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Redland Oaks 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 92
Address
 16650 REDLAND RD
San Antonio, TX 78247
Telephone
(210) 407-6200
(make sure to verify first before calling)
Website
http://www.neisd.net
City-data.com school rating
92
Students
544
Classroom Teachers (FTE)
36.4
Free lunch eligible students
150
Reduced-price lunch
eligible students
38
School district
NORTH EAST ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
LONGS CREEK EL (2.2 miles):

92
Redland Oaks Elementary School:

92
GREAT HEARTS NORTHERN OAKS (0.6 miles):

86
BRADLEY MIDDLE (2.4 miles):

79
THOUSAND OAKS EL (1.2 miles):

77
WETMORE EL (1.5 miles):

77
DRISCOLL MIDDLE (0.3 miles):

54
MADISON H S (2.5 miles):

54
LAUREL RIDGE (0.9 miles):

10
Redland Oaks Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Bexar County:

48
San Antonio:

48
Redland Oaks Elementary School:

92

Students & Teachers


Total enrollment:
Enrollment in 2016: 544
Enrollment in 2015: 505
Enrollment in 2014: 500
Enrollment in 2013: 572
Enrollment in 2012: 589
Enrollment in 2011: 542
Enrollment in 2010: 540
Enrollment in 2009: 575
Enrollment in 2008: 593
Enrollment in 2007: 647
Enrollment in 2006: 669
Enrollment in 2005: 892
Enrollment in 2004: 739
Enrollment in 2003: 610
Enrollment in 2002: 614
Enrollment in 2001: 1,011
Enrollment in 2000: 993
Enrollment in 1999: 994

Redland Oaks Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students104786866747777544
Female students51433232402935262
Male students53353634344842282
American Indian/Alaska Native students - 2 - 1 - - - 3
Asian students413245322
Hispanic students61273130283632245
Black students763135328
White students24382831362736220
Two or More Races students843134326

Enrollment by grade:
Pre-Kindergarten enrollment: 104
Kindergarten enrollment: 78
1st grade enrollment: 68
2nd grade enrollment: 66
3rd grade enrollment: 74
4th grade enrollment: 77
5th grade enrollment: 77

Redland Oaks Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 262 (48.2%)
School:

48.2%
State:

49.0%
Male enrollment: 282 (51.8%)
School:

51.8%
State:

50.1%

Redland Oaks Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.6%)
Redland Oaks Elementary School:

0.6%
Texas:

0.4%
Asian enrollment: 22 (4.0%)
Redland Oaks Elementary School:

4.0%
State:

3.1%
Hispanic enrollment: 245 (45.0%)
Redland Oaks Elementary School:

45.0%
State:

46.9%
Black enrollment: 28 (5.1%)
Here:

5.1%
Texas:

11.6%
White enrollment: 220 (40.4%)
School:

40.4%
Texas:

32.3%
Two or More Races enrollment: 26 (4.8%)
Redland Oaks Elementary School:

4.8%
Texas:

2.1%

Redland Oaks Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 188 (34.6%)
Redland Oaks Elementary School:

34.6%
Texas:

61.6%
Free lunch eligible students: 150 (27.6%)
School:

27.6%
Texas:

55.4%
Reduced-price lunch eligible students: 38 (7.0%)
Redland Oaks Elementary School:

7.0%
Texas:

6.2%

Redland Oaks Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 36.4

Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE nurses: 1

Student/Teacher Ratio
School:

15.0
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,809,201
  • Full-time Equivalency Count of Teachers: 36.4 (Salary Expenditures: $1,425,798)
  • Full-time Equivalency Count of Instructional Aides: 2.4 (Salary Expenditures: $48,347)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $179,815)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $155,241)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $400
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,197,580
  • Salary Expenditures for Teachers: $2,265,519
  • Full-time Equivalency Count of Instructional Aides: 15.8 (Salary Expenditures: $321,817)
  • Full-time Equivalency Count of Support Services Staff: 6.4 (Salary Expenditures: $454,503)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $155,241)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $800

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic10
  • Asian13
  • Black2
  • White7
  • IDEA2
Students Enrolled in LEP Programs: 32 (male: 15, female: 17)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 13 (male: 5, female: 8)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 80 (male: 50, female: 30)
  • Hispanic: 38 (male: 25, female: 13)
  • Black: 4 (all female)
  • White: 38 (male: 25, female: 13)

    Students with disabilities served under Section 504

  • Hispanic28
  • American Indian2
  • Asian4
  • Black4
  • White31
  • Multirace4
  • LEP2
Students with disabilities served under Section 504: 73 (male: 48, female: 25)
  • Hispanic: 28 (male: 20, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 31 (male: 20, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

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 Kindergarten

  • Hispanic2
  • Black2
  • White2
  • IDEA2
Total number of students retained in Kindergarten: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of Kindergarten students retained
School:

7.7%
State:

5.2%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic10
  • American Indian2
  • Asian2
  • White13
  • Multirace2
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 29 (male: 17, female: 12)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

53.3
Texas:

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)

  • All1,501
  • Males1,537
  • Females1,459
  • Hispanic1,439
  • White1,554
Math Average Scale Score:

1,501
Texas:

1,453
Math students tested: 64
Math # Answer Documents Submitted: 64

Math Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 9.1 (70%)
  • Reporting Category 3: 4.5 (64%)
  • Reporting Category 4: 3.1 (77%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 27%

16%
26%
31%
27%
Males: (Average Scale Score: 1,537, Tested: 35, Did Not Meet Grade Level Performance: 6%, Approaches: 23%, Meets: 37%, Masters: 34%)
6%
23%
37%
34%
Females: (Average Scale Score: 1,459, Tested: 29, Did Not Meet Grade Level Performance: 28%, Approaches: 31%, Meets: 24%, Masters: 17%)
28%
31%
24%
17%
Hispanic: (Average Scale Score: 1,439, Tested: 31, Did Not Meet Grade Level Performance: 26%, Approaches: 32%, Meets: 26%, Masters: 16%)
26%
32%
26%
16%
White: (Average Scale Score: 1,554, Tested: 25, Did Not Meet Grade Level Performance: 4%, Approaches: 20%, Meets: 44%, Masters: 32%)
4%
20%
44%
32%

    Reading Average Scale Score
    (3rd Grade)

  • All1,464
  • Males1,471
  • Females1,456
  • Hispanic1,419
  • White1,516
Reading Average Scale Score:

1,464
State:

1,423
Reading students tested: 64
Reading # Answer Documents Submitted: 64

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (83%)
  • Reporting Category 2: 10 (66%)
  • Reporting Category 3: 9.7 (70%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 25%

17%
33%
25%
25%
Males: (Average Scale Score: 1,471, Tested: 35, Did Not Meet Grade Level Performance: 9%, Approaches: 34%, Meets: 34%, Masters: 23%)
9%
34%
34%
23%
Females: (Average Scale Score: 1,456, Tested: 29, Did Not Meet Grade Level Performance: 28%, Approaches: 31%, Meets: 13%, Masters: 28%)
28%
31%
13%
28%
Hispanic: (Average Scale Score: 1,419, Tested: 31, Did Not Meet Grade Level Performance: 23%, Approaches: 38%, Meets: 26%, Masters: 13%)
23%
38%
26%
13%
White: (Average Scale Score: 1,516, Tested: 25, Did Not Meet Grade Level Performance: 4%, Approaches: 36%, Meets: 20%, Masters: 40%)
4%
36%
20%
40%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,562
  • Males1,566
  • Females1,558
  • Hispanic1,537
  • White1,581
Math Average Scale Score:

1,562
Texas:

1,546
Math students tested: 60
Math # Answer Documents Submitted: 60

Math Avg Items Correct:
  • Reporting Category 1: 6.2 (69%)
  • Reporting Category 2: 7.4 (67%)
  • Reporting Category 3: 6 (60%)
  • Reporting Category 4: 3 (75%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 15%

22%
35%
28%
15%
Males: (Average Scale Score: 1,566, Tested: 27, Did Not Meet Grade Level Performance: 19%, Approaches: 37%, Meets: 29%, Masters: 15%)
19%
37%
29%
15%
Females: (Average Scale Score: 1,558, Tested: 33, Did Not Meet Grade Level Performance: 24%, Approaches: 34%, Meets: 27%, Masters: 15%)
24%
34%
27%
15%
Hispanic: (Average Scale Score: 1,537, Tested: 31, Did Not Meet Grade Level Performance: 29%, Approaches: 39%, Meets: 19%, Masters: 13%)
29%
39%
19%
13%
White: (Average Scale Score: 1,581, Tested: 24, Did Not Meet Grade Level Performance: 17%, Approaches: 29%, Meets: 41%, Masters: 13%)
17%
29%
41%
13%

    Reading Average Scale Score
    (4th Grade)

  • All1,574
  • Males1,562
  • Females1,584
  • Hispanic1,551
  • White1,592
Reading Average Scale Score:

1,574
State:

1,496
Reading students tested: 60
Reading # Answer Documents Submitted: 60

Reading Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 11.2 (75%)
  • Reporting Category 3: 9.9 (76%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 30%

13%
20%
37%
30%
Males: (Average Scale Score: 1,562, Tested: 27, Did Not Meet Grade Level Performance: 19%, Approaches: 22%, Meets: 33%, Masters: 26%)
19%
22%
33%
26%
Females: (Average Scale Score: 1,584, Tested: 33, Did Not Meet Grade Level Performance: 9%, Approaches: 18%, Meets: 40%, Masters: 33%)
9%
18%
40%
33%
Hispanic: (Average Scale Score: 1,551, Tested: 31, Did Not Meet Grade Level Performance: 16%, Approaches: 26%, Meets: 35%, Masters: 23%)
16%
26%
35%
23%
White: (Average Scale Score: 1,592, Tested: 24, Did Not Meet Grade Level Performance: 8%, Approaches: 17%, Meets: 37%, Masters: 38%)
8%
17%
37%
38%

    Writing Average Scale Score
    (4th Grade)

  • All3,884
  • Males3,758
  • Females3,986
  • Hispanic3,761
  • White4,023
Writing Average Scale Score:

3,884
Texas:

3,570
Writing students tested: 60
Writing # Answer Documents Submitted: 60

Writing Avg Items Correct:
  • Reporting Category 1: 4 (50%)
  • Reporting Category 2: 4.9 (62%)
  • Reporting Category 3: 11.6 (73%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 13%

20%
30%
37%
13%
Males: (Average Scale Score: 3,758, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 41%, Meets: 33%, Masters: 4%)
22%
41%
33%
4%
Females: (Average Scale Score: 3,986, Tested: 33, Did Not Meet Grade Level Performance: 18%, Approaches: 21%, Meets: 40%, Masters: 21%)
18%
21%
40%
21%
Hispanic: (Average Scale Score: 3,761, Tested: 31, Did Not Meet Grade Level Performance: 23%, Approaches: 42%, Meets: 29%, Masters: 6%)
23%
42%
29%
6%
White: (Average Scale Score: 4,023, Tested: 24, Did Not Meet Grade Level Performance: 13%, Approaches: 21%, Meets: 46%, Masters: 21%)
13%
21%
46%
21%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,703
  • Males1,707
  • Females1,700
  • Hispanic1,701
  • White1,719
Math Average Scale Score:

1,703
State:

1,603
Math students tested: 67
Math # Answer Documents Submitted: 67

Math Avg Items Correct:
  • Reporting Category 1: 4.5 (75%)
  • Reporting Category 2: 13.2 (78%)
  • Reporting Category 3: 7.3 (82%)
  • Reporting Category 4: 3.3 (83%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 52%

3%
16%
29%
52%
Males: (Average Scale Score: 1,707, Tested: 33, Did Not Meet Grade Level Performance: 3%, Approaches: 18%, Meets: 24%, Masters: 55%)
3%
18%
24%
55%
Females: (Average Scale Score: 1,700, Tested: 34, Did Not Meet Grade Level Performance: 3%, Approaches: 15%, Meets: 32%, Masters: 50%)
3%
15%
32%
50%
Hispanic: (Average Scale Score: 1,701, Tested: 28, Did Not Meet Grade Level Performance: 4%, Approaches: 10%, Meets: 36%, Masters: 50%)
4%
10%
36%
50%
White: (Average Scale Score: 1,719, Tested: 29, Did Not Meet Grade Level Performance: 0%, Approaches: 21%, Meets: 24%, Masters: 55%)
21%
24%
55%

    Reading Average Scale Score
    (5th Grade)

  • All1,648
  • Males1,637
  • Females1,659
  • Hispanic1,636
  • White1,671
Reading Average Scale Score:

1,648
State:

1,546
Reading students tested: 67
Reading # Answer Documents Submitted: 67

Reading Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 12.5 (78%)
  • Reporting Category 3: 10.8 (77%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 37%

10%
20%
33%
37%
Males: (Average Scale Score: 1,637, Tested: 33, Did Not Meet Grade Level Performance: 15%, Approaches: 21%, Meets: 31%, Masters: 33%)
15%
21%
31%
33%
Females: (Average Scale Score: 1,659, Tested: 34, Did Not Meet Grade Level Performance: 6%, Approaches: 18%, Meets: 35%, Masters: 41%)
6%
18%
35%
41%
Hispanic: (Average Scale Score: 1,636, Tested: 28, Did Not Meet Grade Level Performance: 11%, Approaches: 7%, Meets: 46%, Masters: 36%)
11%
7%
46%
36%
White: (Average Scale Score: 1,671, Tested: 29, Did Not Meet Grade Level Performance: 10%, Approaches: 28%, Meets: 17%, Masters: 45%)
10%
28%
17%
45%

    Science Average Scale Score
    (5th Grade)

  • All4,076
  • Males4,070
  • Females4,081
  • Hispanic4,088
  • White4,150
Science Average Scale Score:

4,076
State:

3,771
Science students tested: 67
Science # Answer Documents Submitted: 67

Science Avg Items Correct:
  • Reporting Category 1: 4.7 (79%)
  • Reporting Category 2: 6.4 (80%)
  • Reporting Category 3: 7.3 (73%)
  • Reporting Category 4: 9.3 (77%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 27%

10%
30%
33%
27%
Males: (Average Scale Score: 4,070, Tested: 33, Did Not Meet Grade Level Performance: 9%, Approaches: 27%, Meets: 34%, Masters: 30%)
9%
27%
34%
30%
Females: (Average Scale Score: 4,081, Tested: 34, Did Not Meet Grade Level Performance: 12%, Approaches: 32%, Meets: 32%, Masters: 24%)
12%
32%
32%
24%
Hispanic: (Average Scale Score: 4,088, Tested: 28, Did Not Meet Grade Level Performance: 14%, Approaches: 22%, Meets: 32%, Masters: 32%)
14%
22%
32%
32%
White: (Average Scale Score: 4,150, Tested: 29, Did Not Meet Grade Level Performance: 7%, Approaches: 31%, Meets: 34%, Masters: 28%)
7%
31%
34%
28%

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

  • Hispanic16
  • White10
  • Multirace2
  • IDEA7
Chronic Student Absenteeism: 28 (male: 18, female: 10)
  • Hispanic: 16 (male: 11, female: 5)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Redland Oaks Elementary School:

51.5
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • White: 2

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

3.7
State:

7.2

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: 13 (all male)
  • Hispanic: 4
  • White: 9
  • Individuals With Disabilities Education Act (IDEA): 12
Instances of out-of-school suspension (All preschool students): 1

Instances of out-of-school suspension per 1,000 students (All preschool students)
Here:

1.8
Texas:

1.4
Preschool children receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students without disabilities): 1

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

1.8
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic7
  • Asian2
  • White16
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 27 (male: 20, female: 7)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 7

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

12.9
State:

27.5
Students with disabilities receiving one or more in-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 5 (all male)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

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