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Michael Elementary School in San Antonio, 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 33
Address
 3155 QUIET PLAIN
San Antonio, TX 78245
Telephone
(210) 397-3900
(make sure to verify first before calling)
Website
http://nisd.net
City-data.com school rating
33
Students
853
Classroom Teachers (FTE)
54.0
Free lunch eligible students
621
Reduced-price lunch
eligible students
3
School district
NORTHSIDE 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:
BIG COUNTRY EL (1.1 miles):

80
KRIEWALD RD EL (1.0 miles):

69
FISHER EL (0.4 miles):

57
ADAMS HILL EL (0.9 miles):

57
HATCHETT EL (2.0 miles):

56
CODY EL (2.1 miles):

50
Michael Elementary School:

33
FRANCIS R SCOBEE MIDDLE (1.3 miles):

25
GLENN EL (1.6 miles):

21
Michael Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Bexar County:

48
San Antonio:

48
Michael Elementary School:

33

Students & Teachers


Total enrollment:
Enrollment in 2016: 853
Enrollment in 2015: 828
Enrollment in 2014: 812
Enrollment in 2013: 798
Enrollment in 2012: 523
Enrollment in 2011: 601
Enrollment in 2010: 653
Enrollment in 2009: 622
Enrollment in 2008: 573
Enrollment in 2007: 423
Enrollment in 2006: 806
Enrollment in 2005: 733
Enrollment in 2004: 829
Enrollment in 2003: 757
Enrollment in 2002: 650
Enrollment in 2001: 584
Enrollment in 2000: 530

Michael Elementary School - Historical enrollment


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

GradePKKGG01G02G03G04G05Total
All students56126127155107132150853
Female students20647074556170414
Male students36625781527180439
Asian students - - - - - - 22
Hispanic students388710111985104118652
Black students816101615111389
White students92214145111287
Hawaiian Native/Pacific Islander students - - 11 - 114
Two or More Races students111525419

Enrollment by grade:
Pre-Kindergarten enrollment: 56
Kindergarten enrollment: 126
1st grade enrollment: 127
2nd grade enrollment: 155
3rd grade enrollment: 107
4th grade enrollment: 132
5th grade enrollment: 150

Michael Elementary School - Historical enrollment by grade


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

Female enrollment: 414 (48.5%)
School:

48.5%
Texas:

49.0%
Male enrollment: 439 (51.5%)
School:

51.5%
Texas:

50.1%

Michael Elementary School - Historical enrollment by gender


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

Asian enrollment: 2 (0.2%)
School:

0.2%
State:

3.1%
Hispanic enrollment: 652 (76.4%)
Michael Elementary School:

76.4%
State:

46.9%
Black enrollment: 89 (10.4%)
School:

10.4%
State:

11.6%
White enrollment: 87 (10.2%)
Michael Elementary School:

10.2%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 4 (0.5%)
School:

0.5%
Texas:

0.1%
Two or More Races enrollment: 19 (2.2%)
School:

2.2%
Texas:

2.1%

Michael Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 624 (73.2%)
School:

73.2%
Texas:

61.6%
Free lunch eligible students: 621 (72.8%)
Michael Elementary School:

72.8%
State:

55.4%
Reduced-price lunch eligible students: 3 (0.4%)
Here:

0.4%
State:

6.2%

Michael Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 54

Number of FTE teachers in their first year of teaching: 17
Number of FTE teachers in their second year of teaching: 23
Number of FTE school counselors: 2.5
Number of FTE teachers who were absent more than 10 school days during the school years: 15
Number of FTE nurses: 1

Student/Teacher Ratio
School:

15.8
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,449,097
  • Full-time Equivalency Count of Teachers: 45.5 (Salary Expenditures: $2,451,631)
  • Full-time Equivalency Count of Instructional Aides: 9.5 (Salary Expenditures: $165,350)
  • Full-time Equivalency Count of Support Services Staff: 9.5 (Salary Expenditures: $694,874)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $137,243)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $352,587
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,511,520
  • Salary Expenditures for Teachers: $2,778,326
  • Full-time Equivalency Count of Instructional Aides: 9.5 (Salary Expenditures: $165,350)
  • Full-time Equivalency Count of Support Services Staff: 13.5 (Salary Expenditures: $1,430,602)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $137,243)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $538,096

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

  • Hispanic68
  • Black10
  • White7
  • Multirace4
Students with disabilities served under IDEA: 89 (male: 70, female: 19)
  • Hispanic: 68 (male: 49, female: 19)
  • Black: 10 (all male)
  • White: 7 (all male)
  • Two or More Races: 4 (all male)

Students with disabilities served under Section 504: 78 (male: 42, female: 36)
  • Hispanic: 64 (male: 35, female: 29)
  • 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 1st grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 1st grade students retained
School:

4.7%
Texas:

6.1%

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

Percent of 2nd grade students retained
Michael Elementary School:

2.6%
State:

4.8%

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

Percent of 3rd grade students retained
Michael Elementary School:

1.9%
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

  • Hispanic22
  • Black4
  • White7
  • Multirace2
  • IDEA2
Gifted and Talented Student Enrollment: 35 (male: 20, female: 15)
  • Hispanic: 22 (male: 14, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

41.0
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)

  • All1,417
  • Males1,441
  • Females1,394
  • Hispanic1,414
  • Black1,432
  • White1,424
Math Average Scale Score:

1,417
State:

1,453
Math students tested: 112
Math # Answer Documents Submitted: 112

Math Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 7.3 (56%)
  • Reporting Category 3: 3.8 (55%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 13%

36%
36%
15%
13%
Males: (Average Scale Score: 1,441, Tested: 55, Did Not Meet Grade Level Performance: 25%, Approaches: 42%, Meets: 18%, Masters: 15%)
25%
42%
18%
15%
Females: (Average Scale Score: 1,394, Tested: 57, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 11%, Masters: 12%)
46%
31%
11%
12%
Hispanic: (Average Scale Score: 1,414, Tested: 88, Did Not Meet Grade Level Performance: 39%, Approaches: 31%, Meets: 15%, Masters: 15%)
39%
31%
15%
15%
Black: (Average Scale Score: 1,432, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 75%, Meets: 13%, Masters: 0%)
13%
75%
13%
White: (Average Scale Score: 1,424, Tested: 14, Did Not Meet Grade Level Performance: 36%, Approaches: 35%, Meets: 15%, Masters: 14%)
36%
35%
15%
14%

    Reading Average Scale Score
    (3rd Grade)

  • All1,390
  • Males1,395
  • Females1,385
  • Hispanic1,385
  • Black1,371
  • White1,440
Reading Average Scale Score:

1,390
Texas:

1,423
Reading students tested: 112
Reading # Answer Documents Submitted: 112

Reading Avg Items Correct:
  • Reporting Category 1: 3.6 (73%)
  • Reporting Category 2: 8.6 (58%)
  • Reporting Category 3: 7.8 (56%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 14%

40%
33%
13%
14%
Males: (Average Scale Score: 1,395, Tested: 55, Did Not Meet Grade Level Performance: 40%, Approaches: 29%, Meets: 18%, Masters: 13%)
40%
29%
18%
13%
Females: (Average Scale Score: 1,385, Tested: 57, Did Not Meet Grade Level Performance: 40%, Approaches: 37%, Meets: 7%, Masters: 16%)
40%
37%
7%
16%
Hispanic: (Average Scale Score: 1,385, Tested: 88, Did Not Meet Grade Level Performance: 40%, Approaches: 36%, Meets: 13%, Masters: 11%)
40%
36%
13%
11%
Black: (Average Scale Score: 1,371, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 12%, Masters: 13%)
38%
38%
12%
13%
White: (Average Scale Score: 1,440, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 14%, Meets: 7%, Masters: 36%)
43%
14%
7%
36%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,524
  • Males1,545
  • Females1,506
  • Hispanic1,517
  • Black1,557
  • White1,558
Math Average Scale Score:

1,524
State:

1,546
Math students tested: 148
Math # Answer Documents Submitted: 148

Math Avg Items Correct:
  • Reporting Category 1: 5.5 (61%)
  • Reporting Category 2: 6.8 (62%)
  • Reporting Category 3: 5.7 (57%)
  • Reporting Category 4: 2.5 (63%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 11%

28%
39%
22%
11%
Males: (Average Scale Score: 1,545, Tested: 69, Did Not Meet Grade Level Performance: 25%, Approaches: 34%, Meets: 25%, Masters: 16%)
25%
34%
25%
16%
Females: (Average Scale Score: 1,506, Tested: 79, Did Not Meet Grade Level Performance: 30%, Approaches: 43%, Meets: 19%, Masters: 8%)
30%
43%
19%
8%
Hispanic: (Average Scale Score: 1,517, Tested: 119, Did Not Meet Grade Level Performance: 31%, Approaches: 40%, Meets: 19%, Masters: 10%)
31%
40%
19%
10%
Black: (Average Scale Score: 1,557, Tested: 16, Did Not Meet Grade Level Performance: 13%, Approaches: 44%, Meets: 19%, Masters: 25%)
13%
44%
19%
25%
White: (Average Scale Score: 1,558, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 33%, Meets: 56%, Masters: 0%)
11%
33%
56%

    Reading Average Scale Score
    (4th Grade)

  • All1,457
  • Males1,459
  • Females1,456
  • Hispanic1,448
  • Black1,505
  • White1,498
Reading Average Scale Score:

1,457
Texas:

1,496
Reading students tested: 148
Reading # Answer Documents Submitted: 148

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (59%)
  • Reporting Category 2: 8.6 (58%)
  • Reporting Category 3: 7.4 (57%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 8%

42%
30%
20%
8%
Males: (Average Scale Score: 1,459, Tested: 69, Did Not Meet Grade Level Performance: 41%, Approaches: 29%, Meets: 23%, Masters: 7%)
41%
29%
23%
7%
Females: (Average Scale Score: 1,456, Tested: 79, Did Not Meet Grade Level Performance: 43%, Approaches: 32%, Meets: 16%, Masters: 9%)
43%
32%
16%
9%
Hispanic: (Average Scale Score: 1,448, Tested: 119, Did Not Meet Grade Level Performance: 45%, Approaches: 30%, Meets: 17%, Masters: 8%)
45%
30%
17%
8%
Black: (Average Scale Score: 1,505, Tested: 16, Did Not Meet Grade Level Performance: 19%, Approaches: 43%, Meets: 32%, Masters: 6%)
19%
43%
32%
6%
White: (Average Scale Score: 1,498, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 22%, Masters: 11%)
33%
34%
22%
11%

    Writing Average Scale Score
    (4th Grade)

  • All3,396
  • Males3,330
  • Females3,454
  • Hispanic3,340
  • Black3,768
  • White3,497
Writing Average Scale Score:

3,396
Texas:

3,570
Writing students tested: 148
Writing # Answer Documents Submitted: 148

Writing Avg Items Correct:
  • Reporting Category 1: 3.1 (39%)
  • Reporting Category 2: 3.4 (42%)
  • Reporting Category 3: 9 (56%)

Did Not Meet Grade Level Performance: 59%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 1%

59%
22%
18%
1%
Males: (Average Scale Score: 3,330, Tested: 69, Did Not Meet Grade Level Performance: 64%, Approaches: 20%, Meets: 15%, Masters: 1%)
64%
20%
15%
1%
Females: (Average Scale Score: 3,454, Tested: 79, Did Not Meet Grade Level Performance: 56%, Approaches: 22%, Meets: 21%, Masters: 1%)
56%
22%
21%
1%
Hispanic: (Average Scale Score: 3,340, Tested: 119, Did Not Meet Grade Level Performance: 64%, Approaches: 23%, Meets: 12%, Masters: 1%)
64%
23%
12%
1%
Black: (Average Scale Score: 3,768, Tested: 16, Did Not Meet Grade Level Performance: 31%, Approaches: 19%, Meets: 44%, Masters: 6%)
31%
19%
44%
6%
White: (Average Scale Score: 3,497, Tested: 9, Did Not Meet Grade Level Performance: 44%, Approaches: 23%, Meets: 33%, Masters: 0%)
44%
23%
33%

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,605
  • Males1,618
  • Females1,593
  • Hispanic1,601
  • Black1,639
  • White1,584
Math Average Scale Score:

1,605
State:

1,603
Math students tested: 113
Math # Answer Documents Submitted: 113

Math Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 11.4 (67%)
  • Reporting Category 3: 5.8 (64%)
  • Reporting Category 4: 2.4 (59%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 18%

15%
42%
25%
18%
Males: (Average Scale Score: 1,618, Tested: 54, Did Not Meet Grade Level Performance: 15%, Approaches: 41%, Meets: 20%, Masters: 24%)
15%
41%
20%
24%
Females: (Average Scale Score: 1,593, Tested: 59, Did Not Meet Grade Level Performance: 15%, Approaches: 43%, Meets: 30%, Masters: 12%)
15%
43%
30%
12%
Hispanic: (Average Scale Score: 1,601, Tested: 91, Did Not Meet Grade Level Performance: 18%, Approaches: 41%, Meets: 22%, Masters: 19%)
18%
41%
22%
19%
Black: (Average Scale Score: 1,639, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 34%, Meets: 33%, Masters: 25%)
8%
34%
33%
25%
White: (Average Scale Score: 1,584, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 67%, Meets: 33%, Masters: 0%)
67%
33%

    Reading Average Scale Score
    (5th Grade)

  • All1,534
  • Males1,540
  • Females1,528
  • Hispanic1,534
  • Black1,520
  • White1,511
Reading Average Scale Score:

1,534
Texas:

1,546
Reading students tested: 113
Reading # Answer Documents Submitted: 113

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 10.7 (67%)
  • Reporting Category 3: 8.3 (59%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 11%

27%
39%
23%
11%
Males: (Average Scale Score: 1,540, Tested: 54, Did Not Meet Grade Level Performance: 26%, Approaches: 44%, Meets: 17%, Masters: 13%)
26%
44%
17%
13%
Females: (Average Scale Score: 1,528, Tested: 59, Did Not Meet Grade Level Performance: 27%, Approaches: 36%, Meets: 29%, Masters: 8%)
27%
36%
29%
8%
Hispanic: (Average Scale Score: 1,534, Tested: 91, Did Not Meet Grade Level Performance: 26%, Approaches: 40%, Meets: 24%, Masters: 10%)
26%
40%
24%
10%
Black: (Average Scale Score: 1,520, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 16%, Masters: 17%)
33%
34%
16%
17%
White: (Average Scale Score: 1,511, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 66%, Meets: 17%, Masters: 0%)
17%
66%
17%

    Science Average Scale Score
    (5th Grade)

  • All3,711
  • Males3,740
  • Females3,685
  • Hispanic3,711
  • Black3,819
  • White3,563
Science Average Scale Score:

3,711
State:

3,771
Science students tested: 112
Science # Answer Documents Submitted: 112

Science Avg Items Correct:
  • Reporting Category 1: 3.8 (64%)
  • Reporting Category 2: 5.4 (68%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 7.7 (64%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 10%

34%
43%
13%
10%
Males: (Average Scale Score: 3,740, Tested: 53, Did Not Meet Grade Level Performance: 36%, Approaches: 41%, Meets: 6%, Masters: 17%)
36%
41%
6%
17%
Females: (Average Scale Score: 3,685, Tested: 59, Did Not Meet Grade Level Performance: 32%, Approaches: 44%, Meets: 21%, Masters: 3%)
32%
44%
21%
3%
Hispanic: (Average Scale Score: 3,711, Tested: 91, Did Not Meet Grade Level Performance: 35%, Approaches: 42%, Meets: 13%, Masters: 10%)
35%
42%
13%
10%
Black: (Average Scale Score: 3,819, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 30%, Meets: 20%, Masters: 20%)
30%
30%
20%
20%
White: (Average Scale Score: 3,563, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 14%, Masters: 0%)
43%
43%
14%

Health & Safety


Offenses:
(State average from 2,394 schools)

An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 4

Incidents of threats of physical attack without a weapon: 9


Total incidents per 1,000 students
School:

15.2
Texas:

38.0

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

  • Hispanic100
  • Native Hawaiian2
  • Black10
  • White16
  • LEP2
  • IDEA22
  • 50419
Chronic Student Absenteeism: 128 (male: 66, female: 62)
  • Hispanic: 100 (male: 53, female: 47)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
  • Section 504: 19 (male: 11, female: 8)
Chronic Student Absenteeism per 1,000 students
Here:

150.1
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

  • Hispanic8
  • Black4
  • White1
  • IDEA1
  • 5047
School days missed due to out-of-school suspension: 13 (male: 12, female: 1)
  • Hispanic: 8 (male: 7, female: 1)
  • Black: 4 (all male)
  • White: 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 1 (all male)
  • Section 504: 7 (all male)

Instances of out-of-school suspension (Students without disabilities): 5

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

5.9
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic22
  • Black4
  • White2
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 30 (male: 23, female: 7)
  • Hispanic: 22 (male: 17, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Instances of out-of-school suspension (Students with disabilities): 1

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

1.2
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 6

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

7.0
State:

12.0
Students with disabilities receiving one or more in-school suspension: 7 (all male)
  • Hispanic: 5
  • American Indian / Alaska Native: 2
  • Section 504: 8

Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 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 with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Black: 2
  • Section 504: 2

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

2.3
State:

5.9

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