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Lucille Nash Intermediate School in Kaufman, TX
(05-06 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 35
Address
 1002 S HOUSTON ST
Kaufman, TX 75142
Telephone
(972) 932-6415
(make sure to verify first before calling)
Website
http://kaufmanisd.net
City-data.com school rating
35
Students
567
Classroom Teachers (FTE)
34.3
Free lunch eligible students
350
Reduced-price lunch
eligible students
31
School district
KAUFMAN 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:
NORMAN J H (1.3 miles):

54
GARY W CAMPBELL H S (1.3 miles):

52
SCURRY-ROSSER MIDDLE (8.1 miles):

50
SCURRY-ROSSER EL (6.1 miles):

48
SCURRY-ROSSER H S (6.2 miles):

48
KAUFMAN H S (1.2 miles):

40
Lucille Nash Intermediate School:

35
PHILLIPS EL (0.7 miles):

30
CRANDALL COMPASS ACADEMY (8.8 miles):

4
Lucille Nash Intermediate School rating compared to average state, county and city schools ratings:
Texas:

54
Kaufman County:

55
Kaufman:

42
Lucille Nash Intermediate School:

35

Students & Teachers


Total enrollment:
Enrollment in 2016: 567
Enrollment in 2015: 538
Enrollment in 2014: 571
Enrollment in 2013: 600
Enrollment in 2012: 586
Enrollment in 2011: 514
Enrollment in 2010: 535
Enrollment in 2009: 524
Enrollment in 2008: 544
Enrollment in 2007: 556
Enrollment in 2006: 565
Enrollment in 2005: 533
Enrollment in 2004: 488
Enrollment in 2003: 476
Enrollment in 2002: 505
Enrollment in 2001: 484
Enrollment in 2000: 450
Enrollment in 1999: 476

Lucille Nash Intermediate School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06Total
All students295272567
Female students147136283
Male students148136284
American Indian/Alaska Native students325
Asian students - 11
Hispanic students128127255
Black students14822
White students142128270
Hawaiian Native/Pacific Islander students1 - 1
Two or More Races students7613

Enrollment by grade:
5th grade enrollment: 295
6th grade enrollment: 272

Lucille Nash Intermediate School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 283 (49.9%)
Lucille Nash Intermediate School:

49.9%
Texas:

49.0%
Male enrollment: 284 (50.1%)
Here:

50.1%
State:

50.1%

Lucille Nash Intermediate School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 5 (0.9%)
Lucille Nash Intermediate School:

0.9%
Texas:

0.4%
Asian enrollment: 1 (0.2%)
Lucille Nash Intermediate School:

0.2%
Texas:

3.1%
Hispanic enrollment: 255 (45.0%)
Lucille Nash Intermediate School:

45.0%
Texas:

46.9%
Black enrollment: 22 (3.9%)
Lucille Nash Intermediate School:

3.9%
Texas:

11.6%
White enrollment: 270 (47.6%)
School:

47.6%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
Here:

0.2%
State:

0.1%
Two or More Races enrollment: 13 (2.3%)
Lucille Nash Intermediate School:

2.3%
State:

2.1%

Lucille Nash Intermediate School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 381 (67.2%)
Lucille Nash Intermediate School:

67.2%
State:

61.6%
Free lunch eligible students: 350 (61.7%)
School:

61.7%
Texas:

55.4%
Reduced-price lunch eligible students: 31 (5.5%)
Lucille Nash Intermediate School:

5.5%
State:

6.2%

Lucille Nash Intermediate School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 34.3

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

Student/Teacher Ratio
Lucille Nash Intermediate School:

16.5
State:

15.6

Lucille Nash Intermediate School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,031,880
  • Full-time Equivalency Count of Teachers: 31.4 (Salary Expenditures: $1,516,391)
  • Full-time Equivalency Count of Instructional Aides: 9.1 (Salary Expenditures: $94,489)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $176,433)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $127,669)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $96,746
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,102,890
  • Salary Expenditures for Teachers: $1,669,714
  • Full-time Equivalency Count of Instructional Aides: 12.1 (Salary Expenditures: $144,292)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $161,215)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $127,669)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $96,746

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic64
  • Native Hawaiian2
  • White2
  • IDEA13
Students Enrolled in LEP Programs: 68 (male: 45, female: 23)
  • Hispanic: 64 (male: 41, female: 23)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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

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

    Students with disabilities served under IDEA

  • Hispanic23
  • Black4
  • White29
  • LEP11
Students with disabilities served under IDEA: 56 (male: 36, female: 20)
  • Hispanic: 23 (male: 13, female: 10)
  • Black: 4 (all male)
  • White: 29 (male: 19, female: 10)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)

    Students with disabilities served under Section 504

  • Hispanic16
  • American Indian4
  • Black4
  • White31
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 57 (male: 35, female: 22)
  • Hispanic: 16 (male: 14, female: 2)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 31 (male: 17, female: 14)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 959 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 6th grade: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2

Percent of 6th grade students retained
Here:

1.5%
Texas:

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

  • Hispanic10
  • Black2
  • White40
  • Multirace2
  • IDEA4
Gifted and Talented Student Enrollment: 54 (male: 24, female: 30)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 2 (all female)
  • White: 40 (male: 17, female: 23)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

95.2
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,265 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.
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,632
  • Males1,640
  • Females1,623
  • Hispanic1,629
  • Black1,595
  • White1,640
Math Average Scale Score:

1,632
Texas:

1,603
Math students tested: 297
Math # Answer Documents Submitted: 297

Math Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 11.6 (68%)
  • Reporting Category 3: 6.3 (70%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 30%

14%
35%
21%
30%
Males: (Average Scale Score: 1,640, Tested: 155, Did Not Meet Grade Level Performance: 14%, Approaches: 35%, Meets: 19%, Masters: 32%)
14%
35%
19%
32%
Females: (Average Scale Score: 1,623, Tested: 142, Did Not Meet Grade Level Performance: 14%, Approaches: 35%, Meets: 24%, Masters: 27%)
14%
35%
24%
27%
Hispanic: (Average Scale Score: 1,629, Tested: 146, Did Not Meet Grade Level Performance: 14%, Approaches: 39%, Meets: 17%, Masters: 30%)
14%
39%
17%
30%
Black: (Average Scale Score: 1,595, Tested: 17, Did Not Meet Grade Level Performance: 35%, Approaches: 18%, Meets: 23%, Masters: 24%)
35%
18%
23%
24%
White: (Average Scale Score: 1,640, Tested: 130, Did Not Meet Grade Level Performance: 10%, Approaches: 35%, Meets: 24%, Masters: 31%)
10%
35%
24%
31%

    Reading Average Scale Score
    (5th Grade)

  • All1,566
  • Males1,568
  • Females1,563
  • Hispanic1,550
  • Black1,536
  • White1,584
Reading Average Scale Score:

1,566
State:

1,546
Reading students tested: 297
Reading # Answer Documents Submitted: 297

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 11 (69%)
  • Reporting Category 3: 9.2 (66%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 21%

25%
29%
25%
21%
Males: (Average Scale Score: 1,568, Tested: 155, Did Not Meet Grade Level Performance: 26%, Approaches: 26%, Meets: 26%, Masters: 22%)
26%
26%
26%
22%
Females: (Average Scale Score: 1,563, Tested: 142, Did Not Meet Grade Level Performance: 23%, Approaches: 33%, Meets: 24%, Masters: 20%)
23%
33%
24%
20%
Hispanic: (Average Scale Score: 1,550, Tested: 146, Did Not Meet Grade Level Performance: 25%, Approaches: 34%, Meets: 27%, Masters: 14%)
25%
34%
27%
14%
Black: (Average Scale Score: 1,536, Tested: 17, Did Not Meet Grade Level Performance: 41%, Approaches: 24%, Meets: 17%, Masters: 18%)
41%
24%
17%
18%
White: (Average Scale Score: 1,584, Tested: 130, Did Not Meet Grade Level Performance: 22%, Approaches: 24%, Meets: 26%, Masters: 28%)
22%
24%
26%
28%

    Science Average Scale Score
    (5th Grade)

  • All3,845
  • Males3,915
  • Females3,768
  • Hispanic3,804
  • Black3,607
  • White3,920
Science Average Scale Score:

3,845
Texas:

3,771
Science students tested: 296
Science # Answer Documents Submitted: 296

Science Avg Items Correct:
  • Reporting Category 1: 4.3 (71%)
  • Reporting Category 2: 5.9 (74%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 8.2 (68%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 14%

23%
37%
26%
14%
Males: (Average Scale Score: 3,915, Tested: 154, Did Not Meet Grade Level Performance: 23%, Approaches: 30%, Meets: 28%, Masters: 19%)
23%
30%
28%
19%
Females: (Average Scale Score: 3,768, Tested: 142, Did Not Meet Grade Level Performance: 23%, Approaches: 45%, Meets: 24%, Masters: 8%)
23%
45%
24%
8%
Hispanic: (Average Scale Score: 3,804, Tested: 146, Did Not Meet Grade Level Performance: 27%, Approaches: 37%, Meets: 25%, Masters: 11%)
27%
37%
25%
11%
Black: (Average Scale Score: 3,607, Tested: 17, Did Not Meet Grade Level Performance: 35%, Approaches: 41%, Meets: 24%, Masters: 0%)
35%
41%
24%
White: (Average Scale Score: 3,920, Tested: 129, Did Not Meet Grade Level Performance: 16%, Approaches: 39%, Meets: 26%, Masters: 19%)
16%
39%
26%
19%
5th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

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

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

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,647
  • Males1,657
  • Females1,638
  • Hispanic1,634
  • Black1,607
  • White1,665
Math Average Scale Score:

1,647
State:

1,546
Math students tested: 294
Math # Answer Documents Submitted: 295

Math Avg Items Correct:
  • Reporting Category 1: 5.9 (59%)
  • Reporting Category 2: 8.1 (54%)
  • Reporting Category 3: 3.2 (54%)
  • Reporting Category 4: 4.2 (60%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 15%

21%
32%
32%
15%
Males: (Average Scale Score: 1,657, Tested: 147, Did Not Meet Grade Level Performance: 18%, Approaches: 32%, Meets: 36%, Masters: 14%)
18%
32%
36%
14%
Females: (Average Scale Score: 1,638, Tested: 147, Did Not Meet Grade Level Performance: 23%, Approaches: 34%, Meets: 27%, Masters: 16%)
23%
34%
27%
16%
Hispanic: (Average Scale Score: 1,634, Tested: 148, Did Not Meet Grade Level Performance: 22%, Approaches: 33%, Meets: 31%, Masters: 14%)
22%
33%
31%
14%
Black: (Average Scale Score: 1,607, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 54%, Meets: 23%, Masters: 0%)
23%
54%
23%
White: (Average Scale Score: 1,665, Tested: 126, Did Not Meet Grade Level Performance: 19%, Approaches: 30%, Meets: 34%, Masters: 17%)
19%
30%
34%
17%

    Reading Average Scale Score
    (6th Grade)

  • All1,548
  • Males1,539
  • Females1,557
  • Hispanic1,528
  • Black1,539
  • White1,570
Reading Average Scale Score:

1,548
State:

1,457
Reading students tested: 294
Reading # Answer Documents Submitted: 295

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 11.2 (66%)
  • Reporting Category 3: 8.3 (55%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 11%

41%
34%
14%
11%
Males: (Average Scale Score: 1,539, Tested: 147, Did Not Meet Grade Level Performance: 42%, Approaches: 34%, Meets: 13%, Masters: 11%)
42%
34%
13%
11%
Females: (Average Scale Score: 1,557, Tested: 147, Did Not Meet Grade Level Performance: 39%, Approaches: 34%, Meets: 17%, Masters: 10%)
39%
34%
17%
10%
Hispanic: (Average Scale Score: 1,528, Tested: 148, Did Not Meet Grade Level Performance: 45%, Approaches: 35%, Meets: 14%, Masters: 6%)
45%
35%
14%
6%
Black: (Average Scale Score: 1,539, Tested: 13, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 23%, Masters: 0%)
46%
31%
23%
White: (Average Scale Score: 1,570, Tested: 126, Did Not Meet Grade Level Performance: 36%, Approaches: 34%, Meets: 14%, Masters: 16%)
36%
34%
14%
16%

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

  • Hispanic10
  • Black4
  • White28
  • LEP4
  • IDEA10
  • 5047
Chronic Student Absenteeism: 42 (male: 24, female: 18)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 14, female: 14)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Lucille Nash Intermediate School:

74.1
State:

147.9

Restraint and Seclusion:
Show data for

(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 Non-IDEA students subjected to physical restraint

  • Hispanic2
  • Black2
  • White10
  • Multirace2
  • LEP2
  • 5044
Total Number of Non-IDEA students subjected to physical restraint: 16 (male: 14, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

Non-IDEA students subjected to physical restraint per 1,000 students
Lucille Nash Intermediate School:

28.2
State:

3.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 4 (all male)
  • Hispanic: 2
  • White: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Lucille Nash Intermediate School:

7.1
State:

6.8

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

  • Hispanic4
  • Black3
  • White24
  • Multirace4
  • LEP2
  • IDEA3
  • 5045
School days missed due to out-of-school suspension: 35 (male: 28, female: 7)
  • Hispanic: 4 (all male)
  • Black: 3 (all male)
  • White: 24 (male: 17, female: 7)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 3 (male: 2, female: 1)
  • Section 504: 5 (male: 1, female: 4)
Instances of out-of-school suspension (Students without disabilities): 131

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

231.0
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic22
  • Black2
  • White37
  • Multirace2
  • LEP13
Students without disabilities receiving one or more in-school suspension: 63 (male: 50, female: 13)
  • Hispanic: 22 (male: 17, female: 5)
  • Black: 2 (all male)
  • White: 37 (male: 29, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Black2
  • White7
  • Multirace2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 13 (male: 11, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 10

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

17.6
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 13

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

22.9
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic10
  • Black4
  • White25
  • LEP4
  • 50416
Students with disabilities receiving one or more in-school suspension: 39 (male: 27, female: 12)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 17, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 16 (male: 11, female: 5)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all female)
  • White: 2
  • Section 504: 2

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