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Perez Elementary School in Austin, 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 55
Address
 7500 S PLEASANT VLY RD
Austin, TX 78744
Telephone
(512) 841-9100
(make sure to verify first before calling)
City-data.com school rating
55
Students
752
Classroom Teachers (FTE)
53.4
Free lunch eligible students
612
Reduced-price lunch
eligible students
66
School district
AUSTIN 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:
BLAZIER EL (1.1 miles):

79
Perez Elementary School:

55
LANGFORD EL (0.9 miles):

38
PALM EL (0.9 miles):

38
REAL LEARNING ACADEMY (1.6 miles):

32
SCI-TECH PREPARATORY (1.6 miles):

29
WIDEN EL (1.6 miles):

17
MENDEZ M S (1.5 miles):

11
ALTAMIRA ACADEMY (1.5 miles):

9
Perez Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
Perez Elementary School:

55

Students & Teachers


Total enrollment:
Enrollment in 2016: 752
Enrollment in 2015: 804
Enrollment in 2014: 871
Enrollment in 2013: 847
Enrollment in 2012: 900
Enrollment in 2011: 888
Enrollment in 2010: 803
Enrollment in 2009: 703
Enrollment in 2008: 744
Enrollment in 2007: 648

Perez Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students8910411412211511593752
Female students46555863566041379
Male students43495659595552373
American Indian/Alaska Native students - - - - 1 - 12
Asian students - - - - - - 11
Hispanic students778010011210510878660
Black students5159853752
White students754222628
Hawaiian Native/Pacific Islander students - 1 - - - - - 1
Two or More Races students - 31 - 22 - 8

Enrollment by grade:
Pre-Kindergarten enrollment: 89
Kindergarten enrollment: 104
1st grade enrollment: 114
2nd grade enrollment: 122
3rd grade enrollment: 115
4th grade enrollment: 115
5th grade enrollment: 93

Perez Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 379 (50.4%)
Here:

50.4%
Texas:

49.0%
Male enrollment: 373 (49.6%)
Perez Elementary School:

49.6%
State:

50.1%

Perez Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
Here:

0.3%
Texas:

0.4%
Asian enrollment: 1 (0.1%)
Here:

0.1%
State:

3.1%
Hispanic enrollment: 660 (87.8%)
School:

87.8%
Texas:

46.9%
Black enrollment: 52 (6.9%)
Here:

6.9%
State:

11.6%
White enrollment: 28 (3.7%)
School:

3.7%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Perez Elementary School:

0.1%
Texas:

0.1%
Two or More Races enrollment: 8 (1.1%)
Here:

1.1%
Texas:

2.1%

Perez Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 678 (90.2%)
School:

90.2%
State:

61.6%
Free lunch eligible students: 612 (81.4%)
Perez Elementary School:

81.4%
Texas:

55.4%
Reduced-price lunch eligible students: 66 (8.8%)
Perez Elementary School:

8.8%
Texas:

6.2%

Perez Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 53.4

Number of FTE teachers in their first year of teaching: 4.7
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 11.9
Number of FTE nurses: 0.5

Student/Teacher Ratio
School:

14.1
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,372,931
  • Full-time Equivalency Count of Teachers: 47 (Salary Expenditures: $2,555,501)
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $189,421)
  • Full-time Equivalency Count of Support Services Staff: 13.7 (Salary Expenditures: $429,567)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $198,442)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $211,567
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,067,177
  • Salary Expenditures for Teachers: $2,803,777
  • Full-time Equivalency Count of Instructional Aides: 10.9 (Salary Expenditures: $301,110)
  • Full-time Equivalency Count of Support Services Staff: 24.8 (Salary Expenditures: $735,923)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $226,367)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $555,336

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic376
  • White2
  • Multirace2
  • IDEA22
Students Enrolled in LEP Programs: 380 (male: 190, female: 190)
  • Hispanic: 376 (male: 188, female: 188)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 17, 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

  • Hispanic65
  • Black8
  • White4
  • LEP26
Students with disabilities served under IDEA: 77 (male: 51, female: 26)
  • Hispanic: 65 (male: 43, female: 22)
  • Black: 8 (male: 4, female: 4)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 26 (male: 19, female: 7)

    Students with disabilities served under Section 504

  • Hispanic34
  • Black4
  • White2
  • Multirace2
  • LEP13
Students with disabilities served under Section 504: 42 (male: 26, female: 16)
  • Hispanic: 34 (male: 20, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)

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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 1st grade students retained
Here:

3.5%
State:

6.1%
Total number of students retained in 2nd grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 2nd grade students retained
Perez Elementary School:

1.6%
State:

4.8%
Total number of students retained in 3rd grade: 2 (all male)
  • Hispanic: 2

Percent of 3rd grade students retained
Perez Elementary School:

1.7%
State:

4.1%

    Total number of students retained in 5th grade

  • Hispanic19
  • American Indian2
  • Black2
  • White2
  • LEP10
  • 5042
Total number of students retained in 5th grade: 25 (male: 12, female: 13)
  • Hispanic: 19 (male: 8, female: 11)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Section 504: 2 (all male)

Percent of 5th grade students retained
Perez Elementary School:

26.9%
Texas:

4.3%

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

  • Hispanic25
  • Asian2
  • White4
  • LEP10
Gifted and Talented Student Enrollment: 31 (male: 15, female: 16)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)

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

41.2
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)

  • All1,446
  • Males1,428
  • Females1,461
  • Hispanic1,445
Math Average Scale Score:

1,446
State:

1,453
Math students tested: 82
Math # Answer Documents Submitted: 82

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 7.9 (61%)
  • Reporting Category 3: 4.1 (59%)
  • Reporting Category 4: 2.7 (66%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 23%

32%
30%
15%
23%
Males: (Average Scale Score: 1,428, Tested: 37, Did Not Meet Grade Level Performance: 41%, Approaches: 29%, Meets: 8%, Masters: 22%)
41%
29%
8%
22%
Females: (Average Scale Score: 1,461, Tested: 45, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 20%, Masters: 24%)
24%
32%
20%
24%
Hispanic: (Average Scale Score: 1,445, Tested: 76, Did Not Meet Grade Level Performance: 32%, Approaches: 32%, Meets: 12%, Masters: 24%)
32%
32%
12%
24%

    Reading Average Scale Score
    (3rd Grade)

  • All1,424
  • Males1,412
  • Females1,433
  • Hispanic1,406
Reading Average Scale Score:

1,424
Texas:

1,423
Reading students tested: 35
Reading # Answer Documents Submitted: 35

Reading Avg Items Correct:
  • Reporting Category 1: 3.8 (76%)
  • Reporting Category 2: 8.9 (60%)
  • Reporting Category 3: 8.9 (64%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 23%

29%
40%
8%
23%
Males: (Average Scale Score: 1,412, Tested: 16, Did Not Meet Grade Level Performance: 38%, Approaches: 32%, Meets: 6%, Masters: 25%)
38%
32%
6%
25%
Females: (Average Scale Score: 1,433, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 47%, Meets: 11%, Masters: 21%)
21%
47%
11%
21%
Hispanic: (Average Scale Score: 1,406, Tested: 29, Did Not Meet Grade Level Performance: 31%, Approaches: 41%, Meets: 11%, Masters: 17%)
31%
41%
11%
17%
3rd Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3

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

  • All1,409
  • Males1,357
  • Females1,449
  • Hispanic1,409
Reading Average Scale Score:

1,409
Texas:

956
Reading students tested: 50
Reading # Answer Documents Submitted: 50

Reading Avg Items Correct:
  • Reporting Category 1: 3.4 (69%)
  • Reporting Category 2: 9.3 (62%)
  • Reporting Category 3: 8.5 (61%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 26%

28%
32%
14%
26%
Males: (Average Scale Score: 1,357, Tested: 22, Did Not Meet Grade Level Performance: 41%, Approaches: 36%, Meets: 9%, Masters: 14%)
41%
36%
9%
14%
Females: (Average Scale Score: 1,449, Tested: 28, Did Not Meet Grade Level Performance: 18%, Approaches: 28%, Meets: 18%, Masters: 36%)
18%
28%
18%
36%
Hispanic: (Average Scale Score: 1,409, Tested: 50, Did Not Meet Grade Level Performance: 28%, Approaches: 32%, Meets: 14%, Masters: 26%)
28%
32%
14%
26%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,516
  • Males1,494
  • Females1,537
  • Hispanic1,514
Math Average Scale Score:

1,516
State:

1,546
Math students tested: 109
Math # Answer Documents Submitted: 110

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (58%)
  • Reporting Category 2: 6.2 (56%)
  • Reporting Category 3: 6.1 (61%)
  • Reporting Category 4: 2.5 (62%)

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

35%
30%
21%
14%
Males: (Average Scale Score: 1,494, Tested: 54, Did Not Meet Grade Level Performance: 46%, Approaches: 24%, Meets: 19%, Masters: 11%)
46%
24%
19%
11%
Females: (Average Scale Score: 1,537, Tested: 55, Did Not Meet Grade Level Performance: 24%, Approaches: 36%, Meets: 24%, Masters: 16%)
24%
36%
24%
16%
Hispanic: (Average Scale Score: 1,514, Tested: 102, Did Not Meet Grade Level Performance: 35%, Approaches: 31%, Meets: 20%, Masters: 14%)
35%
31%
20%
14%

    Reading Average Scale Score
    (4th Grade)

  • All1,458
  • Males1,435
  • Females1,477
  • Hispanic1,460
Reading Average Scale Score:

1,458
State:

1,496
Reading students tested: 61
Reading # Answer Documents Submitted: 61

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 8.9 (59%)
  • Reporting Category 3: 7.4 (57%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 13%

39%
33%
15%
13%
Males: (Average Scale Score: 1,435, Tested: 27, Did Not Meet Grade Level Performance: 41%, Approaches: 40%, Meets: 8%, Masters: 11%)
41%
40%
8%
11%
Females: (Average Scale Score: 1,477, Tested: 34, Did Not Meet Grade Level Performance: 38%, Approaches: 27%, Meets: 20%, Masters: 15%)
38%
27%
20%
15%
Hispanic: (Average Scale Score: 1,460, Tested: 54, Did Not Meet Grade Level Performance: 37%, Approaches: 35%, Meets: 17%, Masters: 11%)
37%
35%
17%
11%

    Writing Average Scale Score
    (4th Grade)

  • All3,342
  • Males3,376
  • Females3,314
  • Hispanic3,359
Writing Average Scale Score:

3,342
Texas:

3,570
Writing students tested: 59
Writing # Answer Documents Submitted: 59

Writing Avg Items Correct:
  • Reporting Category 1: 2.3 (29%)
  • Reporting Category 2: 3.5 (43%)
  • Reporting Category 3: 9.1 (57%)

Did Not Meet Grade Level Performance: 64%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 2%

64%
19%
15%
2%
Males: (Average Scale Score: 3,376, Tested: 27, Did Not Meet Grade Level Performance: 63%, Approaches: 22%, Meets: 11%, Masters: 4%)
63%
22%
11%
4%
Females: (Average Scale Score: 3,314, Tested: 32, Did Not Meet Grade Level Performance: 66%, Approaches: 15%, Meets: 19%, Masters: 0%)
66%
15%
19%
Hispanic: (Average Scale Score: 3,359, Tested: 52, Did Not Meet Grade Level Performance: 62%, Approaches: 21%, Meets: 17%, Masters: 0%)
62%
21%
17%
4th Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3

    Reading Average Scale Score
    (4th Grade (Spanish))

  • All1,500
  • Males1,438
  • Females1,573
  • Hispanic1,500
Reading Average Scale Score:

1,500
Texas:

815
Reading students tested: 52
Reading # Answer Documents Submitted: 52

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 10.2 (68%)
  • Reporting Category 3: 7.7 (59%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 23%

23%
46%
8%
23%
Males: (Average Scale Score: 1,438, Tested: 28, Did Not Meet Grade Level Performance: 36%, Approaches: 46%, Meets: 7%, Masters: 11%)
36%
46%
7%
11%
Females: (Average Scale Score: 1,573, Tested: 24, Did Not Meet Grade Level Performance: 8%, Approaches: 46%, Meets: 8%, Masters: 38%)
8%
46%
8%
38%
Hispanic: (Average Scale Score: 1,500, Tested: 52, Did Not Meet Grade Level Performance: 23%, Approaches: 46%, Meets: 8%, Masters: 23%)
23%
46%
8%
23%

    Writing Average Scale Score
    (4th Grade (Spanish))

  • All3,750
  • Males3,506
  • Females4,012
  • Hispanic3,750
Writing Average Scale Score:

3,750
State:

2,017
Writing students tested: 54
Writing # Answer Documents Submitted: 54

Writing Avg Items Correct:
  • Reporting Category 1: 3.9 (48%)
  • Reporting Category 2: 4.8 (60%)
  • Reporting Category 3: 10.7 (67%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 15%

43%
22%
20%
15%
Males: (Average Scale Score: 3,506, Tested: 28, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 22%, Masters: 7%)
57%
14%
22%
7%
Females: (Average Scale Score: 4,012, Tested: 26, Did Not Meet Grade Level Performance: 27%, Approaches: 31%, Meets: 19%, Masters: 23%)
27%
31%
19%
23%
Hispanic: (Average Scale Score: 3,750, Tested: 54, Did Not Meet Grade Level Performance: 43%, Approaches: 22%, Meets: 20%, Masters: 15%)
43%
22%
20%
15%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,617
  • Males1,621
  • Females1,614
  • Hispanic1,612
  • Multirace1,619
Math Average Scale Score:

1,617
State:

1,603
Math students tested: 104
Math # Answer Documents Submitted: 104

Math Avg Items Correct:
  • Reporting Category 1: 3.8 (63%)
  • Reporting Category 2: 11.2 (66%)
  • Reporting Category 3: 6.3 (70%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 25%

15%
31%
29%
25%
Males: (Average Scale Score: 1,621, Tested: 45, Did Not Meet Grade Level Performance: 9%, Approaches: 40%, Meets: 29%, Masters: 22%)
9%
40%
29%
22%
Females: (Average Scale Score: 1,614, Tested: 59, Did Not Meet Grade Level Performance: 20%, Approaches: 24%, Meets: 29%, Masters: 27%)
20%
24%
29%
27%
Hispanic: (Average Scale Score: 1,612, Tested: 93, Did Not Meet Grade Level Performance: 16%, Approaches: 31%, Meets: 27%, Masters: 26%)
16%
31%
27%
26%
Multirace: (Average Scale Score: 1,619, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 60%, Masters: 0%)
40%
60%

    Reading Average Scale Score
    (5th Grade)

  • All1,562
  • Males1,535
  • Females1,581
  • Hispanic1,568
  • Multirace1,581
Reading Average Scale Score:

1,562
State:

1,546
Reading students tested: 66
Reading # Answer Documents Submitted: 66

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 11.2 (70%)
  • Reporting Category 3: 9.4 (67%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 24%

27%
25%
24%
24%
Males: (Average Scale Score: 1,535, Tested: 27, Did Not Meet Grade Level Performance: 37%, Approaches: 22%, Meets: 22%, Masters: 19%)
37%
22%
22%
19%
Females: (Average Scale Score: 1,581, Tested: 39, Did Not Meet Grade Level Performance: 21%, Approaches: 25%, Meets: 26%, Masters: 28%)
21%
25%
26%
28%
Hispanic: (Average Scale Score: 1,568, Tested: 56, Did Not Meet Grade Level Performance: 27%, Approaches: 21%, Meets: 25%, Masters: 27%)
27%
21%
25%
27%
Multirace: (Average Scale Score: 1,581, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 20%, Masters: 20%)
20%
40%
20%
20%

    Science Average Scale Score
    (5th Grade)

  • All3,807
  • Males3,879
  • Females3,740
  • Hispanic3,808
  • Multirace3,822
Science Average Scale Score:

3,807
Texas:

3,771
Science students tested: 50
# Absent - Not Tested: 2
Science # Answer Documents Submitted: 52

Science Avg Items Correct:
  • Reporting Category 1: 4.3 (71%)
  • Reporting Category 2: 5.8 (73%)
  • Reporting Category 3: 6.7 (67%)
  • Reporting Category 4: 8.1 (67%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 4%

20%
46%
30%
4%
Males: (Average Scale Score: 3,879, Tested: 24, Did Not Meet Grade Level Performance: 13%, Approaches: 50%, Meets: 34%, Masters: 4%)
13%
50%
34%
4%
Females: (Average Scale Score: 3,740, Tested: 26, Did Not Meet Grade Level Performance: 27%, Approaches: 42%, Meets: 27%, Masters: 4%)
27%
42%
27%
4%
Hispanic: (Average Scale Score: 3,808, Tested: 42, Did Not Meet Grade Level Performance: 19%, Approaches: 48%, Meets: 28%, Masters: 5%)
19%
48%
28%
5%
Multirace: (Average Scale Score: 3,822, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 40%, Masters: 0%)
20%
40%
40%
5th Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3

    Reading Average Scale Score
    (5th Grade (Spanish))

  • All1,560
  • Males1,552
  • Females1,566
  • Hispanic1,553
Reading Average Scale Score:

1,560
State:

683
Reading students tested: 41
Reading # Answer Documents Submitted: 41

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 10.7 (67%)
  • Reporting Category 3: 8.5 (61%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 15%

17%
39%
29%
15%
Males: (Average Scale Score: 1,552, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 44%, Meets: 28%, Masters: 11%)
17%
44%
28%
11%
Females: (Average Scale Score: 1,566, Tested: 23, Did Not Meet Grade Level Performance: 17%, Approaches: 35%, Meets: 31%, Masters: 17%)
17%
35%
31%
17%
Hispanic: (Average Scale Score: 1,553, Tested: 40, Did Not Meet Grade Level Performance: 18%, Approaches: 40%, Meets: 30%, Masters: 13%)
18%
40%
30%
13%

    Science Average Scale Score
    (5th Grade (Spanish))

  • All3,764
  • Males3,720
  • Females3,793
  • Hispanic3,746
Science Average Scale Score:

3,764
State:

857
Science students tested: 55
Science # Answer Documents Submitted: 55

Science Avg Items Correct:
  • Reporting Category 1: 3.8 (64%)
  • Reporting Category 2: 6.2 (77%)
  • Reporting Category 3: 6.1 (61%)
  • Reporting Category 4: 8 (67%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 7%

27%
42%
24%
7%
Males: (Average Scale Score: 3,720, Tested: 22, Did Not Meet Grade Level Performance: 18%, Approaches: 64%, Meets: 18%, Masters: 0%)
18%
64%
18%
Females: (Average Scale Score: 3,793, Tested: 33, Did Not Meet Grade Level Performance: 33%, Approaches: 28%, Meets: 27%, Masters: 12%)
33%
28%
27%
12%
Hispanic: (Average Scale Score: 3,746, Tested: 54, Did Not Meet Grade Level Performance: 28%, Approaches: 42%, Meets: 24%, Masters: 6%)
28%
42%
24%
6%

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: 11

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Perez Elementary School:

16.0
State:

38.0

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

  • Hispanic4
  • Black2
  • White2
  • LEP2
Students without disabilities who were referred to a law enforcement agency or official: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

10.6
State:

17.4
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Perez Elementary School:

2.7
Texas:

5.4

Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

2.7
Texas:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2


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

  • Hispanic52
  • Black10
  • White5
  • Multirace4
  • LEP16
  • IDEA10
  • 5047
Chronic Student Absenteeism: 71 (male: 38, female: 33)
  • Hispanic: 52 (male: 26, female: 26)
  • Black: 10 (male: 5, female: 5)
  • White: 5 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 11, female: 5)
  • 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
Perez Elementary School:

94.4
Texas:

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 students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Hispanic: 2

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

2.7
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

  • Hispanic12
  • Black22
  • White3
  • LEP1
  • IDEA2
  • 5043
School days missed due to out-of-school suspension: 37 (male: 34, female: 3)
  • Hispanic: 12 (male: 9, female: 3)
  • Black: 22 (all male)
  • White: 3 (all male)
  • Limited English Proficiency (LEP): 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 3 (all male)
Instances of out-of-school suspension (Students without disabilities): 15

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

19.9
State:

102.7
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 2

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

2.7
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 3

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

4.0
Texas:

12.0
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)

Students without Disabilities who received an expulsion with educational services per 1,000 students
School:

10.6
Texas:

32.9

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: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)

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

10.6
State:

49.7

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