%
Females: (Average Scale Score: 1,723, Tested: 51, Did Not Meet Grade Level Performance: 2%, Approaches: 20%, Meets: 23%, Masters: 55%)
2%
20%
23%
55%
Hispanic: (Average Scale Score: 1,689, Tested: 28, Did Not Meet Grade Level Performance: 4%, Approaches: 21%, Meets: 36%, Masters: 39%)
4%
21%
36%
39%
Asian: (Average Scale Score: 1,756, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 20%, Masters: 80%)
20%
80%
White: (Average Scale Score: 1,731, Tested: 74, Did Not Meet Grade Level Performance: 4%, Approaches: 15%, Meets: 24%, Masters: 57%)
4%
15%
24%
57%
Multirace: (Average Scale Score: 1,703, Tested: 13, Did Not Meet Grade Level Performance: 8%, Approaches: 15%, Meets: 15%, Masters: 62%)
8%
15%
15%
62%

    Reading Average Scale Score
    (5th Grade)

  • All1,655
  • Males1,653
  • Females1,659
  • Hispanic1,606
  • Asian1,657
  • White1,677
  • Multirace1,642
Reading Average Scale Score:

1,655
State:

1,546
Reading students tested: 128
Reading # Answer Documents Submitted: 128

Reading Avg Items Correct:
  • Reporting Category 1: 6.7 (83%)
  • Reporting Category 2: 13.3 (83%)
  • Reporting Category 3: 10.7 (77%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 48%

6%
14%
32%
48%
Males: (Average Scale Score: 1,653, Tested: 77, Did Not Meet Grade Level Performance: 9%, Approaches: 10%, Meets: 37%, Masters: 44%)
9%
10%
37%
44%
Females: (Average Scale Score: 1,659, Tested: 51, Did Not Meet Grade Level Performance: 2%, Approaches: 20%, Meets: 25%, Masters: 53%)
2%
20%
25%
53%
Hispanic: (Average Scale Score: 1,606, Tested: 28, Did Not Meet Grade Level Performance: 11%, Approaches: 18%, Meets: 42%, Masters: 29%)
11%
18%
42%
29%
Asian: (Average Scale Score: 1,657, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 30%, Masters: 40%)
30%
30%
40%
White: (Average Scale Score: 1,677, Tested: 74, Did Not Meet Grade Level Performance: 7%, Approaches: 9%, Meets: 27%, Masters: 57%)
7%
9%
27%
57%
Multirace: (Average Scale Score: 1,642, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 23%, Meets: 31%, Masters: 46%)
23%
31%
46%

    Science Average Scale Score
    (5th Grade)

  • All4,172
  • Males4,212
  • Females4,113
  • Hispanic3,989
  • Asian4,224
  • White4,249
  • Multirace4,093
Science Average Scale Score:

4,172
State:

3,771
Science students tested: 127
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 128

Science Avg Items Correct:
  • Reporting Category 1: 4.9 (82%)
  • Reporting Category 2: 6.5 (81%)
  • Reporting Category 3: 8 (80%)
  • Reporting Category 4: 9.5 (80%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 35%

7%
24%
34%
35%
Males: (Average Scale Score: 4,212, Tested: 76, Did Not Meet Grade Level Performance: 9%, Approaches: 19%, Meets: 33%, Masters: 39%)
9%
19%
33%
39%
Females: (Average Scale Score: 4,113, Tested: 51, Did Not Meet Grade Level Performance: 4%, Approaches: 33%, Meets: 36%, Masters: 27%)
4%
33%
36%
27%
Hispanic: (Average Scale Score: 3,989, Tested: 28, Did Not Meet Grade Level Performance: 14%, Approaches: 36%, Meets: 29%, Masters: 21%)
14%
36%
29%
21%
Asian: (Average Scale Score: 4,224, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 40%, Masters: 40%)
20%
40%
40%
White: (Average Scale Score: 4,249, Tested: 73, Did Not Meet Grade Level Performance: 7%, Approaches: 16%, Meets: 35%, Masters: 42%)
7%
16%
35%
42%
Multirace: (Average Scale Score: 4,093, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 46%, Meets: 39%, Masters: 15%)
46%
39%
15%

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: 1

Incidents of threats of physical attack without a weapon: 4


Total incidents per 1,000 students
School:

5.2
Texas:

38.0

Referrals and Arrests:
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(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: 4 (all male)
  • Black: 2
  • White: 2

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

4.1
Texas:

17.4


Harassment & Bullying:
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(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.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Hill Elementary School:

1.0
State:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2

Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Black: 2



Chronic Student Absenteeismt:
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(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

  • Hispanic7
  • Asian4
  • White28
  • Multirace4
  • LEP4
  • IDEA2
  • 5044
Chronic Student Absenteeism: 43 (male: 20, female: 23)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

44.3
State:

147.9

Restraint and Seclusion:
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(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)
  • White: 2

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

2.1
State:

6.8


Suspensions:
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(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: 3 (all male)
  • White: 3

Instances of out-of-school suspension (Students without disabilities): 1

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

1.0
Texas:

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

Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2


Expulsions:
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(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: 4 (all male)
  • Black: 2
  • White: 2

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

4.1
Texas:

32.9


Transfers:
(State average from 1,202 schools)

Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • White: 2

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

2.1
Texas:

49.7

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