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O'Hara Lanier Middle School in Freeport, 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 17
Address
 522 N AVE B
Freeport, TX 77541
Telephone
(979) 730-7220
(make sure to verify first before calling)
City-data.com school rating
17
Students
452
Classroom Teachers (FTE)
31.9
Free lunch eligible students
334
Reduced-price lunch
eligible students
45
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

Ratings

This school rating compared to other nearby schools ratings:
BRAZOSWOOD H S (5.3 miles):

66
O M ROBERTS EL (5.6 miles):

55
FREEPORT INT (0.8 miles):

39
VELASCO EL (0.1 miles):

26
CLUTE INT (4.6 miles):

25
T W OGG EL (5.0 miles):

24
BRAZOSPORT H S (0.5 miles):

22
O'Hara Lanier Middle School:

17
LIGHTHOUSE LEARNING CENTER - AEC (4.6 miles):

12
O'Hara Lanier Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Brazoria County:

62
Freeport:

26
O'Hara Lanier Middle School:

17

Students & Teachers


Total enrollment:
Enrollment in 2016: 452
Enrollment in 2015: 461
Enrollment in 2014: 462
Enrollment in 2013: 500
Enrollment in 2012: 495
Enrollment in 2011: 463
Enrollment in 2010: 423
Enrollment in 2009: 432
Enrollment in 2008: 474
Enrollment in 2007: 483
Enrollment in 2006: 501
Enrollment in 2005: 537
Enrollment in 2004: 575
Enrollment in 2003: 511
Enrollment in 2002: 512
Enrollment in 2001: 537
Enrollment in 2000: 460
Enrollment in 1999: 503

O'Hara Lanier Middle School - Historical enrollment


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

GradeG05G06Total
All students235217452
Female students110108218
Male students125109234
American Indian/Alaska Native students - 22
Hispanic students171152323
Black students242448
White students303464
Two or More Races students10515

Enrollment by grade:
5th grade enrollment: 235
6th grade enrollment: 217

O'Hara Lanier Middle School - Historical enrollment by grade


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

Female enrollment: 218 (48.2%)
School:

48.2%
Texas:

49.0%
Male enrollment: 234 (51.8%)
School:

51.8%
Texas:

50.1%

O'Hara Lanier Middle School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 2 (0.4%)
School:

0.4%
State:

0.4%
Hispanic enrollment: 323 (71.5%)
O'Hara Lanier Middle School:

71.5%
Texas:

46.9%
Black enrollment: 48 (10.6%)
O'Hara Lanier Middle School:

10.6%
Texas:

11.6%
White enrollment: 64 (14.2%)
Here:

14.2%
State:

32.3%
Two or More Races enrollment: 15 (3.3%)
Here:

3.3%
Texas:

2.1%

O'Hara Lanier Middle School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 379 (83.8%)
School:

83.8%
Texas:

61.6%
Free lunch eligible students: 334 (73.9%)
Here:

73.9%
Texas:

55.4%
Reduced-price lunch eligible students: 45 (10.0%)
School:

10.0%
Texas:

6.2%

O'Hara Lanier Middle School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 31.9

Number of FTE teachers in their first year of teaching: 10.6
Number of FTE teachers in their second year of teaching: 4.6
Number of FTE school counselors: 1
Number of FTE nurses: 1

Student/Teacher Ratio
O'Hara Lanier Middle School:

14.2
Texas:

15.6

O'Hara Lanier Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,803,477
  • Full-time Equivalency Count of Teachers: 31.9 (Salary Expenditures: $1,311,226)
  • Full-time Equivalency Count of Instructional Aides: 4.7 (Salary Expenditures: $102,544)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $160,842)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $228,865)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $78,912
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,199,209
  • Salary Expenditures for Teachers: $1,671,126
  • Full-time Equivalency Count of Instructional Aides: 6.7 (Salary Expenditures: $138,376)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $160,842)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $228,865)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 58 (male: 35, female: 23)
  • Hispanic: 58 (male: 35, female: 23)
  • 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

  • Hispanic29
  • Black11
  • White7
  • LEP4
Students with disabilities served under IDEA: 47 (male: 29, female: 18)
  • Hispanic: 29 (male: 22, female: 7)
  • Black: 11 (male: 7, female: 4)
  • White: 7 (all female)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic10
  • Black2
  • White4
  • Multirace2
  • LEP4
Students with disabilities served under Section 504: 18 (male: 11, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,025 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 5th grade: 4 (all male)
  • Black: 2
  • White: 2

Percent of 5th grade students retained
O'Hara Lanier Middle School:

1.7%
State:

4.3%

Total number of students retained in 6th grade: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2

Percent of 6th grade students retained
School:

1.8%
State:

6.3%


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

  • Hispanic19
  • Black2
  • White7
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 28 (male: 13, female: 15)
  • Hispanic: 19 (male: 11, female: 8)
  • Black: 2 (all female)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
O'Hara Lanier Middle School:

61.9
Texas:

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)

  • All1,582
  • Males1,590
  • Females1,574
  • Hispanic1,584
  • Black1,600
  • White1,555
Math Average Scale Score:

1,582
Texas:

1,603
Math students tested: 189
Math # Answer Documents Submitted: 189

Math Avg Items Correct:
  • Reporting Category 1: 3.5 (59%)
  • Reporting Category 2: 10.2 (60%)
  • Reporting Category 3: 5.8 (64%)
  • Reporting Category 4: 2.3 (57%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 19%

25%
35%
21%
19%
Males: (Average Scale Score: 1,590, Tested: 101, Did Not Meet Grade Level Performance: 24%, Approaches: 34%, Meets: 19%, Masters: 23%)
24%
34%
19%
23%
Females: (Average Scale Score: 1,574, Tested: 88, Did Not Meet Grade Level Performance: 27%, Approaches: 35%, Meets: 23%, Masters: 15%)
27%
35%
23%
15%
Hispanic: (Average Scale Score: 1,584, Tested: 138, Did Not Meet Grade Level Performance: 23%, Approaches: 39%, Meets: 20%, Masters: 18%)
23%
39%
20%
18%
Black: (Average Scale Score: 1,600, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 41%, Meets: 23%, Masters: 18%)
18%
41%
23%
18%
White: (Average Scale Score: 1,555, Tested: 30, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 20%, Masters: 20%)
40%
20%
20%
20%

    Reading Average Scale Score
    (5th Grade)

  • All1,506
  • Males1,506
  • Females1,504
  • Hispanic1,508
  • Black1,514
  • White1,489
Reading Average Scale Score:

1,506
State:

1,546
Reading students tested: 189
Reading # Answer Documents Submitted: 189

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (61%)
  • Reporting Category 2: 9.9 (62%)
  • Reporting Category 3: 7.8 (56%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 8%

39%
30%
23%
8%
Males: (Average Scale Score: 1,506, Tested: 101, Did Not Meet Grade Level Performance: 41%, Approaches: 27%, Meets: 25%, Masters: 7%)
41%
27%
25%
7%
Females: (Average Scale Score: 1,504, Tested: 88, Did Not Meet Grade Level Performance: 38%, Approaches: 32%, Meets: 21%, Masters: 10%)
38%
32%
21%
10%
Hispanic: (Average Scale Score: 1,508, Tested: 138, Did Not Meet Grade Level Performance: 40%, Approaches: 28%, Meets: 23%, Masters: 9%)
40%
28%
23%
9%
Black: (Average Scale Score: 1,514, Tested: 17, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 23%, Masters: 6%)
29%
42%
23%
6%
White: (Average Scale Score: 1,489, Tested: 30, Did Not Meet Grade Level Performance: 43%, Approaches: 27%, Meets: 23%, Masters: 7%)
43%
27%
23%
7%

    Science Average Scale Score
    (5th Grade)

  • All3,624
  • Males3,680
  • Females3,560
  • Hispanic3,600
  • Black3,679
  • White3,660
Science Average Scale Score:

3,624
State:

3,771
Science students tested: 190
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 191

Science Avg Items Correct:
  • Reporting Category 1: 3.8 (63%)
  • Reporting Category 2: 5.1 (64%)
  • Reporting Category 3: 5.8 (58%)
  • Reporting Category 4: 7.3 (61%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 7%

41%
36%
16%
7%
Males: (Average Scale Score: 3,680, Tested: 101, Did Not Meet Grade Level Performance: 38%, Approaches: 33%, Meets: 18%, Masters: 11%)
38%
33%
18%
11%
Females: (Average Scale Score: 3,560, Tested: 89, Did Not Meet Grade Level Performance: 44%, Approaches: 40%, Meets: 13%, Masters: 3%)
44%
40%
13%
3%
Hispanic: (Average Scale Score: 3,600, Tested: 138, Did Not Meet Grade Level Performance: 43%, Approaches: 35%, Meets: 17%, Masters: 5%)
43%
35%
17%
5%
Black: (Average Scale Score: 3,679, Tested: 17, Did Not Meet Grade Level Performance: 29%, Approaches: 53%, Meets: 6%, Masters: 12%)
29%
53%
6%
12%
White: (Average Scale Score: 3,660, Tested: 31, Did Not Meet Grade Level Performance: 39%, Approaches: 32%, Meets: 16%, Masters: 13%)
39%
32%
16%
13%

5th Grade (Spanish)
Math students tested: 4
Math # Answer Documents Submitted: 4


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


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


6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,601
  • Males1,610
  • Females1,593
  • Hispanic1,599
  • Black1,573
  • White1,623
Math Average Scale Score:

1,601
State:

1,546
Math students tested: 240
Math # Answer Documents Submitted: 240

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (53%)
  • Reporting Category 2: 7.3 (49%)
  • Reporting Category 3: 2.7 (45%)
  • Reporting Category 4: 3.2 (45%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 9%

31%
37%
23%
9%
Males: (Average Scale Score: 1,610, Tested: 114, Did Not Meet Grade Level Performance: 26%, Approaches: 43%, Meets: 23%, Masters: 8%)
26%
43%
23%
8%
Females: (Average Scale Score: 1,593, Tested: 126, Did Not Meet Grade Level Performance: 36%, Approaches: 31%, Meets: 23%, Masters: 10%)
36%
31%
23%
10%
Hispanic: (Average Scale Score: 1,599, Tested: 177, Did Not Meet Grade Level Performance: 32%, Approaches: 37%, Meets: 23%, Masters: 8%)
32%
37%
23%
8%
Black: (Average Scale Score: 1,573, Tested: 19, Did Not Meet Grade Level Performance: 37%, Approaches: 31%, Meets: 32%, Masters: 0%)
37%
31%
32%
White: (Average Scale Score: 1,623, Tested: 39, Did Not Meet Grade Level Performance: 26%, Approaches: 38%, Meets: 15%, Masters: 21%)
26%
38%
15%
21%

    Reading Average Scale Score
    (6th Grade)

  • All1,520
  • Males1,518
  • Females1,521
  • Hispanic1,519
  • Black1,478
  • White1,543
Reading Average Scale Score:

1,520
State:

1,457
Reading students tested: 240
Reading # Answer Documents Submitted: 240

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 10.6 (62%)
  • Reporting Category 3: 7.5 (50%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 6%

45%
32%
17%
6%
Males: (Average Scale Score: 1,518, Tested: 114, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 18%, Masters: 5%)
46%
31%
18%
5%
Females: (Average Scale Score: 1,521, Tested: 126, Did Not Meet Grade Level Performance: 45%, Approaches: 33%, Meets: 15%, Masters: 7%)
45%
33%
15%
7%
Hispanic: (Average Scale Score: 1,519, Tested: 177, Did Not Meet Grade Level Performance: 46%, Approaches: 34%, Meets: 14%, Masters: 6%)
46%
34%
14%
6%
Black: (Average Scale Score: 1,478, Tested: 19, Did Not Meet Grade Level Performance: 58%, Approaches: 21%, Meets: 21%, Masters: 0%)
58%
21%
21%
White: (Average Scale Score: 1,543, Tested: 39, Did Not Meet Grade Level Performance: 33%, Approaches: 36%, Meets: 23%, Masters: 8%)
33%
36%
23%
8%

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

  • Hispanic2
  • Black2
  • White2
  • Multirace2
Students without disabilities who were referred to a law enforcement agency or official: 8 (male: 6, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

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

17.7
State:

17.4

    Students without disabilities who received a school-related arrest

  • Hispanic2
  • Black2
  • White2
  • Multirace2
Students without disabilities who received a school-related arrest: 8 (male: 6, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

Students without disabilities who received a school-related arrest per 1,000 students
Here:

17.7
State:

13.1


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
  • Black7
  • White10
  • LEP4
  • IDEA7
  • 5042
Chronic Student Absenteeism: 47 (male: 21, female: 26)
  • Hispanic: 28 (male: 14, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 10 (male: 2, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

104.0
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)

Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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 mechanical restraint: 4 (all male)
  • Black: 2
  • Two or More Races: 2

Non-IDEA students subjected to mechanical restraint per 1,000 students
School:

8.8
Texas:

5.4

Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Black: 2

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

4.4
Texas:

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

  • Hispanic89
  • Black71
  • White18
  • Multirace16
  • LEP12
  • IDEA37
  • 50410
School days missed due to out-of-school suspension: 194 (male: 142, female: 52)
  • Hispanic: 89 (male: 62, female: 27)
  • Black: 71 (male: 54, female: 17)
  • White: 18 (male: 13, female: 5)
  • Two or More Races: 16 (male: 13, female: 3)
  • Limited English Proficiency (LEP): 12 (male: 6, female: 6)
  • Individuals With Disabilities Education Act (IDEA): 37 (all male)
  • Section 504: 10 (male: 9, female: 1)

Instances of out-of-school suspension (Students without disabilities): 49

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
O'Hara Lanier Middle School:

108.4
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic91
  • American Indian4
  • Black31
  • White16
  • Multirace7
  • LEP25
Students without disabilities receiving one or more in-school suspension: 149 (male: 94, female: 55)
  • Hispanic: 91 (male: 56, female: 35)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Black: 31 (male: 20, female: 11)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 25 (male: 17, female: 8)

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

  • Hispanic22
  • Black7
  • White4
  • Multirace2
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 35 (male: 18, female: 17)
  • Hispanic: 22 (male: 11, female: 11)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • Black7
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 18 (male: 14, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

Instances of out-of-school suspension (Students with disabilities): 14

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

31.0
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 4

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

8.8
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic13
  • Black7
  • White7
  • Multirace5
  • 50410
Students with disabilities receiving one or more in-school suspension: 32 (male: 23, female: 9)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 5 (all male)
  • Section 504: 10 (male: 8, female: 2)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Black5
  • Multirace2
  • 5044
Students with disabilities receiving only one out-of-school suspension: 9 (all male)
  • Hispanic: 2
  • Black: 5
  • Two or More Races: 2
  • Section 504: 4

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic5
  • Black2
  • Multirace2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 9 (all male)
  • Hispanic: 5
  • Black: 2
  • Two or More Races: 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 without disabilities transferred to an alternative school for disciplinary reasons

  • Hispanic10
  • Black5
  • White2
  • Multirace2
Students without disabilities transferred to an alternative school for disciplinary reasons: 19 (male: 17, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 5 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here:

42.0
State:

49.7

    Students with disabilities transferred to an alternative school for disciplinary reasons

  • Hispanic2
  • Black2
  • Multirace2
  • 5042
Students with disabilities transferred to an alternative school for disciplinary reasons: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • Two or More Races: 2
  • Section 504: 2

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

13.3
Texas:

5.9

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