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Hoyland Elementary School in Houston, 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 13
Address
 2200 WITTERSHAW DR
Houston, TX 77090
Telephone
(281) 891-8813
(make sure to verify first before calling)
City-data.com school rating
13
Students
921
Classroom Teachers (FTE)
54.5
Free lunch eligible students
698
Reduced-price lunch
eligible students
65
School district
SPRING ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
RALPH EICKENROHT EL (0.6 miles):

42
MEYER EL (1.8 miles):

36
DAVIS NINTH GRADE (1.8 miles):

33
CLARK INT (0.9 miles):

29
HERITAGE EL (1.7 miles):

23
BAMMEL MIDDLE (1.8 miles):

13
Hoyland Elementary School:

13
RICHARD MILBURN ACADEMY HOUSTON (SUBURBAN) (1.3 miles):

12
DAVIS H S ALDINE (1.7 miles):

11
Hoyland Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Hoyland Elementary School:

13

Students & Teachers


Total enrollment:
Enrollment in 2016: 921
Enrollment in 2015: 892
Enrollment in 2014: 892
Enrollment in 2013: 794
Enrollment in 2012: 871
Enrollment in 2011: 824
Enrollment in 2010: 778

Hoyland Elementary School - Historical enrollment


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

GradePKKGG01G02G03G04G05Total
All students82143144150136142124921
Female students48797172687657471
Male students34647378686667450
American Indian/Alaska Native students - - 241 - - 7
Asian students11 - - 2116
Hispanic students25252935273424199
Black students5010310110510210195657
White students15411 - 315
Hawaiian Native/Pacific Islander students598536137

Enrollment by grade:
Pre-Kindergarten enrollment: 82
Kindergarten enrollment: 143
1st grade enrollment: 144
2nd grade enrollment: 150
3rd grade enrollment: 136
4th grade enrollment: 142
5th grade enrollment: 124

Hoyland Elementary School - Historical enrollment by grade


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

Female enrollment: 471 (51.1%)
Hoyland Elementary School:

51.1%
Texas:

49.0%
Male enrollment: 450 (48.9%)
School:

48.9%
State:

50.1%

Hoyland Elementary School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 7 (0.8%)
Here:

0.8%
Texas:

0.4%
Asian enrollment: 6 (0.7%)
School:

0.7%
Texas:

3.1%
Hispanic enrollment: 199 (21.6%)
Here:

21.6%
Texas:

46.9%
Black enrollment: 657 (71.3%)
Here:

71.3%
State:

11.6%
White enrollment: 15 (1.6%)
School:

1.6%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 37 (4.0%)
Hoyland Elementary School:

4.0%
Texas:

0.1%

Hoyland Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 763 (82.8%)
Hoyland Elementary School:

82.8%
State:

61.6%
Free lunch eligible students: 698 (75.8%)
School:

75.8%
Texas:

55.4%
Reduced-price lunch eligible students: 65 (7.1%)
Here:

7.1%
State:

6.2%

Hoyland Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 54.5

Number of FTE teachers in their first year of teaching: 8
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 2
Number of FTE nurses: 1

Student/Teacher Ratio
Hoyland Elementary School:

16.9
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,948,422
  • Full-time Equivalency Count of Teachers: 54.5 (Salary Expenditures: $2,563,640)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $24,565)
  • Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $192,941)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $167,276)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $135,107
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,860,921
  • Salary Expenditures for Teachers: $3,090,126
  • Full-time Equivalency Count of Instructional Aides: 14 (Salary Expenditures: $238,669)
  • Full-time Equivalency Count of Support Services Staff: 12.1 (Salary Expenditures: $417,095)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $167,276)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic136
  • American Indian13
  • Native Hawaiian7
  • Black4
  • IDEA10
Students Enrolled in LEP Programs: 160 (male: 74, female: 86)
  • Hispanic: 136 (male: 65, female: 71)
  • American Indian / Alaska Native: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, 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: 64 (male: 44, female: 20)
  • Hispanic: 20 (male: 13, female: 7)
  • Black: 44 (male: 31, female: 13)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

Students with disabilities served under Section 504: 16 (male: 9, female: 7)
  • Hispanic: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 3,201 schools)

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

Percent of Kindergarten students retained
School:

1.4%
State:

5.2%

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

Percent of 2nd grade students retained
Here:

1.3%
State:

4.8%

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

Percent of 3rd grade students retained
School:

1.5%
State:

4.1%


Gifted and Talented:
Show data for

(State average from 7,254 schools)

This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 15 (male: 10, female: 5)
  • Hispanic: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

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

16.3
State:

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)

  • All1,358
  • Males1,343
  • Females1,375
  • Hispanic1,358
  • Black1,347
Math Average Scale Score:

1,358
State:

1,453
Math students tested: 105
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 106

Math Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 5.7 (44%)
  • Reporting Category 3: 3.4 (48%)
  • Reporting Category 4: 1.8 (46%)

Did Not Meet Grade Level Performance: 52%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 8%

52%
31%
9%
8%
Males: (Average Scale Score: 1,343, Tested: 54, Did Not Meet Grade Level Performance: 59%, Approaches: 22%, Meets: 13%, Masters: 6%)
59%
22%
13%
6%
Females: (Average Scale Score: 1,375, Tested: 51, Did Not Meet Grade Level Performance: 45%, Approaches: 39%, Meets: 6%, Masters: 10%)
45%
39%
6%
10%
Hispanic: (Average Scale Score: 1,358, Tested: 17, Did Not Meet Grade Level Performance: 47%, Approaches: 29%, Meets: 12%, Masters: 12%)
47%
29%
12%
12%
Black: (Average Scale Score: 1,347, Tested: 81, Did Not Meet Grade Level Performance: 54%, Approaches: 34%, Meets: 10%, Masters: 2%)
54%
34%
10%
2%

    Reading Average Scale Score
    (3rd Grade)

  • All1,337
  • Males1,325
  • Females1,348
  • Hispanic1,357
  • Black1,324
Reading Average Scale Score:

1,337
Texas:

1,423
Reading students tested: 107
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 109

Reading Avg Items Correct:
  • Reporting Category 1: 3 (61%)
  • Reporting Category 2: 7.4 (49%)
  • Reporting Category 3: 6.7 (48%)

Did Not Meet Grade Level Performance: 55%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 5%

55%
28%
12%
5%
Males: (Average Scale Score: 1,325, Tested: 54, Did Not Meet Grade Level Performance: 57%, Approaches: 26%, Meets: 11%, Masters: 6%)
57%
26%
11%
6%
Females: (Average Scale Score: 1,348, Tested: 53, Did Not Meet Grade Level Performance: 53%, Approaches: 30%, Meets: 13%, Masters: 4%)
53%
30%
13%
4%
Hispanic: (Average Scale Score: 1,357, Tested: 20, Did Not Meet Grade Level Performance: 45%, Approaches: 35%, Meets: 15%, Masters: 5%)
45%
35%
15%
5%
Black: (Average Scale Score: 1,324, Tested: 80, Did Not Meet Grade Level Performance: 59%, Approaches: 28%, Meets: 10%, Masters: 3%)
59%
28%
10%
3%

3rd Grade (Spanish)

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

  • All1,428
  • Males1,521
  • Females1,379
  • Hispanic1,437
Math Average Scale Score:

1,428
State:

510
Math students tested: 23
Math # Answer Documents Submitted: 23

Math Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 7.1 (55%)
  • Reporting Category 3: 4.1 (59%)
  • Reporting Category 4: 2.4 (60%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 9%

35%
39%
17%
9%
Males: (Average Scale Score: 1,521, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 25%, Masters: 25%)
13%
38%
25%
25%
Females: (Average Scale Score: 1,379, Tested: 15, Did Not Meet Grade Level Performance: 47%, Approaches: 40%, Meets: 13%, Masters: 0%)
47%
40%
13%
Hispanic: (Average Scale Score: 1,437, Tested: 21, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 19%, Masters: 10%)
29%
42%
19%
10%

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

  • All1,401
  • Males1,432
  • Females1,384
  • Hispanic1,403
Reading Average Scale Score:

1,401
State:

956
Reading students tested: 20
Reading # Answer Documents Submitted: 20

Reading Avg Items Correct:
  • Reporting Category 1: 3.6 (72%)
  • Reporting Category 2: 9.4 (63%)
  • Reporting Category 3: 8.1 (58%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 20%

25%
35%
20%
20%
Males: (Average Scale Score: 1,432, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 28%, Masters: 29%)
29%
14%
28%
29%
Females: (Average Scale Score: 1,384, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 46%, Meets: 16%, Masters: 15%)
23%
46%
16%
15%
Hispanic: (Average Scale Score: 1,403, Tested: 18, Did Not Meet Grade Level Performance: 22%, Approaches: 39%, Meets: 17%, Masters: 22%)
22%
39%
17%
22%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,462
  • Males1,456
  • Females1,473
  • Hispanic1,503
  • Black1,447
Math Average Scale Score:

1,462
State:

1,546
Math students tested: 130
Math # Answer Documents Submitted: 131

Math Avg Items Correct:
  • Reporting Category 1: 4.9 (55%)
  • Reporting Category 2: 5.7 (52%)
  • Reporting Category 3: 4.4 (44%)
  • Reporting Category 4: 2 (50%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 5%

48%
39%
8%
5%
Males: (Average Scale Score: 1,456, Tested: 86, Did Not Meet Grade Level Performance: 52%, Approaches: 36%, Meets: 6%, Masters: 6%)
52%
36%
6%
6%
Females: (Average Scale Score: 1,473, Tested: 44, Did Not Meet Grade Level Performance: 41%, Approaches: 43%, Meets: 14%, Masters: 2%)
41%
43%
14%
2%
Hispanic: (Average Scale Score: 1,503, Tested: 28, Did Not Meet Grade Level Performance: 39%, Approaches: 36%, Meets: 11%, Masters: 14%)
39%
36%
11%
14%
Black: (Average Scale Score: 1,447, Tested: 98, Did Not Meet Grade Level Performance: 52%, Approaches: 39%, Meets: 7%, Masters: 2%)
52%
39%
7%
2%

    Reading Average Scale Score
    (4th Grade)

  • All1,407
  • Males1,397
  • Females1,425
  • Hispanic1,420
  • Black1,401
Reading Average Scale Score:

1,407
State:

1,496
Reading students tested: 128
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 129

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (52%)
  • Reporting Category 2: 7.3 (48%)
  • Reporting Category 3: 6.2 (47%)

Did Not Meet Grade Level Performance: 60%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 5%

60%
25%
10%
5%
Males: (Average Scale Score: 1,397, Tested: 84, Did Not Meet Grade Level Performance: 64%, Approaches: 24%, Meets: 6%, Masters: 6%)
64%
24%
6%
6%
Females: (Average Scale Score: 1,425, Tested: 44, Did Not Meet Grade Level Performance: 52%, Approaches: 28%, Meets: 18%, Masters: 2%)
52%
28%
18%
2%
Hispanic: (Average Scale Score: 1,420, Tested: 26, Did Not Meet Grade Level Performance: 54%, Approaches: 34%, Meets: 8%, Masters: 4%)
54%
34%
8%
4%
Black: (Average Scale Score: 1,401, Tested: 98, Did Not Meet Grade Level Performance: 62%, Approaches: 23%, Meets: 10%, Masters: 5%)
62%
23%
10%
5%

    Writing Average Scale Score
    (4th Grade)

  • All3,275
  • Males3,186
  • Females3,439
  • Hispanic3,315
  • Black3,251
Writing Average Scale Score:

3,275
State:

3,570
Writing students tested: 125
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 126

Writing Avg Items Correct:
  • Reporting Category 1: 3.1 (38%)
  • Reporting Category 2: 3.2 (39%)
  • Reporting Category 3: 7.8 (49%)

Did Not Meet Grade Level Performance: 69%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 1%

69%
19%
11%
1%
Males: (Average Scale Score: 3,186, Tested: 81, Did Not Meet Grade Level Performance: 75%, Approaches: 19%, Meets: 6%, Masters: 0%)
75%
19%
6%
Females: (Average Scale Score: 3,439, Tested: 44, Did Not Meet Grade Level Performance: 57%, Approaches: 20%, Meets: 21%, Masters: 2%)
57%
20%
21%
2%
Hispanic: (Average Scale Score: 3,315, Tested: 25, Did Not Meet Grade Level Performance: 68%, Approaches: 28%, Meets: 4%, Masters: 0%)
68%
28%
4%
Black: (Average Scale Score: 3,251, Tested: 96, Did Not Meet Grade Level Performance: 71%, Approaches: 14%, Meets: 14%, Masters: 1%)
71%
14%
14%
1%

4th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1


Reading students tested: 3
Reading # Answer Documents Submitted: 3


Writing students tested: 4
Writing # Answer Documents Submitted: 4


5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,529
  • Males1,499
  • Females1,565
  • Hispanic1,582
  • Black1,508
Math Average Scale Score:

1,529
State:

1,603
Math students tested: 112
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 115

Math Avg Items Correct:
  • Reporting Category 1: 3 (50%)
  • Reporting Category 2: 9.2 (54%)
  • Reporting Category 3: 4.6 (51%)
  • Reporting Category 4: 1.8 (46%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 7%

43%
27%
23%
7%
Males: (Average Scale Score: 1,499, Tested: 61, Did Not Meet Grade Level Performance: 54%, Approaches: 18%, Meets: 23%, Masters: 5%)
54%
18%
23%
5%
Females: (Average Scale Score: 1,565, Tested: 51, Did Not Meet Grade Level Performance: 29%, Approaches: 38%, Meets: 23%, Masters: 10%)
29%
38%
23%
10%
Hispanic: (Average Scale Score: 1,582, Tested: 33, Did Not Meet Grade Level Performance: 33%, Approaches: 25%, Meets: 21%, Masters: 21%)
33%
25%
21%
21%
Black: (Average Scale Score: 1,508, Tested: 71, Did Not Meet Grade Level Performance: 46%, Approaches: 27%, Meets: 26%, Masters: 1%)
46%
27%
26%
1%

    Reading Average Scale Score
    (5th Grade)

  • All1,494
  • Males1,464
  • Females1,533
  • Hispanic1,567
  • Black1,466
Reading Average Scale Score:

1,494
State:

1,546
Reading students tested: 110
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 111

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (59%)
  • Reporting Category 2: 9.4 (59%)
  • Reporting Category 3: 7.3 (52%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 10%

46%
32%
12%
10%
Males: (Average Scale Score: 1,464, Tested: 62, Did Not Meet Grade Level Performance: 50%, Approaches: 32%, Meets: 13%, Masters: 5%)
50%
32%
13%
5%
Females: (Average Scale Score: 1,533, Tested: 48, Did Not Meet Grade Level Performance: 42%, Approaches: 31%, Meets: 10%, Masters: 17%)
42%
31%
10%
17%
Hispanic: (Average Scale Score: 1,567, Tested: 30, Did Not Meet Grade Level Performance: 30%, Approaches: 33%, Meets: 14%, Masters: 23%)
30%
33%
14%
23%
Black: (Average Scale Score: 1,466, Tested: 72, Did Not Meet Grade Level Performance: 53%, Approaches: 32%, Meets: 9%, Masters: 6%)
53%
32%
9%
6%

    Science Average Scale Score
    (5th Grade)

  • All3,550
  • Males3,475
  • Females3,634
  • Hispanic3,645
  • Black3,498
Science Average Scale Score:

3,550
Texas:

3,771
Science students tested: 119
Science # Answer Documents Submitted: 119

Science Avg Items Correct:
  • Reporting Category 1: 3.5 (59%)
  • Reporting Category 2: 4.7 (59%)
  • Reporting Category 3: 5.4 (54%)
  • Reporting Category 4: 7 (59%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 8%

48%
37%
7%
8%
Males: (Average Scale Score: 3,475, Tested: 63, Did Not Meet Grade Level Performance: 52%, Approaches: 35%, Meets: 10%, Masters: 3%)
52%
35%
10%
3%
Females: (Average Scale Score: 3,634, Tested: 56, Did Not Meet Grade Level Performance: 43%, Approaches: 39%, Meets: 5%, Masters: 13%)
43%
39%
5%
13%
Hispanic: (Average Scale Score: 3,645, Tested: 32, Did Not Meet Grade Level Performance: 38%, Approaches: 41%, Meets: 9%, Masters: 13%)
38%
41%
9%
13%
Black: (Average Scale Score: 3,498, Tested: 78, Did Not Meet Grade Level Performance: 53%, Approaches: 35%, Meets: 8%, Masters: 4%)
53%
35%
8%
4%

5th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1


Reading Average Scale Score:

1,441
Texas:

683
Reading students tested: 5
Reading # Answer Documents Submitted: 5

Reading Avg Items Correct:
  • Reporting Category 1: 4 (50%)
  • Reporting Category 2: 8 (50%)
  • Reporting Category 3: 5.6 (40%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 60%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 0%

40%
60%
Hispanic: (Average Scale Score: 1,441, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 60%, Meets: 0%, Masters: 0%)
40%
60%

Science students tested: 1
Science # Answer Documents Submitted: 1


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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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 sexual assault (other than rape): 1

Incidents of physical attack or fight without a weapon: 4

Incidents of threats of physical attack with a firearm or explosive device: 2
Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
School:

9.8
State:

38.0

Referrals and Arrests:
Show data for

(State average from 1,516 schools)

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

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

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

4.3
State:

17.4

Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Black: 2

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

2.2
State:

5.4


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
  • American Indian4
  • Native Hawaiian4
  • Black70
  • White2
  • LEP13
  • IDEA16
  • 5044
Chronic Student Absenteeism: 99 (male: 53, female: 46)
  • Hispanic: 19 (male: 8, female: 11)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 70 (male: 41, female: 29)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Hoyland Elementary School:

107.5
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: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)

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

6.5
Texas:

7.2


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

  • Hispanic1
  • Black136
  • IDEA45
  • 5044
School days missed due to out-of-school suspension: 137 (male: 126, female: 11)
  • Hispanic: 1 (all male)
  • Black: 136 (male: 125, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 45 (male: 41, female: 4)
  • Section 504: 4 (all female)

Instances of out-of-school suspension (Students without disabilities): 51

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

55.4
State:

102.7
Students without disabilities receiving one or more in-school suspension: 45 (male: 37, female: 8)
  • Hispanic: 2 (all male)
  • Black: 43 (male: 35, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities receiving only one out-of-school suspension: 25 (male: 20, female: 5)
  • Black: 25 (male: 20, female: 5)

Students without disabilities receiving more than one out-of-school suspension: 8 (all male)
  • Black: 8

Instances of out-of-school suspension (Students with disabilities): 26

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

28.2
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 3

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

3.3
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Native Hawaiian2
  • Black7
  • 5042
Students with disabilities receiving one or more in-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • Section 504: 2 (all female)

Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2

Students with disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • Section 504: 2 (all female)

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