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Reilly 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 51
Address
 405 DENSON DR
Austin, TX 78752
Telephone
(512) 414-4464
(make sure to verify first before calling)
City-data.com school rating
51
Students
274
Classroom Teachers (FTE)
25.4
Free lunch eligible students
234
Reduced-price lunch
eligible students
15
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:
LAMAR M S (1.4 miles):

89
MCCALLUM H S (0.6 miles):

84
BRENTWOOD EL (1.1 miles):

84
BROWN EL (1.3 miles):

54
Reilly Elementary School:

51
RIDGETOP EL (1.1 miles):

49
CEDARS ACADEMY NEXT GENERATION H S AT HIGHLAND (0.7 miles):

32
WEBB PRI CENTER (0.8 miles):

15
WEBB M S (0.9 miles):

14
Reilly Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
Reilly Elementary School:

51

Students & Teachers


Total enrollment:
Enrollment in 2016: 274
Enrollment in 2015: 277
Enrollment in 2014: 332
Enrollment in 2013: 348
Enrollment in 2012: 321
Enrollment in 2011: 302
Enrollment in 2010: 304
Enrollment in 2009: 274
Enrollment in 2008: 264
Enrollment in 2007: 288
Enrollment in 2006: 266
Enrollment in 2005: 243
Enrollment in 2004: 270
Enrollment in 2003: 242
Enrollment in 2002: 270
Enrollment in 2001: 279
Enrollment in 2000: 321
Enrollment in 1999: 299

Reilly Elementary School - Historical enrollment


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

GradePKKGG01G02G03G04G05Total
All students48363742403536274
Female students21171619191716125
Male students27192123211820149
American Indian/Alaska Native students - - 1 - - - - 1
Asian students3322 - 1112
Hispanic students37253235382833228
Black students1313 - 1110
White students731224120
Two or More Races students - 2 - - - 1 - 3

Enrollment by grade:
Pre-Kindergarten enrollment: 48
Kindergarten enrollment: 36
1st grade enrollment: 37
2nd grade enrollment: 42
3rd grade enrollment: 40
4th grade enrollment: 35
5th grade enrollment: 36

Reilly Elementary School - Historical enrollment by grade


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

Female enrollment: 125 (45.6%)
Here:

45.6%
State:

49.0%
Male enrollment: 149 (54.4%)
Reilly Elementary School:

54.4%
Texas:

50.1%

Reilly Elementary School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 1 (0.4%)
School:

0.4%
State:

0.4%
Asian enrollment: 12 (4.4%)
School:

4.4%
Texas:

3.1%
Hispanic enrollment: 228 (83.2%)
Here:

83.2%
State:

46.9%
Black enrollment: 10 (3.6%)
Reilly Elementary School:

3.6%
State:

11.6%
White enrollment: 20 (7.3%)
School:

7.3%
Texas:

32.3%
Two or More Races enrollment: 3 (1.1%)
Reilly Elementary School:

1.1%
State:

2.1%

Reilly Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 249 (90.9%)
School:

90.9%
State:

61.6%
Free lunch eligible students: 234 (85.4%)
Reilly Elementary School:

85.4%
State:

55.4%
Reduced-price lunch eligible students: 15 (5.5%)
School:

5.5%
Texas:

6.2%

Reilly Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 25.4

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 4.3
Number of FTE nurses: 0.3

Student/Teacher Ratio
School:

10.8
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,701,815
  • Full-time Equivalency Count of Teachers: 19 (Salary Expenditures: $1,060,148)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $99,771)
  • Full-time Equivalency Count of Support Services Staff: 7.5 (Salary Expenditures: $315,803)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $226,093)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $167,765
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,128,573
  • Salary Expenditures for Teachers: $1,298,837
  • Full-time Equivalency Count of Instructional Aides: 10 (Salary Expenditures: $217,194)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $362,836)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $249,706)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $287,009

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic172
  • American Indian2
  • Asian10
  • White7
  • IDEA22
Students Enrolled in LEP Programs: 191 (male: 101, female: 90)
  • Hispanic: 172 (male: 86, female: 86)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 10 (male: 8, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)

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: 39 (male: 29, female: 10)
  • Hispanic: 35 (male: 25, female: 10)
  • Black: 4 (all male)
  • Limited English Proficiency (LEP): 26 (male: 19, female: 7)

Students with disabilities served under Section 504: 19 (male: 11, female: 8)
  • Hispanic: 19 (male: 11, female: 8)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 3,162 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: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 1st grade students retained
Reilly Elementary School:

5.4%
State:

6.1%

    Total number of students retained in 2nd grade

  • Hispanic4
  • White2
  • LEP4
  • IDEA2
Total number of students retained in 2nd grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Percent of 2nd grade students retained
Here:

14.3%
Texas:

4.8%

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

Percent of 3rd grade students retained
Here:

5.0%
Texas:

4.1%


Gifted and Talented:
Show data for

(State average from 7,254 schools)

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

    Gifted and Talented Student Enrollment

  • Hispanic4
  • Asian2
  • White2
  • LEP4
Gifted and Talented Student Enrollment: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

29.2
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)

  • All1,482
  • Males1,461
  • Females1,519
  • Hispanic1,476
Math Average Scale Score:

1,482
Texas:

1,453
Math students tested: 31
Math # Answer Documents Submitted: 31

Math Avg Items Correct:
  • Reporting Category 1: 5.8 (72%)
  • Reporting Category 2: 8.9 (69%)
  • Reporting Category 3: 4.3 (62%)
  • Reporting Category 4: 3 (75%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 26%

16%
39%
19%
26%
Males: (Average Scale Score: 1,461, Tested: 20, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 15%, Masters: 25%)
20%
40%
15%
25%
Females: (Average Scale Score: 1,519, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 36%, Meets: 28%, Masters: 27%)
9%
36%
28%
27%
Hispanic: (Average Scale Score: 1,476, Tested: 27, Did Not Meet Grade Level Performance: 15%, Approaches: 41%, Meets: 22%, Masters: 22%)
15%
41%
22%
22%

    Reading Average Scale Score
    (3rd Grade)

  • All1,375
  • Males1,362
  • Females1,396
  • Hispanic1,359
Reading Average Scale Score:

1,375
State:

1,423
Reading students tested: 25
Reading # Answer Documents Submitted: 25

Reading Avg Items Correct:
  • Reporting Category 1: 3.7 (74%)
  • Reporting Category 2: 8.3 (55%)
  • Reporting Category 3: 7.4 (53%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 12%

44%
32%
12%
12%
Males: (Average Scale Score: 1,362, Tested: 15, Did Not Meet Grade Level Performance: 53%, Approaches: 27%, Meets: 13%, Masters: 7%)
53%
27%
13%
7%
Females: (Average Scale Score: 1,396, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 40%, Meets: 10%, Masters: 20%)
30%
40%
10%
20%
Hispanic: (Average Scale Score: 1,359, Tested: 21, Did Not Meet Grade Level Performance: 52%, Approaches: 24%, Meets: 14%, Masters: 10%)
52%
24%
14%
10%

3rd Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3


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

  • All1,379
  • Males1,349
  • Hispanic1,379
Reading Average Scale Score:

1,379
Texas:

956
Reading students tested: 9
Reading # Answer Documents Submitted: 9

Reading Avg Items Correct:
  • Reporting Category 1: 3.8 (76%)
  • Reporting Category 2: 9 (60%)
  • Reporting Category 3: 7.8 (56%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 67%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 11%

11%
67%
11%
11%
Males: (Average Scale Score: 1,349, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 66%, Meets: 17%, Masters: 0%)
17%
66%
17%
Hispanic: (Average Scale Score: 1,379, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 67%, Meets: 11%, Masters: 11%)
11%
67%
11%
11%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,596
  • Males1,572
  • Females1,617
  • Hispanic1,605
Math Average Scale Score:

1,596
State:

1,546
Math students tested: 29
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 30

Math Avg Items Correct:
  • Reporting Category 1: 6.9 (76%)
  • Reporting Category 2: 7.9 (72%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 2.9 (72%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 31%

14%
27%
28%
31%
Males: (Average Scale Score: 1,572, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 31%, Meets: 15%, Masters: 31%)
23%
31%
15%
31%
Females: (Average Scale Score: 1,617, Tested: 16, Did Not Meet Grade Level Performance: 6%, Approaches: 25%, Meets: 38%, Masters: 31%)
6%
25%
38%
31%
Hispanic: (Average Scale Score: 1,605, Tested: 25, Did Not Meet Grade Level Performance: 12%, Approaches: 28%, Meets: 28%, Masters: 32%)
12%
28%
28%
32%

    Reading Average Scale Score
    (4th Grade)

  • All1,518
  • Males1,479
  • Females1,551
  • Hispanic1,520
Reading Average Scale Score:

1,518
Texas:

1,496
Reading students tested: 28
Reading # Answer Documents Submitted: 28

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 10.1 (67%)
  • Reporting Category 3: 8.9 (68%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 14%

25%
32%
29%
14%
Males: (Average Scale Score: 1,479, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 31%, Meets: 30%, Masters: 8%)
31%
31%
30%
8%
Females: (Average Scale Score: 1,551, Tested: 15, Did Not Meet Grade Level Performance: 20%, Approaches: 33%, Meets: 27%, Masters: 20%)
20%
33%
27%
20%
Hispanic: (Average Scale Score: 1,520, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 21%, Masters: 17%)
25%
37%
21%
17%

    Writing Average Scale Score
    (4th Grade)

  • All3,794
  • Males3,607
  • Females3,957
  • Hispanic3,756
Writing Average Scale Score:

3,794
Texas:

3,570
Writing students tested: 28
Writing # Answer Documents Submitted: 28

Writing Avg Items Correct:
  • Reporting Category 1: 3.8 (47%)
  • Reporting Category 2: 4.3 (54%)
  • Reporting Category 3: 11.6 (73%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 11%

32%
29%
28%
11%
Males: (Average Scale Score: 3,607, Tested: 13, Did Not Meet Grade Level Performance: 46%, Approaches: 16%, Meets: 38%, Masters: 0%)
46%
16%
38%
Females: (Average Scale Score: 3,957, Tested: 15, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 20%, Masters: 20%)
20%
40%
20%
20%
Hispanic: (Average Scale Score: 3,756, Tested: 24, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 25%, Masters: 8%)
33%
34%
25%
8%

4th Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3


Reading Average Scale Score:

1,369
State:

815
Reading students tested: 5
Reading # Answer Documents Submitted: 5

Reading Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • Reporting Category 2: 7 (47%)
  • Reporting Category 3: 4.4 (34%)

Did Not Meet Grade Level Performance: 60%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 20%

60%
20%
20%
Hispanic: (Average Scale Score: 1,369, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 0%, Masters: 20%)
60%
20%
20%

Writing Average Scale Score:

3,434
State:

2,017
Writing students tested: 5
Writing # Answer Documents Submitted: 5

Writing Avg Items Correct:
  • Reporting Category 1: 3.4 (43%)
  • Reporting Category 2: 3.8 (48%)
  • Reporting Category 3: 9.4 (59%)

Did Not Meet Grade Level Performance: 60%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 40%
Masters Grade Level Performance: 0%

60%
40%
Hispanic: (Average Scale Score: 3,434, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 0%, Meets: 40%, Masters: 0%)
60%
40%

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,640
  • Males1,649
  • Females1,631
  • Hispanic1,638
Math Average Scale Score:

1,640
State:

1,603
Math students tested: 39
Math # Answer Documents Submitted: 39

Math Avg Items Correct:
  • Reporting Category 1: 4 (67%)
  • Reporting Category 2: 12.4 (73%)
  • Reporting Category 3: 6.4 (71%)
  • Reporting Category 4: 2.5 (63%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 28%

8%
36%
28%
28%
Males: (Average Scale Score: 1,649, Tested: 19, Did Not Meet Grade Level Performance: 5%, Approaches: 37%, Meets: 32%, Masters: 26%)
5%
37%
32%
26%
Females: (Average Scale Score: 1,631, Tested: 20, Did Not Meet Grade Level Performance: 10%, Approaches: 35%, Meets: 25%, Masters: 30%)
10%
35%
25%
30%
Hispanic: (Average Scale Score: 1,638, Tested: 35, Did Not Meet Grade Level Performance: 6%, Approaches: 37%, Meets: 31%, Masters: 26%)
6%
37%
31%
26%

    Reading Average Scale Score
    (5th Grade)

  • All1,550
  • Males1,563
  • Females1,537
  • Hispanic1,544
Reading Average Scale Score:

1,550
State:

1,546
Reading students tested: 39
Reading # Answer Documents Submitted: 39

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (72%)
  • Reporting Category 2: 10.5 (66%)
  • Reporting Category 3: 8.8 (63%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 21%

33%
29%
17%
21%
Males: (Average Scale Score: 1,563, Tested: 19, Did Not Meet Grade Level Performance: 37%, Approaches: 21%, Meets: 21%, Masters: 21%)
37%
21%
21%
21%
Females: (Average Scale Score: 1,537, Tested: 20, Did Not Meet Grade Level Performance: 30%, Approaches: 35%, Meets: 15%, Masters: 20%)
30%
35%
15%
20%
Hispanic: (Average Scale Score: 1,544, Tested: 35, Did Not Meet Grade Level Performance: 37%, Approaches: 26%, Meets: 20%, Masters: 17%)
37%
26%
20%
17%

    Science Average Scale Score
    (5th Grade)

  • All3,734
  • Males3,820
  • Females3,652
  • Hispanic3,698
Science Average Scale Score:

3,734
State:

3,771
Science students tested: 39
Science # Answer Documents Submitted: 39

Science Avg Items Correct:
  • Reporting Category 1: 4.2 (70%)
  • Reporting Category 2: 5.2 (65%)
  • Reporting Category 3: 6.7 (67%)
  • Reporting Category 4: 7.4 (62%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 5%

31%
41%
23%
5%
Males: (Average Scale Score: 3,820, Tested: 19, Did Not Meet Grade Level Performance: 26%, Approaches: 37%, Meets: 26%, Masters: 11%)
26%
37%
26%
11%
Females: (Average Scale Score: 3,652, Tested: 20, Did Not Meet Grade Level Performance: 35%, Approaches: 45%, Meets: 20%, Masters: 0%)
35%
45%
20%
Hispanic: (Average Scale Score: 3,698, Tested: 35, Did Not Meet Grade Level Performance: 34%, Approaches: 43%, Meets: 17%, Masters: 6%)
34%
43%
17%
6%

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


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: 2 (all male)
  • Asian: 2

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

7.3
State:

30.4


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

  • Hispanic10
  • Black4
  • Multirace2
  • LEP7
  • IDEA10
Chronic Student Absenteeism: 16 (male: 12, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

58.4
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)
  • Hispanic: 2

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

7.3
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).
School days missed due to out-of-school suspension: 6 (all male)
  • Hispanic: 6
  • Section 504: 6

Instances of out-of-school suspension (Students without disabilities): 2

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

7.3
State:

102.7

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

Instances of out-of-school suspension (Section 504 only): 2

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

7.3
Texas:

12.0

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