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Jackson/Roosevelt Complex School in Port Lavaca, 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 77
Address
 1512 JACKSON ST
Port Lavaca, TX 77979
Telephone
(361) 552-3317
(make sure to verify first before calling)
City-data.com school rating
77
Students
989
Classroom Teachers (FTE)
54.3
Free lunch eligible students
567
Reduced-price lunch
eligible students
87
School district
CALHOUN COUNTY 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:
HARRISON/JEFFERSON/MADISON COMPLEX (1.4 miles):

87
Jackson/Roosevelt Complex School:

77
INDUSTRIAL J H (15.1 miles):

76
INDUSTRIAL H S (15.2 miles):

72
INDUSTRIAL EL EAST (15.2 miles):

71
CALHOUN H S (1.6 miles):

63
SEADRIFT SCHOOL (14.0 miles):

60
TRAVIS MIDDLE (1.3 miles):

39
BLOOMINGTON H S (14.6 miles):

19
Jackson/Roosevelt Complex School rating compared to average state, county and city schools ratings:
Texas:

54
Calhoun County:

66
Port Lavaca:

67
Jackson/Roosevelt Complex School:

77

Students & Teachers


Total enrollment:
Enrollment in 2016: 989
Enrollment in 2015: 958
Enrollment in 2014: 1,011
Enrollment in 2013: 1,001
Enrollment in 2012: 972
Enrollment in 2011: 924
Enrollment in 2010: 924
Enrollment in 2009: 873
Enrollment in 2008: 864
Enrollment in 2007: 858
Enrollment in 2006: 832
Enrollment in 2005: 817
Enrollment in 2004: 838
Enrollment in 2003: 836
Enrollment in 2002: 813
Enrollment in 2001: 802
Enrollment in 2000: 798
Enrollment in 1999: 790

Jackson/Roosevelt Complex School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students84153157149157154135989
Female students37816984846677498
Male students47728865738858491
American Indian/Alaska Native students - 1 - - - - - 1
Asian students132612419
Hispanic students52971139810810994671
Black students345443528
White students28473641434031266
Two or More Races students - 11 - 1 - 14

Enrollment by grade:
Pre-Kindergarten enrollment: 84
Kindergarten enrollment: 153
1st grade enrollment: 157
2nd grade enrollment: 149
3rd grade enrollment: 157
4th grade enrollment: 154
5th grade enrollment: 135

Jackson/Roosevelt Complex School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 498 (50.4%)
Jackson/Roosevelt Complex School:

50.4%
Texas:

49.0%
Male enrollment: 491 (49.6%)
Jackson/Roosevelt Complex School:

49.6%
State:

50.1%

Jackson/Roosevelt Complex School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
School:

0.1%
Texas:

0.4%
Asian enrollment: 19 (1.9%)
Jackson/Roosevelt Complex School:

1.9%
State:

3.1%
Hispanic enrollment: 671 (67.8%)
School:

67.8%
State:

46.9%
Black enrollment: 28 (2.8%)
Jackson/Roosevelt Complex School:

2.8%
State:

11.6%
White enrollment: 266 (26.9%)
Jackson/Roosevelt Complex School:

26.9%
Texas:

32.3%
Two or More Races enrollment: 4 (0.4%)
School:

0.4%
State:

2.1%

Jackson/Roosevelt Complex School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 654 (66.1%)
Jackson/Roosevelt Complex School:

66.1%
State:

61.6%
Free lunch eligible students: 567 (57.3%)
Here:

57.3%
Texas:

55.4%
Reduced-price lunch eligible students: 87 (8.8%)
School:

8.8%
Texas:

6.2%

Jackson/Roosevelt Complex School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 54.3

Number of FTE teachers in their first year of teaching: 1.8
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 2
Number of FTE nurses: 1

Student/Teacher Ratio
School:

18.2
Texas:

15.6

Jackson/Roosevelt Complex School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,713,228
  • Full-time Equivalency Count of Teachers: 54.3 (Salary Expenditures: $2,149,462)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $954,143
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $0
    Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,027,496

    Limited English Proficiency:
    Show data for

      Students Enrolled in LEP Programs

    • Hispanic148
    • Asian16
    • Black2
    • White2
    • IDEA5
    Students Enrolled in LEP Programs: 168 (male: 93, female: 75)
    • Hispanic: 148 (male: 83, female: 65)
    • Asian: 16 (male: 8, female: 8)
    • Black: 2 (all female)
    • White: 2 (all male)
    • Individuals With Disabilities Education Act (IDEA): 5 (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: 43 (male: 29, female: 14)
    • Hispanic: 32 (male: 22, female: 10)
    • White: 11 (male: 7, female: 4)
    • Limited English Proficiency (LEP): 4 (all male)
    Students with disabilities served under Section 504: 53 (male: 25, female: 28)
    • Hispanic: 40 (male: 17, female: 23)
    • White: 13 (male: 8, female: 5)
    • Limited English Proficiency (LEP): 10 (male: 8, 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

    • Hispanic13
    • White4
    • LEP4
    • 5042
    Total number of students retained in Kindergarten: 17 (male: 10, female: 7)
    • Hispanic: 13 (male: 8, female: 5)
    • White: 4 (male: 2, female: 2)
    • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
    • Section 504: 2 (all male)

    Percent of Kindergarten students retained
    Jackson/Roosevelt Complex School:

    11.1%
    State:

    5.2%

      Total number of students retained in 1st grade

    • Hispanic10
    • Asian2
    • White2
    • LEP2
    • 5042
    Total number of students retained in 1st grade: 14 (male: 9, female: 5)
    • Hispanic: 10 (male: 5, female: 5)
    • Asian: 2 (all male)
    • White: 2 (all male)
    • Limited English Proficiency (LEP): 2 (all male)
    • Section 504: 2 (all female)

    Percent of 1st grade students retained
    School:

    8.9%
    State:

    6.1%
    Total number of students retained in 2nd grade: 6 (male: 4, female: 2)
    • Hispanic: 4 (male: 2, female: 2)
    • White: 2 (all male)
    • Section 504: 2 (all female)

    Percent of 2nd grade students retained
    Here:

    4.0%
    Texas:

    4.8%

      Total number of students retained in 3rd grade

    • Hispanic4
    • Black4
    • White4
    • 5044
    Total number of students retained in 3rd grade: 12 (male: 6, female: 6)
    • Hispanic: 4 (male: 2, female: 2)
    • Black: 4 (male: 2, female: 2)
    • White: 4 (male: 2, female: 2)
    • Section 504: 4 (male: 2, female: 2)

    Percent of 3rd grade students retained
    Here:

    7.6%
    State:

    4.1%
    Total number of students retained in 4th grade: 2 (all male)
    • Hispanic: 2

    Percent of 4th grade students retained
    Here:

    1.3%
    State:

    3.6%

    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

    • Hispanic31
    • Asian4
    • White28
    • LEP2
    Gifted and Talented Student Enrollment: 63 (male: 21, female: 42)
    • Hispanic: 31 (male: 14, female: 17)
    • Asian: 4 (male: 2, female: 2)
    • White: 28 (male: 5, female: 23)
    • Limited English Proficiency (LEP): 2 (all male)

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

    63.7
    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)

    • All1,474
    • Males1,482
    • Females1,465
    • Hispanic1,470
    • White1,490
    Math Average Scale Score:

    1,474
    Texas:

    1,453
    Math students tested: 134
    Math # Answer Documents Submitted: 134

    Math Avg Items Correct:
    • Reporting Category 1: 6.3 (79%)
    • Reporting Category 2: 8.5 (65%)
    • Reporting Category 3: 4.3 (62%)
    • Reporting Category 4: 2.9 (72%)

    Did Not Meet Grade Level Performance: 13%
    Approaches Grade Level Performance: 42%
    Meets Grade Level Performance: 26%
    Masters Grade Level Performance: 19%

    13%
    42%
    26%
    19%
    Males: (Average Scale Score: 1,482, Tested: 71, Did Not Meet Grade Level Performance: 15%, Approaches: 37%, Meets: 23%, Masters: 25%)
    15%
    37%
    23%
    25%
    Females: (Average Scale Score: 1,465, Tested: 63, Did Not Meet Grade Level Performance: 11%, Approaches: 48%, Meets: 28%, Masters: 13%)
    11%
    48%
    28%
    13%
    Hispanic: (Average Scale Score: 1,470, Tested: 98, Did Not Meet Grade Level Performance: 15%, Approaches: 42%, Meets: 23%, Masters: 20%)
    15%
    42%
    23%
    20%
    White: (Average Scale Score: 1,490, Tested: 33, Did Not Meet Grade Level Performance: 6%, Approaches: 42%, Meets: 34%, Masters: 18%)
    6%
    42%
    34%
    18%

      Reading Average Scale Score
      (3rd Grade)

    • All1,445
    • Males1,431
    • Females1,461
    • Hispanic1,436
    • White1,471
    Reading Average Scale Score:

    1,445
    State:

    1,423
    Reading students tested: 133
    Reading # Answer Documents Submitted: 133

    Reading Avg Items Correct:
    • Reporting Category 1: 4.1 (81%)
    • Reporting Category 2: 9.8 (65%)
    • Reporting Category 3: 9.2 (66%)

    Did Not Meet Grade Level Performance: 21%
    Approaches Grade Level Performance: 38%
    Meets Grade Level Performance: 20%
    Masters Grade Level Performance: 21%

    21%
    38%
    20%
    21%
    Males: (Average Scale Score: 1,431, Tested: 71, Did Not Meet Grade Level Performance: 25%, Approaches: 41%, Meets: 16%, Masters: 18%)
    25%
    41%
    16%
    18%
    Females: (Average Scale Score: 1,461, Tested: 62, Did Not Meet Grade Level Performance: 16%, Approaches: 36%, Meets: 24%, Masters: 24%)
    16%
    36%
    24%
    24%
    Hispanic: (Average Scale Score: 1,436, Tested: 97, Did Not Meet Grade Level Performance: 24%, Approaches: 40%, Meets: 16%, Masters: 20%)
    24%
    40%
    16%
    20%
    White: (Average Scale Score: 1,471, Tested: 33, Did Not Meet Grade Level Performance: 15%, Approaches: 30%, Meets: 28%, Masters: 27%)
    15%
    30%
    28%
    27%
    3rd Grade (Spanish)
    Reading students tested: 1
    Reading # Answer Documents Submitted: 1

    4th Grade

      Math Average Scale Score
      (4th Grade)

    • All1,585
    • Males1,582
    • Females1,587
    • Hispanic1,572
    • Asian1,671
    • Black1,526
    • White1,625
    Math Average Scale Score:

    1,585
    State:

    1,546
    Math students tested: 144
    # Absent - Not Tested: 2
    Math # Answer Documents Submitted: 146

    Math Avg Items Correct:
    • Reporting Category 1: 6.6 (73%)
    • Reporting Category 2: 7.6 (69%)
    • Reporting Category 3: 6.9 (69%)
    • Reporting Category 4: 3.2 (80%)

    Did Not Meet Grade Level Performance: 10%
    Approaches Grade Level Performance: 33%
    Meets Grade Level Performance: 33%
    Masters Grade Level Performance: 24%

    10%
    33%
    33%
    24%
    Males: (Average Scale Score: 1,582, Tested: 60, Did Not Meet Grade Level Performance: 13%, Approaches: 29%, Meets: 38%, Masters: 20%)
    13%
    29%
    38%
    20%
    Females: (Average Scale Score: 1,587, Tested: 84, Did Not Meet Grade Level Performance: 8%, Approaches: 36%, Meets: 29%, Masters: 27%)
    8%
    36%
    29%
    27%
    Hispanic: (Average Scale Score: 1,572, Tested: 104, Did Not Meet Grade Level Performance: 13%, Approaches: 36%, Meets: 32%, Masters: 20%)
    13%
    36%
    32%
    20%
    Asian: (Average Scale Score: 1,671, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 33%, Masters: 50%)
    17%
    33%
    50%
    Black: (Average Scale Score: 1,526, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 0%, Masters: 20%)
    40%
    40%
    20%
    White: (Average Scale Score: 1,625, Tested: 28, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 43%, Masters: 32%)
    25%
    43%
    32%

      Reading Average Scale Score
      (4th Grade)

    • All1,538
    • Males1,540
    • Females1,537
    • Hispanic1,525
    • Asian1,700
    • Black1,555
    • White1,556
    Reading Average Scale Score:

    1,538
    Texas:

    1,496
    Reading students tested: 144
    # Absent - Not Tested: 2
    Reading # Answer Documents Submitted: 146

    Reading Avg Items Correct:
    • Reporting Category 1: 6 (76%)
    • Reporting Category 2: 10.1 (68%)
    • Reporting Category 3: 9.3 (71%)

    Did Not Meet Grade Level Performance: 15%
    Approaches Grade Level Performance: 37%
    Meets Grade Level Performance: 27%
    Masters Grade Level Performance: 21%

    15%
    37%
    27%
    21%
    Males: (Average Scale Score: 1,540, Tested: 60, Did Not Meet Grade Level Performance: 10%, Approaches: 43%, Meets: 32%, Masters: 15%)
    10%
    43%
    32%
    15%
    Females: (Average Scale Score: 1,537, Tested: 84, Did Not Meet Grade Level Performance: 19%, Approaches: 32%, Meets: 24%, Masters: 25%)
    19%
    32%
    24%
    25%
    Hispanic: (Average Scale Score: 1,525, Tested: 104, Did Not Meet Grade Level Performance: 14%, Approaches: 42%, Meets: 29%, Masters: 15%)
    14%
    42%
    29%
    15%
    Asian: (Average Scale Score: 1,700, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 17%, Masters: 83%)
    17%
    83%
    Black: (Average Scale Score: 1,555, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 40%, Masters: 20%)
    40%
    40%
    20%
    White: (Average Scale Score: 1,556, Tested: 28, Did Not Meet Grade Level Performance: 21%, Approaches: 29%, Meets: 21%, Masters: 29%)
    21%
    29%
    21%
    29%

      Writing Average Scale Score
      (4th Grade)

    • All3,802
    • Males3,711
    • Females3,868
    • Hispanic3,733
    • Asian4,172
    • Black3,933
    • White3,954
    Writing Average Scale Score:

    3,802
    Texas:

    3,570
    Writing students tested: 145
    # Absent - Not Tested: 1
    Writing # Answer Documents Submitted: 146

    Writing Avg Items Correct:
    • Reporting Category 1: 4.1 (52%)
    • Reporting Category 2: 4 (49%)
    • Reporting Category 3: 11.7 (73%)

    Did Not Meet Grade Level Performance: 28%
    Approaches Grade Level Performance: 32%
    Meets Grade Level Performance: 33%
    Masters Grade Level Performance: 7%

    28%
    32%
    33%
    7%
    Males: (Average Scale Score: 3,711, Tested: 61, Did Not Meet Grade Level Performance: 30%, Approaches: 36%, Meets: 29%, Masters: 5%)
    30%
    36%
    29%
    5%
    Females: (Average Scale Score: 3,868, Tested: 84, Did Not Meet Grade Level Performance: 26%, Approaches: 30%, Meets: 36%, Masters: 8%)
    26%
    30%
    36%
    8%
    Hispanic: (Average Scale Score: 3,733, Tested: 104, Did Not Meet Grade Level Performance: 31%, Approaches: 30%, Meets: 35%, Masters: 4%)
    31%
    30%
    35%
    4%
    Asian: (Average Scale Score: 4,172, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 34%, Masters: 33%)
    33%
    34%
    33%
    Black: (Average Scale Score: 3,933, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 20%, Masters: 20%)
    40%
    20%
    20%
    20%
    White: (Average Scale Score: 3,954, Tested: 29, Did Not Meet Grade Level Performance: 21%, Approaches: 41%, Meets: 28%, Masters: 10%)
    21%
    41%
    28%
    10%
    5th Grade

      Math Average Scale Score
      (5th Grade)

    • All1,653
    • Males1,655
    • Females1,651
    • Hispanic1,646
    • White1,670
    Math Average Scale Score:

    1,653
    State:

    1,603
    Math students tested: 140
    Math # Answer Documents Submitted: 140

    Math Avg Items Correct:
    • Reporting Category 1: 4.1 (68%)
    • Reporting Category 2: 12.7 (74%)
    • Reporting Category 3: 6.7 (74%)
    • Reporting Category 4: 2.6 (66%)

    Did Not Meet Grade Level Performance: 4%
    Approaches Grade Level Performance: 28%
    Meets Grade Level Performance: 42%
    Masters Grade Level Performance: 26%

    4%
    28%
    42%
    26%
    Males: (Average Scale Score: 1,655, Tested: 68, Did Not Meet Grade Level Performance: 4%, Approaches: 31%, Meets: 39%, Masters: 26%)
    4%
    31%
    39%
    26%
    Females: (Average Scale Score: 1,651, Tested: 72, Did Not Meet Grade Level Performance: 3%, Approaches: 26%, Meets: 45%, Masters: 26%)
    3%
    26%
    45%
    26%
    Hispanic: (Average Scale Score: 1,646, Tested: 95, Did Not Meet Grade Level Performance: 4%, Approaches: 36%, Meets: 35%, Masters: 25%)
    4%
    36%
    35%
    25%
    White: (Average Scale Score: 1,670, Tested: 39, Did Not Meet Grade Level Performance: 3%, Approaches: 12%, Meets: 57%, Masters: 28%)
    3%
    12%
    57%
    28%

      Reading Average Scale Score
      (5th Grade)

    • All1,590
    • Males1,575
    • Females1,604
    • Hispanic1,581
    • White1,603
    Reading Average Scale Score:

    1,590
    State:

    1,546
    Reading students tested: 140
    Reading # Answer Documents Submitted: 140

    Reading Avg Items Correct:
    • Reporting Category 1: 6 (75%)
    • Reporting Category 2: 11.6 (72%)
    • Reporting Category 3: 9.9 (70%)

    Did Not Meet Grade Level Performance: 15%
    Approaches Grade Level Performance: 30%
    Meets Grade Level Performance: 31%
    Masters Grade Level Performance: 24%

    15%
    30%
    31%
    24%
    Males: (Average Scale Score: 1,575, Tested: 68, Did Not Meet Grade Level Performance: 12%, Approaches: 35%, Meets: 28%, Masters: 25%)
    12%
    35%
    28%
    25%
    Females: (Average Scale Score: 1,604, Tested: 72, Did Not Meet Grade Level Performance: 18%, Approaches: 25%, Meets: 33%, Masters: 24%)
    18%
    25%
    33%
    24%
    Hispanic: (Average Scale Score: 1,581, Tested: 95, Did Not Meet Grade Level Performance: 15%, Approaches: 33%, Meets: 32%, Masters: 20%)
    15%
    33%
    32%
    20%
    White: (Average Scale Score: 1,603, Tested: 39, Did Not Meet Grade Level Performance: 13%, Approaches: 23%, Meets: 33%, Masters: 31%)
    13%
    23%
    33%
    31%

      Science Average Scale Score
      (5th Grade)

    • All4,072
    • Males4,091
    • Females4,054
    • Hispanic4,022
    • White4,182
    Science Average Scale Score:

    4,072
    State:

    3,771
    Science students tested: 139
    # Absent - Not Tested: 1
    Science # Answer Documents Submitted: 140

    Science Avg Items Correct:
    • Reporting Category 1: 4.5 (75%)
    • Reporting Category 2: 6.5 (81%)
    • Reporting Category 3: 7.6 (76%)
    • Reporting Category 4: 9.5 (79%)

    Did Not Meet Grade Level Performance: 9%
    Approaches Grade Level Performance: 31%
    Meets Grade Level Performance: 36%
    Masters Grade Level Performance: 24%

    9%
    31%
    36%
    24%
    Males: (Average Scale Score: 4,091, Tested: 67, Did Not Meet Grade Level Performance: 6%, Approaches: 30%, Meets: 40%, Masters: 24%)
    6%
    30%
    40%
    24%
    Females: (Average Scale Score: 4,054, Tested: 72, Did Not Meet Grade Level Performance: 11%, Approaches: 32%, Meets: 32%, Masters: 25%)
    11%
    32%
    32%
    25%
    Hispanic: (Average Scale Score: 4,022, Tested: 94, Did Not Meet Grade Level Performance: 11%, Approaches: 36%, Meets: 33%, Masters: 20%)
    11%
    36%
    33%
    20%
    White: (Average Scale Score: 4,182, Tested: 39, Did Not Meet Grade Level Performance: 5%, Approaches: 16%, Meets: 48%, Masters: 31%)
    5%
    16%
    48%
    31%

    Health & Safety


    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: 2 (all female)
    • Hispanic: 2

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

    2.0
    State:

    30.4
    Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
    • Hispanic: 2

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

    2.0
    State:

    9.3

    Chronic Student Absenteeismt:
    Show data for

    (State average from 7,090 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

    • Hispanic100
    • Black2
    • White25
    • LEP10
    • IDEA10
    Chronic Student Absenteeism: 127 (male: 66, female: 61)
    • Hispanic: 100 (male: 56, female: 44)
    • Black: 2 (all male)
    • White: 25 (male: 8, female: 17)
    • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
    • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
    Chronic Student Absenteeism per 1,000 students
    Here:

    128.4
    State:

    159.6

    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

    • Hispanic2
    • White3
    • IDEA2
    • 5042
    School days missed due to out-of-school suspension: 5 (all male)
    • Hispanic: 2
    • White: 3
    • Individuals With Disabilities Education Act (IDEA): 2
    • Section 504: 2

      Students without disabilities receiving one or more in-school suspension

    • Hispanic10
    • Black4
    • White5
    • LEP4
    Students without disabilities receiving one or more in-school suspension: 19 (male: 15, female: 4)
    • Hispanic: 10 (male: 8, female: 2)
    • Black: 4 (male: 2, female: 2)
    • White: 5 (all male)
    • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
    Students without disabilities receiving only one out-of-school suspension: 4 (all male)
    • Hispanic: 2
    • White: 2
    Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
    • Hispanic: 4 (male: 2, female: 2)
    • Limited English Proficiency (LEP): 2 (all male)
    • Section 504: 2 (all male)
    Students with disabilities receiving only one out-of-school suspension: 4 (all male)
    • Hispanic: 2
    • White: 2
    • Section 504: 2

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