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Jane Long Elementary School in Freeport, TX
(02-04 • Public • Regular School)

Address
 1200 W ELEVENTH ST
Freeport, TX 77541
Telephone
(979) 730-7185
(make sure to verify first before calling)
Students
385
Classroom Teachers (FTE)
28.3
Free lunch eligible students
304
Reduced-price lunch
eligible students
16
School district
BRAZOSPORT ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 385
Enrollment in 2015: 473
Enrollment in 2014: 473
Enrollment in 2013: 473
Enrollment in 2012: 456
Enrollment in 2011: 474
Enrollment in 2010: 526
Enrollment in 2009: 489
Enrollment in 2008: 521
Enrollment in 2007: 528
Enrollment in 2006: 544
Enrollment in 2005: 559
Enrollment in 2004: 550
Enrollment in 2003: 625
Enrollment in 2002: 601
Enrollment in 2001: 600
Enrollment in 2000: 639
Enrollment in 1999: 594

Jane Long Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG02G03G04Total
All students128124133385
Female students595665180
Male students696868205
American Indian/Alaska Native students1113
Asian students - - 22
Hispanic students10382106291
Black students911929
White students14231249
Two or More Races students17311

Enrollment by grade:
2nd grade enrollment: 128
3rd grade enrollment: 124
4th grade enrollment: 133

Jane Long Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 180 (46.8%)
School:

46.8%
Texas:

49.0%
Male enrollment: 205 (53.2%)
School:

53.2%
Texas:

50.1%

Jane Long Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.8%)
Here:

0.8%
Texas:

0.4%
Asian enrollment: 2 (0.5%)
School:

0.5%
Texas:

3.1%
Hispanic enrollment: 291 (75.6%)
Jane Long Elementary School:

75.6%
Texas:

46.9%
Black enrollment: 29 (7.5%)
Jane Long Elementary School:

7.5%
Texas:

11.6%
White enrollment: 49 (12.7%)
School:

12.7%
State:

32.3%
Two or More Races enrollment: 11 (2.9%)
Jane Long Elementary School:

2.9%
Texas:

2.1%

Jane Long Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 320 (83.1%)
School:

83.1%
State:

61.6%
Free lunch eligible students: 304 (79.0%)
Jane Long Elementary School:

79.0%
State:

55.4%
Reduced-price lunch eligible students: 16 (4.2%)
Jane Long Elementary School:

4.2%
Texas:

6.2%

Jane Long Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 28.3

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 1
Number of FTE nurses: 1

Student/Teacher Ratio
School:

13.6
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,733,353
  • Full-time Equivalency Count of Teachers: 28.3 (Salary Expenditures: $1,289,969)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $62,043)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $235,748)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $145,593)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $72,810
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,016,199
  • Salary Expenditures for Teachers: $1,504,726
  • Full-time Equivalency Count of Instructional Aides: 4.9 (Salary Expenditures: $95,063)
  • Full-time Equivalency Count of Support Services Staff: 4.3 (Salary Expenditures: $270,817)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $145,593)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic115
  • American Indian2
  • Asian2
  • IDEA4
Students Enrolled in LEP Programs: 119 (male: 61, female: 58)
  • Hispanic: 115 (male: 59, female: 56)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 15 (male: 11, female: 4)
  • Hispanic: 11 (male: 7, female: 4)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all female)

    Students with disabilities served under Section 504

  • Hispanic10
  • Black4
  • White4
  • LEP4
Students with disabilities served under Section 504: 18 (male: 12, female: 6)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 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

  • Hispanic13
  • Black2
  • White2
  • Multirace2
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 19 (male: 11, female: 8)
  • Hispanic: 13 (male: 5, female: 8)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • 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:

49.4
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,494 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)

  • All1,445
  • Males1,459
  • Females1,433
  • Hispanic1,453
  • Black1,290
  • White1,500
Math Average Scale Score:

1,445
State:

1,457
Math students tested: 111
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 113

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 8.4 (65%)
  • Reporting Category 3: 4.1 (59%)
  • Reporting Category 4: 2.5 (62%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 15%

26%
26%
33%
15%
Males: (Average Scale Score: 1,459, Tested: 53, Did Not Meet Grade Level Performance: 19%, Approaches: 32%, Meets: 34%, Masters: 15%)
19%
32%
34%
15%
Females: (Average Scale Score: 1,433, Tested: 58, Did Not Meet Grade Level Performance: 33%, Approaches: 20%, Meets: 31%, Masters: 16%)
33%
20%
31%
16%
Hispanic: (Average Scale Score: 1,453, Tested: 97, Did Not Meet Grade Level Performance: 24%, Approaches: 27%, Meets: 34%, Masters: 15%)
24%
27%
34%
15%
Black: (Average Scale Score: 1,290, Tested: 7, Did Not Meet Grade Level Performance: 86%, Approaches: 0%, Meets: 14%, Masters: 0%)
86%
14%
White: (Average Scale Score: 1,500, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 43%, Meets: 28%, Masters: 29%)
43%
28%
29%

    Reading Average Scale Score
    (3rd Grade)

  • All1,380
  • Males1,376
  • Females1,383
  • Hispanic1,393
  • Black1,256
  • White1,338
Reading Average Scale Score:

1,380
Texas:

1,422
Reading students tested: 97
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 99

Reading Avg Items Correct:
  • Reporting Category 1: 3.4 (68%)
  • Reporting Category 2: 8.3 (55%)
  • Reporting Category 3: 8.1 (58%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 14%

36%
35%
15%
14%
Males: (Average Scale Score: 1,376, Tested: 45, Did Not Meet Grade Level Performance: 38%, Approaches: 33%, Meets: 16%, Masters: 13%)
38%
33%
16%
13%
Females: (Average Scale Score: 1,383, Tested: 52, Did Not Meet Grade Level Performance: 35%, Approaches: 36%, Meets: 14%, Masters: 15%)
35%
36%
14%
15%
Hispanic: (Average Scale Score: 1,393, Tested: 84, Did Not Meet Grade Level Performance: 31%, Approaches: 39%, Meets: 16%, Masters: 14%)
31%
39%
16%
14%
Black: (Average Scale Score: 1,256, Tested: 7, Did Not Meet Grade Level Performance: 86%, Approaches: 0%, Meets: 0%, Masters: 14%)
86%
14%
White: (Average Scale Score: 1,338, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 16%, Masters: 17%)
50%
17%
16%
17%
3rd Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

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

  • All1,406
  • Males1,437
  • Females1,360
  • Hispanic1,396
Reading Average Scale Score:

1,406
Texas:

937
Reading students tested: 15
Reading # Answer Documents Submitted: 15

Reading Avg Items Correct:
  • Reporting Category 1: 3.8 (76%)
  • Reporting Category 2: 9.6 (64%)
  • Reporting Category 3: 8.8 (63%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 47%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 33%

20%
47%
33%
Males: (Average Scale Score: 1,437, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 45%, Meets: 0%, Masters: 44%)
11%
45%
44%
Females: (Average Scale Score: 1,360, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 0%, Masters: 17%)
33%
50%
17%
Hispanic: (Average Scale Score: 1,396, Tested: 14, Did Not Meet Grade Level Performance: 21%, Approaches: 50%, Meets: 0%, Masters: 29%)
21%
50%
29%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,575
  • Males1,594
  • Females1,554
  • Hispanic1,568
  • Black1,637
  • White1,545
  • Multirace1,652
Math Average Scale Score:

1,575
State:

1,548
Math students tested: 101
Math # Answer Documents Submitted: 101

Math Avg Items Correct:
  • Reporting Category 1: 6.7 (74%)
  • Reporting Category 2: 6.8 (61%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 2.8 (70%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 27%

24%
26%
23%
27%
Males: (Average Scale Score: 1,594, Tested: 53, Did Not Meet Grade Level Performance: 19%, Approaches: 28%, Meets: 23%, Masters: 30%)
19%
28%
23%
30%
Females: (Average Scale Score: 1,554, Tested: 48, Did Not Meet Grade Level Performance: 29%, Approaches: 25%, Meets: 23%, Masters: 23%)
29%
25%
23%
23%
Hispanic: (Average Scale Score: 1,568, Tested: 72, Did Not Meet Grade Level Performance: 22%, Approaches: 31%, Meets: 23%, Masters: 24%)
22%
31%
23%
24%
Black: (Average Scale Score: 1,637, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 12%, Meets: 13%, Masters: 50%)
25%
12%
13%
50%
White: (Average Scale Score: 1,545, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 27%, Meets: 27%, Masters: 13%)
33%
27%
27%
13%
Multirace: (Average Scale Score: 1,652, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 0%, Meets: 16%, Masters: 67%)
17%
16%
67%

    Reading Average Scale Score
    (4th Grade)

  • All1,509
  • Males1,529
  • Females1,486
  • Hispanic1,491
  • Black1,638
  • White1,479
  • Multirace1,623
Reading Average Scale Score:

1,509
State:

1,494
Reading students tested: 100
Reading # Answer Documents Submitted: 100

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 10 (67%)
  • Reporting Category 3: 8.1 (62%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 21%

27%
38%
14%
21%
Males: (Average Scale Score: 1,529, Tested: 53, Did Not Meet Grade Level Performance: 26%, Approaches: 29%, Meets: 17%, Masters: 28%)
26%
29%
17%
28%
Females: (Average Scale Score: 1,486, Tested: 47, Did Not Meet Grade Level Performance: 28%, Approaches: 49%, Meets: 10%, Masters: 13%)
28%
49%
10%
13%
Hispanic: (Average Scale Score: 1,491, Tested: 71, Did Not Meet Grade Level Performance: 27%, Approaches: 45%, Meets: 14%, Masters: 14%)
27%
45%
14%
14%
Black: (Average Scale Score: 1,638, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 0%, Masters: 75%)
13%
13%
75%
White: (Average Scale Score: 1,479, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 33%, Meets: 7%, Masters: 20%)
40%
33%
7%
20%
Multirace: (Average Scale Score: 1,623, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 0%, Meets: 50%, Masters: 33%)
17%
50%
33%

    Writing Average Scale Score
    (4th Grade)

  • All3,585
  • Males3,579
  • Females3,592
  • Hispanic3,555
  • Black3,819
  • White3,497
  • Multirace3,923
Writing Average Scale Score:

3,585
Texas:

3,668
Writing students tested: 100
Writing # Answer Documents Submitted: 100

Writing Avg Items Correct:
  • Reporting Category 1: 2.9 (36%)
  • Reporting Category 2: 5.2 (65%)
  • Reporting Category 3: 10 (63%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 1%

37%
45%
17%
1%
Males: (Average Scale Score: 3,579, Tested: 54, Did Not Meet Grade Level Performance: 46%, Approaches: 30%, Meets: 22%, Masters: 2%)
46%
30%
22%
2%
Females: (Average Scale Score: 3,592, Tested: 46, Did Not Meet Grade Level Performance: 26%, Approaches: 63%, Meets: 11%, Masters: 0%)
26%
63%
11%
Hispanic: (Average Scale Score: 3,555, Tested: 71, Did Not Meet Grade Level Performance: 38%, Approaches: 49%, Meets: 13%, Masters: 0%)
38%
49%
13%
Black: (Average Scale Score: 3,819, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 13%, Meets: 50%, Masters: 0%)
38%
13%
50%
White: (Average Scale Score: 3,497, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 47%, Meets: 20%, Masters: 0%)
33%
47%
20%
Multirace: (Average Scale Score: 3,923, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 20%, Masters: 20%)
20%
40%
20%
20%
4th Grade (Spanish)
Math students tested: 4
Math # Answer Documents Submitted: 4

Reading Average Scale Score:

1,387
Texas:

772
Reading students tested: 5
Reading # Answer Documents Submitted: 5

Reading Avg Items Correct:
  • Reporting Category 1: 4 (50%)
  • Reporting Category 2: 8 (53%)
  • Reporting Category 3: 6.6 (51%)

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

60%
40%
Hispanic: (Average Scale Score: 1,387, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 0%, Meets: 40%, Masters: 0%)
60%
40%
Writing Average Scale Score:

3,467
State:

2,020
Writing students tested: 5
Writing # Answer Documents Submitted: 5

Writing Avg Items Correct:
  • Reporting Category 1: 3.2 (40%)
  • Reporting Category 2: 3.2 (40%)
  • Reporting Category 3: 9.8 (61%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 0%

40%
40%
20%
Hispanic: (Average Scale Score: 3,467, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 20%, Masters: 0%)
40%
40%
20%

Health & Safety


Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic28
  • American Indian2
  • Black4
  • White7
  • Multirace2
  • LEP13
  • IDEA4
  • 5042
Chronic Student Absenteeism: 43 (male: 25, female: 18)
  • Hispanic: 28 (male: 14, female: 14)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Jane Long Elementary School:

111.7
State:

147.9

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: 8 (all male)
  • Hispanic: 3
  • Two or More Races: 5
Instances of out-of-school suspension (Students without disabilities): 3

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

7.8
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic11
  • Black4
  • White2
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 19 (male: 17, female: 2)
  • Hispanic: 11 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black2
  • White4
  • Multirace2
  • 5044
Students with disabilities receiving one or more in-school suspension: 10 (male: 8, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

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: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • Two or More Races: 2 (all male)

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

10.4
Texas:

49.7
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
Jane Long Elementary School:

5.2
Texas:

5.9

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