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Smith Elementary School in Spring, 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
 26000 CYPRESSWOOD DR
Spring, TX 77373
Telephone
(281) 891-8423
(make sure to verify first before calling)
Website
http://www.springisd.org/smes/
City-data.com school rating
51
Students
565
Classroom Teachers (FTE)
39.3
Free lunch eligible students
317
Reduced-price lunch
eligible students
80
School district
SPRING 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:
BROADWAY EL (1.7 miles):

94
JOHN WINSHIP EL (1.3 miles):

60
CHET BURCHETT EL (1.1 miles):

54
Smith Elementary School:

51
TWIN CREEKS MIDDLE (1.2 miles):

45
PEARL M HIRSCH EL (1.6 miles):

38
GLORIA MARSHALL EL (0.7 miles):

34
MILDRED JENKINS EL (2.3 miles):

26
RICKEY C BAILEY MIDDLE (0.9 miles):

24
Smith Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Spring:

62
Smith Elementary School:

51

Students & Teachers


Total enrollment:
Enrollment in 2016: 565
Enrollment in 2015: 602
Enrollment in 2014: 612
Enrollment in 2013: 676
Enrollment in 2012: 695
Enrollment in 2011: 885
Enrollment in 2010: 841
Enrollment in 2009: 850
Enrollment in 2008: 927
Enrollment in 2007: 887
Enrollment in 2006: 833
Enrollment in 2005: 1,024
Enrollment in 2004: 975
Enrollment in 2003: 1,089
Enrollment in 2002: 907
Enrollment in 2001: 861
Enrollment in 2000: 805
Enrollment in 1999: 774

Smith Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students456689961087487565
Female students22314050493339264
Male students23354946594148301
American Indian/Alaska Native students - - 12 - - - 3
Asian students - - 112318
Hispanic students29344539442734252
Black students6101216261720107
White students9212833322230175
Hawaiian Native/Pacific Islander students - - - - - 1 - 1
Two or More Races students112544219

Enrollment by grade:
Pre-Kindergarten enrollment: 45
Kindergarten enrollment: 66
1st grade enrollment: 89
2nd grade enrollment: 96
3rd grade enrollment: 108
4th grade enrollment: 74
5th grade enrollment: 87

Smith Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 264 (46.7%)
Smith Elementary School:

46.7%
State:

49.0%
Male enrollment: 301 (53.3%)
School:

53.3%
Texas:

50.1%

Smith Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.5%)
Smith Elementary School:

0.5%
State:

0.4%
Asian enrollment: 8 (1.4%)
Here:

1.4%
Texas:

3.1%
Hispanic enrollment: 252 (44.6%)
Smith Elementary School:

44.6%
Texas:

46.9%
Black enrollment: 107 (18.9%)
Smith Elementary School:

18.9%
State:

11.6%
White enrollment: 175 (31.0%)
School:

31.0%
State:

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

0.2%
Texas:

0.1%
Two or More Races enrollment: 19 (3.4%)
Here:

3.4%
State:

2.1%

Smith Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 397 (70.3%)
School:

70.3%
Texas:

61.6%
Free lunch eligible students: 317 (56.1%)
Here:

56.1%
State:

55.4%
Reduced-price lunch eligible students: 80 (14.2%)
School:

14.2%
Texas:

6.2%

Smith Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 39.3

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1

Student/Teacher Ratio
School:

14.4
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,367,919
  • Full-time Equivalency Count of Teachers: 39.3 (Salary Expenditures: $1,978,672)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $36,854)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $184,935)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $167,458)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $80,226
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,936,057
  • Salary Expenditures for Teachers: $2,327,648
  • Full-time Equivalency Count of Instructional Aides: 10 (Salary Expenditures: $195,008)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $245,943)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $167,458)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic100
  • Asian4
  • Native Hawaiian2
  • White2
  • IDEA4
Students Enrolled in LEP Programs: 108 (male: 57, female: 51)
  • Hispanic: 100 (male: 53, female: 47)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic17
  • Black4
  • White23
  • LEP8
Students with disabilities served under IDEA: 44 (male: 32, female: 12)
  • Hispanic: 17 (male: 13, female: 4)
  • Black: 4 (all female)
  • White: 23 (male: 19, female: 4)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black4
  • White19
  • Multirace4
  • LEP2
Students with disabilities served under Section 504: 31 (male: 20, female: 11)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
Smith Elementary School:

2.2%
Texas:

6.1%

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

  • Hispanic7
  • Asian2
  • Black2
  • White16
  • Multirace4
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 31 (male: 19, female: 12)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

54.9
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)

  • All1,445
  • Males1,438
  • Females1,454
  • Hispanic1,454
  • Black1,410
  • White1,454
Math Average Scale Score:

1,445
Texas:

1,453
Math students tested: 91
Math # Answer Documents Submitted: 91

Math Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 8 (62%)
  • Reporting Category 3: 4.1 (59%)
  • Reporting Category 4: 2.6 (64%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 18%

27%
31%
24%
18%
Males: (Average Scale Score: 1,438, Tested: 50, Did Not Meet Grade Level Performance: 30%, Approaches: 32%, Meets: 22%, Masters: 16%)
30%
32%
22%
16%
Females: (Average Scale Score: 1,454, Tested: 41, Did Not Meet Grade Level Performance: 24%, Approaches: 30%, Meets: 26%, Masters: 20%)
24%
30%
26%
20%
Hispanic: (Average Scale Score: 1,454, Tested: 47, Did Not Meet Grade Level Performance: 21%, Approaches: 41%, Meets: 21%, Masters: 17%)
21%
41%
21%
17%
Black: (Average Scale Score: 1,410, Tested: 20, Did Not Meet Grade Level Performance: 45%, Approaches: 15%, Meets: 30%, Masters: 10%)
45%
15%
30%
10%
White: (Average Scale Score: 1,454, Tested: 20, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 30%, Masters: 20%)
25%
25%
30%
20%

    Reading Average Scale Score
    (3rd Grade)

  • All1,427
  • Males1,406
  • Females1,454
  • Hispanic1,440
  • Black1,401
  • White1,417
Reading Average Scale Score:

1,427
State:

1,423
Reading students tested: 88
Reading # Answer Documents Submitted: 89

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (78%)
  • Reporting Category 2: 9.3 (62%)
  • Reporting Category 3: 8.5 (61%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 25%

31%
30%
14%
25%
Males: (Average Scale Score: 1,406, Tested: 49, Did Not Meet Grade Level Performance: 37%, Approaches: 30%, Meets: 15%, Masters: 18%)
37%
30%
15%
18%
Females: (Average Scale Score: 1,454, Tested: 39, Did Not Meet Grade Level Performance: 23%, Approaches: 31%, Meets: 13%, Masters: 33%)
23%
31%
13%
33%
Hispanic: (Average Scale Score: 1,440, Tested: 45, Did Not Meet Grade Level Performance: 24%, Approaches: 38%, Meets: 16%, Masters: 22%)
24%
38%
16%
22%
Black: (Average Scale Score: 1,401, Tested: 19, Did Not Meet Grade Level Performance: 42%, Approaches: 16%, Meets: 10%, Masters: 32%)
42%
16%
10%
32%
White: (Average Scale Score: 1,417, Tested: 20, Did Not Meet Grade Level Performance: 40%, Approaches: 25%, Meets: 10%, Masters: 25%)
40%
25%
10%
25%
3rd Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3

Reading Average Scale Score:

1,381
State:

956
Reading students tested: 5
Reading # Answer Documents Submitted: 5

Reading Avg Items Correct:
  • Reporting Category 1: 3.4 (68%)
  • Reporting Category 2: 10 (67%)
  • Reporting Category 3: 7.2 (51%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 40%
Masters Grade Level Performance: 0%

20%
40%
40%
Hispanic: (Average Scale Score: 1,381, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 40%, Masters: 0%)
20%
40%
40%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,536
  • Males1,547
  • Females1,525
  • Hispanic1,545
  • Black1,498
  • White1,506
  • Multirace1,642
Math Average Scale Score:

1,536
State:

1,546
Math students tested: 107
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 109

Math Avg Items Correct:
  • Reporting Category 1: 5.8 (65%)
  • Reporting Category 2: 7 (64%)
  • Reporting Category 3: 5.9 (59%)
  • Reporting Category 4: 2.3 (59%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 17%

28%
33%
22%
17%
Males: (Average Scale Score: 1,547, Tested: 53, Did Not Meet Grade Level Performance: 26%, Approaches: 29%, Meets: 20%, Masters: 25%)
26%
29%
20%
25%
Females: (Average Scale Score: 1,525, Tested: 54, Did Not Meet Grade Level Performance: 30%, Approaches: 37%, Meets: 24%, Masters: 9%)
30%
37%
24%
9%
Hispanic: (Average Scale Score: 1,545, Tested: 50, Did Not Meet Grade Level Performance: 24%, Approaches: 38%, Meets: 20%, Masters: 18%)
24%
38%
20%
18%
Black: (Average Scale Score: 1,498, Tested: 21, Did Not Meet Grade Level Performance: 43%, Approaches: 24%, Meets: 19%, Masters: 14%)
43%
24%
19%
14%
White: (Average Scale Score: 1,506, Tested: 25, Did Not Meet Grade Level Performance: 32%, Approaches: 32%, Meets: 24%, Masters: 12%)
32%
32%
24%
12%
Multirace: (Average Scale Score: 1,642, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 20%, Meets: 40%, Masters: 30%)
10%
20%
40%
30%

    Reading Average Scale Score
    (4th Grade)

  • All1,495
  • Males1,485
  • Females1,505
  • Hispanic1,510
  • Black1,459
  • White1,479
  • Multirace1,524
Reading Average Scale Score:

1,495
State:

1,496
Reading students tested: 107
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 109

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 9.5 (64%)
  • Reporting Category 3: 8 (61%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 19%

36%
19%
26%
19%
Males: (Average Scale Score: 1,485, Tested: 53, Did Not Meet Grade Level Performance: 40%, Approaches: 17%, Meets: 24%, Masters: 19%)
40%
17%
24%
19%
Females: (Average Scale Score: 1,505, Tested: 54, Did Not Meet Grade Level Performance: 31%, Approaches: 23%, Meets: 27%, Masters: 19%)
31%
23%
27%
19%
Hispanic: (Average Scale Score: 1,510, Tested: 50, Did Not Meet Grade Level Performance: 30%, Approaches: 26%, Meets: 18%, Masters: 26%)
30%
26%
18%
26%
Black: (Average Scale Score: 1,459, Tested: 21, Did Not Meet Grade Level Performance: 48%, Approaches: 23%, Meets: 24%, Masters: 5%)
48%
23%
24%
5%
White: (Average Scale Score: 1,479, Tested: 25, Did Not Meet Grade Level Performance: 40%, Approaches: 8%, Meets: 36%, Masters: 16%)
40%
8%
36%
16%
Multirace: (Average Scale Score: 1,524, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 10%, Meets: 40%, Masters: 20%)
30%
10%
40%
20%

    Writing Average Scale Score
    (4th Grade)

  • All3,627
  • Males3,560
  • Females3,694
  • Hispanic3,673
  • Black3,620
  • White3,468
  • Multirace3,770
Writing Average Scale Score:

3,627
State:

3,570
Writing students tested: 108
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 109

Writing Avg Items Correct:
  • Reporting Category 1: 4 (50%)
  • Reporting Category 2: 3.8 (47%)
  • Reporting Category 3: 10.2 (64%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 6%

50%
19%
25%
6%
Males: (Average Scale Score: 3,560, Tested: 54, Did Not Meet Grade Level Performance: 54%, Approaches: 18%, Meets: 24%, Masters: 4%)
54%
18%
24%
4%
Females: (Average Scale Score: 3,694, Tested: 54, Did Not Meet Grade Level Performance: 46%, Approaches: 21%, Meets: 26%, Masters: 7%)
46%
21%
26%
7%
Hispanic: (Average Scale Score: 3,673, Tested: 51, Did Not Meet Grade Level Performance: 43%, Approaches: 26%, Meets: 23%, Masters: 8%)
43%
26%
23%
8%
Black: (Average Scale Score: 3,620, Tested: 21, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 29%, Masters: 0%)
57%
14%
29%
White: (Average Scale Score: 3,468, Tested: 25, Did Not Meet Grade Level Performance: 68%, Approaches: 8%, Meets: 20%, Masters: 4%)
68%
8%
20%
4%
Multirace: (Average Scale Score: 3,770, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 30%, Meets: 30%, Masters: 10%)
30%
30%
30%
10%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,597
  • Males1,608
  • Females1,586
  • Hispanic1,588
  • Black1,558
  • White1,638
Math Average Scale Score:

1,597
Texas:

1,603
Math students tested: 116
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 117

Math Avg Items Correct:
  • Reporting Category 1: 3.6 (60%)
  • Reporting Category 2: 11 (65%)
  • Reporting Category 3: 6.1 (67%)
  • Reporting Category 4: 2.3 (56%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 18%

17%
39%
26%
18%
Males: (Average Scale Score: 1,608, Tested: 62, Did Not Meet Grade Level Performance: 19%, Approaches: 28%, Meets: 35%, Masters: 18%)
19%
28%
35%
18%
Females: (Average Scale Score: 1,586, Tested: 54, Did Not Meet Grade Level Performance: 15%, Approaches: 52%, Meets: 14%, Masters: 19%)
15%
52%
14%
19%
Hispanic: (Average Scale Score: 1,588, Tested: 60, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 22%, Masters: 18%)
20%
40%
22%
18%
Black: (Average Scale Score: 1,558, Tested: 23, Did Not Meet Grade Level Performance: 26%, Approaches: 52%, Meets: 13%, Masters: 9%)
26%
52%
13%
9%
White: (Average Scale Score: 1,638, Tested: 28, Did Not Meet Grade Level Performance: 7%, Approaches: 29%, Meets: 39%, Masters: 25%)
7%
29%
39%
25%

    Reading Average Scale Score
    (5th Grade)

  • All1,555
  • Males1,553
  • Females1,557
  • Hispanic1,545
  • Black1,523
  • White1,611
Reading Average Scale Score:

1,555
Texas:

1,546
Reading students tested: 115
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 117

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 11 (69%)
  • Reporting Category 3: 8.8 (63%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 21%

26%
28%
25%
21%
Males: (Average Scale Score: 1,553, Tested: 62, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 24%, Masters: 21%)
27%
28%
24%
21%
Females: (Average Scale Score: 1,557, Tested: 53, Did Not Meet Grade Level Performance: 25%, Approaches: 28%, Meets: 26%, Masters: 21%)
25%
28%
26%
21%
Hispanic: (Average Scale Score: 1,545, Tested: 60, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 25%, Masters: 20%)
27%
28%
25%
20%
Black: (Average Scale Score: 1,523, Tested: 23, Did Not Meet Grade Level Performance: 35%, Approaches: 30%, Meets: 22%, Masters: 13%)
35%
30%
22%
13%
White: (Average Scale Score: 1,611, Tested: 27, Did Not Meet Grade Level Performance: 11%, Approaches: 30%, Meets: 29%, Masters: 30%)
11%
30%
29%
30%

    Science Average Scale Score
    (5th Grade)

  • All3,853
  • Males3,904
  • Females3,793
  • Hispanic3,752
  • Black3,712
  • White4,154
Science Average Scale Score:

3,853
Texas:

3,771
Science students tested: 117
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 118

Science Avg Items Correct:
  • Reporting Category 1: 4.2 (69%)
  • Reporting Category 2: 5.9 (74%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 8.2 (68%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 15%

22%
40%
23%
15%
Males: (Average Scale Score: 3,904, Tested: 63, Did Not Meet Grade Level Performance: 22%, Approaches: 32%, Meets: 25%, Masters: 21%)
22%
32%
25%
21%
Females: (Average Scale Score: 3,793, Tested: 54, Did Not Meet Grade Level Performance: 22%, Approaches: 50%, Meets: 19%, Masters: 9%)
22%
50%
19%
9%
Hispanic: (Average Scale Score: 3,752, Tested: 60, Did Not Meet Grade Level Performance: 28%, Approaches: 42%, Meets: 18%, Masters: 12%)
28%
42%
18%
12%
Black: (Average Scale Score: 3,712, Tested: 23, Did Not Meet Grade Level Performance: 22%, Approaches: 61%, Meets: 17%, Masters: 0%)
22%
61%
17%
White: (Average Scale Score: 4,154, Tested: 28, Did Not Meet Grade Level Performance: 14%, Approaches: 18%, Meets: 32%, Masters: 36%)
14%
18%
32%
36%
5th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

Science students tested: 1
Science # Answer Documents Submitted: 1

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.
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: 27


Total incidents per 1,000 students
School:

47.8
Texas:

38.0

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

  • Hispanic13
  • Native Hawaiian2
  • Black4
  • White10
  • LEP4
  • IDEA4
  • 5042
Chronic Student Absenteeism: 29 (male: 20, female: 9)
  • Hispanic: 13 (male: 11, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

51.3
Texas:

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

  • Hispanic1
  • Black10
  • White6
  • Multirace2
  • IDEA1
School days missed due to out-of-school suspension: 19 (male: 16, female: 3)
  • Hispanic: 1 (all female)
  • Black: 10 (male: 9, female: 1)
  • White: 6 (male: 5, female: 1)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 1 (all female)
Instances of out-of-school suspension (Students without disabilities): 14

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

24.8
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic8
  • Black13
  • White10
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 33 (male: 23, female: 10)
  • Hispanic: 8 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Black: 2
  • White: 2
  • Two or More Races: 2
Instances of out-of-school suspension (Students with disabilities): 1

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

1.8
State:

27.5
Instances of out-of-school suspension (Section 504 only): 5

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

8.8
State:

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

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