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Pleasanton Int School in Pleasanton, TX
(05-06 • Public • Regular School)

Address
 1208 JOLLY ST
Pleasanton, TX 78064
Telephone
(830) 569-1310
(make sure to verify first before calling)
Website
http://www.pisd.us
Students
530
Classroom Teachers (FTE)
36.8
Free lunch eligible students
247
Reduced-price lunch
eligible students
40
School district
PLEASANTON ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 530
Enrollment in 2015: 536
Enrollment in 2014: 512
Enrollment in 2013: 554
Enrollment in 2012: 540
Enrollment in 2011: 524
Enrollment in 2010: 508
Enrollment in 2009: 547
Enrollment in 2008: 552
Enrollment in 2007: 493
Enrollment in 2006: 493
Enrollment in 2005: 532
Enrollment in 2004: 524
Enrollment in 2003: 525
Enrollment in 2002: 525
Enrollment in 2001: 525
Enrollment in 2000: 496
Enrollment in 1999: 520

Pleasanton Int School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06Total
All students252278530
Female students109130239
Male students143148291
American Indian/Alaska Native students1 - 1
Asian students1 - 1
Hispanic students181192373
Black students134
White students6476140
Hawaiian Native/Pacific Islander students - 11
Two or More Races students4610

Enrollment by grade:
5th grade enrollment: 252
6th grade enrollment: 278

Pleasanton Int School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 239 (45.1%)
School:

45.1%
State:

49.0%
Male enrollment: 291 (54.9%)
Here:

54.9%
Texas:

50.1%

Pleasanton Int School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
School:

0.2%
State:

0.4%
Asian enrollment: 1 (0.2%)
Here:

0.2%
Texas:

3.1%
Hispanic enrollment: 373 (70.4%)
Pleasanton Int School:

70.4%
Texas:

46.9%
Black enrollment: 4 (0.8%)
Pleasanton Int School:

0.8%
Texas:

11.6%
White enrollment: 140 (26.4%)
Here:

26.4%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
Pleasanton Int School:

0.2%
Texas:

0.1%
Two or More Races enrollment: 10 (1.9%)
Pleasanton Int School:

1.9%
Texas:

2.1%

Pleasanton Int School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 287 (54.2%)
Pleasanton Int School:

54.2%
Texas:

61.6%
Free lunch eligible students: 247 (46.6%)
Here:

46.6%
State:

55.4%
Reduced-price lunch eligible students: 40 (7.5%)
Pleasanton Int School:

7.5%
Texas:

6.2%

Pleasanton Int School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 36.8

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 11

Student/Teacher Ratio
Pleasanton Int School:

14.4
State:

15.6

Pleasanton Int School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,192,994
  • Full-time Equivalency Count of Teachers: 36.8 (Salary Expenditures: $1,664,882)
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $142,179)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $222,341)
  • Full-time Equivalency Count of School Administration Staff: 6.5 (Salary Expenditures: $237,912)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $330,159
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,290,768
  • Salary Expenditures for Teachers: $1,642,961
  • Full-time Equivalency Count of Instructional Aides: 9 (Salary Expenditures: $159,523)
  • Full-time Equivalency Count of Support Services Staff: 8.5 (Salary Expenditures: $250,373)
  • Full-time Equivalency Count of School Administration Staff: 6.5 (Salary Expenditures: $237,912)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $339,152

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 16 (male: 5, female: 11)
  • Hispanic: 16 (male: 5, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 51 (male: 38, female: 13)
  • Hispanic: 44 (male: 31, female: 13)
  • White: 7 (all male)

    Students with disabilities served under Section 504

  • Hispanic106
  • American Indian2
  • Native Hawaiian2
  • Black2
  • White28
  • LEP5
Students with disabilities served under Section 504: 140 (male: 80, female: 60)
  • Hispanic: 106 (male: 56, female: 50)
  • American Indian / Alaska Native: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 28 (male: 20, female: 8)
  • Limited English Proficiency (LEP): 5 (all female)

Retention:
Show data for

(State average from 1,975 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 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)

Percent of 5th grade students retained
Here:

1.6%
State:

4.3%
Total number of students retained in 6th grade: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 4 (male: 2, female: 2)

Percent of 6th grade students retained
Pleasanton Int School:

2.5%
Texas:

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: 35 (male: 19, female: 16)
  • Hispanic: 13 (male: 8, female: 5)
  • White: 22 (male: 11, female: 11)

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

66.0
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,233 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)

  • All1,562
  • Males1,558
  • Females1,565
  • Hispanic1,538
  • White1,609
Math Average Scale Score:

1,562
Texas:

1,595
Math students tested: 232
# Absent - Not Tested: 4
Math # Answer Documents Submitted: 236

Math Avg Items Correct:
  • Reporting Category 1: 3.7 (62%)
  • Reporting Category 2: 9.5 (56%)
  • Reporting Category 3: 5.3 (58%)
  • Reporting Category 4: 2.2 (55%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 12%

38%
31%
20%
12%
Males: (Average Scale Score: 1,558, Tested: 110, Did Not Meet Grade Level Performance: 40%, Approaches: 28%, Meets: 21%, Masters: 11%)
40%
28%
21%
11%
Females: (Average Scale Score: 1,565, Tested: 122, Did Not Meet Grade Level Performance: 35%, Approaches: 33%, Meets: 20%, Masters: 12%)
35%
33%
20%
12%
Hispanic: (Average Scale Score: 1,538, Tested: 161, Did Not Meet Grade Level Performance: 45%, Approaches: 30%, Meets: 18%, Masters: 7%)
45%
30%
18%
7%
White: (Average Scale Score: 1,609, Tested: 68, Did Not Meet Grade Level Performance: 22%, Approaches: 32%, Meets: 25%, Masters: 21%)
22%
32%
25%
21%

    Reading Average Scale Score
    (5th Grade)

  • All1,489
  • Males1,482
  • Females1,495
  • Hispanic1,462
  • White1,545
Reading Average Scale Score:

1,489
Texas:

1,523
Reading students tested: 233
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 236

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (58%)
  • Reporting Category 2: 9.2 (57%)
  • Reporting Category 3: 8.4 (60%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 14%

47%
23%
16%
14%
Males: (Average Scale Score: 1,482, Tested: 111, Did Not Meet Grade Level Performance: 50%, Approaches: 22%, Meets: 18%, Masters: 10%)
50%
22%
18%
10%
Females: (Average Scale Score: 1,495, Tested: 122, Did Not Meet Grade Level Performance: 44%, Approaches: 24%, Meets: 14%, Masters: 18%)
44%
24%
14%
18%
Hispanic: (Average Scale Score: 1,462, Tested: 162, Did Not Meet Grade Level Performance: 58%, Approaches: 21%, Meets: 11%, Masters: 10%)
58%
21%
11%
10%
White: (Average Scale Score: 1,545, Tested: 68, Did Not Meet Grade Level Performance: 22%, Approaches: 29%, Meets: 25%, Masters: 24%)
22%
29%
25%
24%

    Science Average Scale Score
    (5th Grade)

  • All3,669
  • Males3,698
  • Females3,644
  • Hispanic3,550
  • White3,930
Science Average Scale Score:

3,669
Texas:

3,760
Science students tested: 230
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 234

Science Avg Items Correct:
  • Reporting Category 1: 3.5 (58%)
  • Reporting Category 2: 4.9 (62%)
  • Reporting Category 3: 6.7 (67%)
  • Reporting Category 4: 7.3 (61%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 12%

39%
28%
21%
12%
Males: (Average Scale Score: 3,698, Tested: 109, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 23%, Masters: 13%)
36%
28%
23%
13%
Females: (Average Scale Score: 3,644, Tested: 121, Did Not Meet Grade Level Performance: 41%, Approaches: 28%, Meets: 19%, Masters: 12%)
41%
28%
19%
12%
Hispanic: (Average Scale Score: 3,550, Tested: 159, Did Not Meet Grade Level Performance: 48%, Approaches: 27%, Meets: 17%, Masters: 8%)
48%
27%
17%
8%
White: (Average Scale Score: 3,930, Tested: 68, Did Not Meet Grade Level Performance: 18%, Approaches: 29%, Meets: 31%, Masters: 22%)
18%
29%
31%
22%
5th Grade (Spanish)
Math students tested: 2
Math # Answer Documents Submitted: 2

Reading students tested: 2
Reading # Answer Documents Submitted: 2

Science students tested: 2
Science # Answer Documents Submitted: 2

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,609
  • Males1,623
  • Females1,590
  • Hispanic1,595
  • White1,655
Math Average Scale Score:

1,609
State:

1,541
Math students tested: 243
# Absent - Not Tested: 6
Math # Answer Documents Submitted: 249

Math Avg Items Correct:
  • Reporting Category 1: 5.1 (51%)
  • Reporting Category 2: 7.3 (49%)
  • Reporting Category 3: 3.1 (51%)
  • Reporting Category 4: 3.5 (49%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 11%

26%
43%
20%
11%
Males: (Average Scale Score: 1,623, Tested: 140, Did Not Meet Grade Level Performance: 19%, Approaches: 47%, Meets: 20%, Masters: 14%)
19%
47%
20%
14%
Females: (Average Scale Score: 1,590, Tested: 103, Did Not Meet Grade Level Performance: 35%, Approaches: 39%, Meets: 18%, Masters: 8%)
35%
39%
18%
8%
Hispanic: (Average Scale Score: 1,595, Tested: 178, Did Not Meet Grade Level Performance: 28%, Approaches: 45%, Meets: 20%, Masters: 7%)
28%
45%
20%
7%
White: (Average Scale Score: 1,655, Tested: 57, Did Not Meet Grade Level Performance: 19%, Approaches: 37%, Meets: 19%, Masters: 25%)
19%
37%
19%
25%

    Reading Average Scale Score
    (6th Grade)

  • All1,546
  • Males1,542
  • Females1,551
  • Hispanic1,530
  • White1,597
Reading Average Scale Score:

1,546
Texas:

1,468
Reading students tested: 243
# Absent - Not Tested: 6
Reading # Answer Documents Submitted: 249

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 10.4 (61%)
  • Reporting Category 3: 9 (60%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 10%

38%
38%
14%
10%
Males: (Average Scale Score: 1,542, Tested: 142, Did Not Meet Grade Level Performance: 35%, Approaches: 44%, Meets: 11%, Masters: 10%)
35%
44%
11%
10%
Females: (Average Scale Score: 1,551, Tested: 101, Did Not Meet Grade Level Performance: 42%, Approaches: 30%, Meets: 18%, Masters: 10%)
42%
30%
18%
10%
Hispanic: (Average Scale Score: 1,530, Tested: 178, Did Not Meet Grade Level Performance: 42%, Approaches: 39%, Meets: 13%, Masters: 6%)
42%
39%
13%
6%
White: (Average Scale Score: 1,597, Tested: 57, Did Not Meet Grade Level Performance: 23%, Approaches: 35%, Meets: 19%, Masters: 23%)
23%
35%
19%
23%

Health & Safety


Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic19
  • White7
  • Multirace2
  • IDEA4
  • 5047
Chronic Student Absenteeism: 28 (male: 10, female: 18)
  • Hispanic: 19 (male: 8, female: 11)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

52.8
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: 4 (all male)
  • Hispanic: 4
  • Section 504: 1

    Students without disabilities receiving one or more in-school suspension

  • Hispanic31
  • Black2
  • White10
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 45 (male: 35, female: 10)
  • Hispanic: 31 (male: 26, female: 5)
  • Black: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • White2
  • LEP2
  • 50416
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 16

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: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • White: 2 (all male)

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

22.6
State:

49.7

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