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Spring Oaks Middle School in Houston, TX
(06-08 • 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 13
Address
 2150 SHADOWDALE
Houston, TX 77043
Telephone
(713) 251-4800
(make sure to verify first before calling)
Website
http://soms.springbranchisd.com
City-data.com school rating
13
Students
768
Classroom Teachers (FTE)
56.6
Free lunch eligible students
601
Reduced-price lunch
eligible students
46
School district
SPRING BRANCH 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:
TERRACE EL (0.6 miles):

52
WESTWOOD EL (0.3 miles):

35
SPRING WOODS H S (0.3 miles):

26
PINE SHADOWS EL (1.1 miles):

24
NORTHBROOK H S (1.4 miles):

16
SPRING SHADOW EL (1.4 miles):

13
Spring Oaks Middle School:

13
SHADOW OAKS EL (1.4 miles):

10
SPRING WOODS MIDDLE (1.2 miles):

7
Spring Oaks Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Spring Oaks Middle School:

13

Students & Teachers


Total enrollment:
Enrollment in 2016: 768
Enrollment in 2015: 780
Enrollment in 2014: 820
Enrollment in 2013: 826
Enrollment in 2012: 824
Enrollment in 2011: 786
Enrollment in 2010: 763
Enrollment in 2009: 795
Enrollment in 2008: 788
Enrollment in 2007: 810
Enrollment in 2006: 811
Enrollment in 2005: 848
Enrollment in 2004: 871
Enrollment in 2003: 893
Enrollment in 2002: 894
Enrollment in 2001: 914
Enrollment in 2000: 984
Enrollment in 1999: 942

Spring Oaks Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students265267236768
Female students117127102346
Male students148140134422
American Indian/Alaska Native students2439
Asian students43512
Hispanic students220227194641
Black students13131642
White students23181758
Two or More Races students3216

Enrollment by grade:
6th grade enrollment: 265
7th grade enrollment: 267
8th grade enrollment: 236

Spring Oaks Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 346 (45.1%)
Spring Oaks Middle School:

45.1%
Texas:

49.0%
Male enrollment: 422 (54.9%)
Spring Oaks Middle School:

54.9%
State:

50.1%

Spring Oaks Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 9 (1.2%)
School:

1.2%
Texas:

0.4%
Asian enrollment: 12 (1.6%)
School:

1.6%
State:

3.1%
Hispanic enrollment: 641 (83.5%)
Here:

83.5%
Texas:

46.9%
Black enrollment: 42 (5.5%)
Spring Oaks Middle School:

5.5%
Texas:

11.6%
White enrollment: 58 (7.6%)
Here:

7.6%
State:

32.3%
Two or More Races enrollment: 6 (0.8%)
Here:

0.8%
Texas:

2.1%

Spring Oaks Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 647 (84.2%)
Spring Oaks Middle School:

84.2%
State:

61.6%
Free lunch eligible students: 601 (78.3%)
Spring Oaks Middle School:

78.3%
Texas:

55.4%
Reduced-price lunch eligible students: 46 (6.0%)
School:

6.0%
State:

6.2%

Spring Oaks Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 56.6

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 13
Number of FTE school counselors: 1.2
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

13.6
Texas:

15.6

Spring Oaks Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,966,155
  • Full-time Equivalency Count of Teachers: 56.6 (Salary Expenditures: $2,384,111)
  • Full-time Equivalency Count of Support Services Staff: 9.2 (Salary Expenditures: $730,737)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $311,307)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $90,275
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,994,464
  • Salary Expenditures for Teachers: $3,065,911
  • Full-time Equivalency Count of Instructional Aides: 6.9 (Salary Expenditures: $151,365)
  • Full-time Equivalency Count of Support Services Staff: 14.4 (Salary Expenditures: $981,381)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $311,307)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $90,275

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic304
  • Asian4
  • White4
  • IDEA52
Students Enrolled in LEP Programs: 312 (male: 180, female: 132)
  • Hispanic: 304 (male: 176, female: 128)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 52 (male: 44, 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

  • Hispanic98
  • Black7
  • White7
  • LEP53
Students with disabilities served under IDEA: 112 (male: 84, female: 28)
  • Hispanic: 98 (male: 70, female: 28)
  • Black: 7 (all male)
  • White: 7 (all male)
  • Limited English Proficiency (LEP): 53 (male: 43, female: 10)

Retention:
Show data for

(State average from 748 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 7th grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 7th grade students retained
Spring Oaks Middle School:

0.7%
Texas:

6.0%

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: 17 (male: 7, female: 10)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 7 (male: 2, female: 5)

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

22.1
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 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.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All3,876
  • Males3,842
  • Females3,916
  • Hispanic3,873
Algebra I Average Scale Score:

3,876
Texas:

4,001
Algebra I students tested: 46
Algebra I # Answer Documents Submitted: 64

Algebra I Avg Items Correct:
  • Reporting Category 1: 5.5 (50%)
  • Reporting Category 2: 7 (59%)
  • Reporting Category 3: 7.5 (54%)
  • Reporting Category 4: 5.6 (51%)
  • Reporting Category 5: 4.1 (68%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 56%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 7%

9%
56%
28%
7%
Males: (Average Scale Score: 3,842, Tested: 25, Did Not Meet Grade Level Performance: 12%, Approaches: 64%, Meets: 20%, Masters: 4%)
12%
64%
20%
4%
Females: (Average Scale Score: 3,916, Tested: 21, Did Not Meet Grade Level Performance: 5%, Approaches: 47%, Meets: 38%, Masters: 10%)
5%
47%
38%
10%
Hispanic: (Average Scale Score: 3,873, Tested: 41, Did Not Meet Grade Level Performance: 10%, Approaches: 53%, Meets: 30%, Masters: 7%)
10%
53%
30%
7%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,580
  • Males1,581
  • Females1,577
  • Hispanic1,578
  • Black1,549
  • White1,603
Math Average Scale Score:

1,580
Texas:

1,546
Math students tested: 224
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 225

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (48%)
  • Reporting Category 2: 6.5 (43%)
  • Reporting Category 3: 2.7 (46%)
  • Reporting Category 4: 3 (43%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 4%

35%
43%
18%
4%
Males: (Average Scale Score: 1,581, Tested: 133, Did Not Meet Grade Level Performance: 30%, Approaches: 50%, Meets: 16%, Masters: 4%)
30%
50%
16%
4%
Females: (Average Scale Score: 1,577, Tested: 91, Did Not Meet Grade Level Performance: 43%, Approaches: 31%, Meets: 22%, Masters: 4%)
43%
31%
22%
4%
Hispanic: (Average Scale Score: 1,578, Tested: 198, Did Not Meet Grade Level Performance: 35%, Approaches: 44%, Meets: 17%, Masters: 4%)
35%
44%
17%
4%
Black: (Average Scale Score: 1,549, Tested: 10, Did Not Meet Grade Level Performance: 60%, Approaches: 30%, Meets: 10%, Masters: 0%)
60%
30%
10%
White: (Average Scale Score: 1,603, Tested: 14, Did Not Meet Grade Level Performance: 21%, Approaches: 36%, Meets: 43%, Masters: 0%)
21%
36%
43%

    Reading Average Scale Score
    (6th Grade)

  • All1,491
  • Males1,475
  • Females1,514
  • Hispanic1,486
  • Black1,466
  • White1,550
Reading Average Scale Score:

1,491
State:

1,457
Reading students tested: 222
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 225

Reading Avg Items Correct:
  • Reporting Category 1: 4 (50%)
  • Reporting Category 2: 9.5 (56%)
  • Reporting Category 3: 7 (47%)

Did Not Meet Grade Level Performance: 59%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 5%

59%
27%
9%
5%
Males: (Average Scale Score: 1,475, Tested: 131, Did Not Meet Grade Level Performance: 61%, Approaches: 28%, Meets: 8%, Masters: 3%)
61%
28%
8%
3%
Females: (Average Scale Score: 1,514, Tested: 91, Did Not Meet Grade Level Performance: 56%, Approaches: 25%, Meets: 10%, Masters: 9%)
56%
25%
10%
9%
Hispanic: (Average Scale Score: 1,486, Tested: 196, Did Not Meet Grade Level Performance: 60%, Approaches: 27%, Meets: 8%, Masters: 5%)
60%
27%
8%
5%
Black: (Average Scale Score: 1,466, Tested: 10, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 20%, Masters: 0%)
60%
20%
20%
White: (Average Scale Score: 1,550, Tested: 14, Did Not Meet Grade Level Performance: 50%, Approaches: 29%, Meets: 7%, Masters: 14%)
50%
29%
7%
14%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,605
  • Males1,607
  • Females1,603
  • Hispanic1,595
  • Black1,675
  • White1,666
Math Average Scale Score:

1,605
Texas:

1,571
Math students tested: 244
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 251

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (46%)
  • Reporting Category 2: 7.1 (47%)
  • Reporting Category 3: 5.7 (47%)
  • Reporting Category 4: 2.6 (37%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 8%

44%
33%
15%
8%
Males: (Average Scale Score: 1,607, Tested: 134, Did Not Meet Grade Level Performance: 45%, Approaches: 29%, Meets: 16%, Masters: 10%)
45%
29%
16%
10%
Females: (Average Scale Score: 1,603, Tested: 110, Did Not Meet Grade Level Performance: 44%, Approaches: 37%, Meets: 14%, Masters: 5%)
44%
37%
14%
5%
Hispanic: (Average Scale Score: 1,595, Tested: 215, Did Not Meet Grade Level Performance: 46%, Approaches: 34%, Meets: 15%, Masters: 5%)
46%
34%
15%
5%
Black: (Average Scale Score: 1,675, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 14%, Meets: 7%, Masters: 36%)
43%
14%
7%
36%
White: (Average Scale Score: 1,666, Tested: 12, Did Not Meet Grade Level Performance: 17%, Approaches: 41%, Meets: 25%, Masters: 17%)
17%
41%
25%
17%

    Reading Average Scale Score
    (7th Grade)

  • All1,575
  • Males1,550
  • Females1,605
  • Hispanic1,565
  • Black1,663
  • White1,637
Reading Average Scale Score:

1,575
State:

1,550
Reading students tested: 244
# Absent - Not Tested: 6
Reading # Answer Documents Submitted: 251

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 9.9 (55%)
  • Reporting Category 3: 8.4 (53%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 13%

50%
23%
14%
13%
Males: (Average Scale Score: 1,550, Tested: 133, Did Not Meet Grade Level Performance: 59%, Approaches: 16%, Meets: 15%, Masters: 10%)
59%
16%
15%
10%
Females: (Average Scale Score: 1,605, Tested: 111, Did Not Meet Grade Level Performance: 41%, Approaches: 30%, Meets: 12%, Masters: 17%)
41%
30%
12%
17%
Hispanic: (Average Scale Score: 1,565, Tested: 215, Did Not Meet Grade Level Performance: 53%, Approaches: 24%, Meets: 13%, Masters: 10%)
53%
24%
13%
10%
Black: (Average Scale Score: 1,663, Tested: 14, Did Not Meet Grade Level Performance: 36%, Approaches: 14%, Meets: 7%, Masters: 43%)
36%
14%
7%
43%
White: (Average Scale Score: 1,637, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 25%, Masters: 25%)
33%
17%
25%
25%

    Writing Average Scale Score
    (7th Grade)

  • All3,468
  • Males3,373
  • Females3,586
  • Hispanic3,429
  • Black3,718
  • White3,800
Writing Average Scale Score:

3,468
State:

3,515
Writing students tested: 247
# Absent - Not Tested: 4
Writing # Answer Documents Submitted: 251

Writing Avg Items Correct:
  • Reporting Category 1: 7.2 (45%)
  • Reporting Category 2: 7.2 (55%)
  • Reporting Category 3: 9.4 (55%)

Did Not Meet Grade Level Performance: 55%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 2%

55%
27%
16%
2%
Males: (Average Scale Score: 3,373, Tested: 137, Did Not Meet Grade Level Performance: 66%, Approaches: 18%, Meets: 14%, Masters: 2%)
66%
18%
14%
2%
Females: (Average Scale Score: 3,586, Tested: 110, Did Not Meet Grade Level Performance: 42%, Approaches: 37%, Meets: 19%, Masters: 2%)
42%
37%
19%
2%
Hispanic: (Average Scale Score: 3,429, Tested: 218, Did Not Meet Grade Level Performance: 58%, Approaches: 28%, Meets: 13%, Masters: 1%)
58%
28%
13%
1%
Black: (Average Scale Score: 3,718, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 14%, Meets: 36%, Masters: 7%)
43%
14%
36%
7%
White: (Average Scale Score: 3,800, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 42%, Masters: 8%)
33%
17%
42%
8%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,590
  • Males1,593
  • Females1,587
  • Hispanic1,589
  • Black1,535
  • White1,626
Math Average Scale Score:

1,590
State:

1,539
Math students tested: 177
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 239

Math Avg Items Correct:
  • Reporting Category 1: 2 (49%)
  • Reporting Category 2: 7.1 (44%)
  • Reporting Category 3: 6.3 (42%)
  • Reporting Category 4: 3 (42%)

Did Not Meet Grade Level Performance: 55%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 0%

55%
37%
8%
Males: (Average Scale Score: 1,593, Tested: 98, Did Not Meet Grade Level Performance: 49%, Approaches: 43%, Meets: 8%, Masters: 0%)
49%
43%
8%
Females: (Average Scale Score: 1,587, Tested: 79, Did Not Meet Grade Level Performance: 62%, Approaches: 29%, Meets: 9%, Masters: 0%)
62%
29%
9%
Hispanic: (Average Scale Score: 1,589, Tested: 160, Did Not Meet Grade Level Performance: 54%, Approaches: 38%, Meets: 8%, Masters: 0%)
54%
38%
8%
Black: (Average Scale Score: 1,535, Tested: 5, Did Not Meet Grade Level Performance: 80%, Approaches: 20%, Meets: 0%, Masters: 0%)
80%
20%
White: (Average Scale Score: 1,626, Tested: 12, Did Not Meet Grade Level Performance: 50%, Approaches: 25%, Meets: 25%, Masters: 0%)
50%
25%
25%

    Reading Average Scale Score
    (8th Grade)

  • All1,609
  • Males1,599
  • Females1,622
  • Hispanic1,603
  • Black1,556
  • White1,676
Reading Average Scale Score:

1,609
Texas:

1,561
Reading students tested: 237
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 239

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (58%)
  • Reporting Category 2: 11.4 (60%)
  • Reporting Category 3: 9.5 (56%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 11%

43%
31%
15%
11%
Males: (Average Scale Score: 1,599, Tested: 128, Did Not Meet Grade Level Performance: 45%, Approaches: 32%, Meets: 16%, Masters: 7%)
45%
32%
16%
7%
Females: (Average Scale Score: 1,622, Tested: 109, Did Not Meet Grade Level Performance: 41%, Approaches: 31%, Meets: 13%, Masters: 15%)
41%
31%
13%
15%
Hispanic: (Average Scale Score: 1,603, Tested: 208, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 12%, Masters: 11%)
46%
31%
12%
11%
Black: (Average Scale Score: 1,556, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 17%, Masters: 0%)
50%
33%
17%
White: (Average Scale Score: 1,676, Tested: 20, Did Not Meet Grade Level Performance: 20%, Approaches: 35%, Meets: 30%, Masters: 15%)
20%
35%
30%
15%

    Science Average Scale Score
    (8th Grade)

  • All3,718
  • Males3,738
  • Females3,694
  • Hispanic3,669
  • Black3,543
  • White4,146
Science Average Scale Score:

3,718
State:

3,634
Science students tested: 240
# Absent - Not Tested: 2
Science # Answer Documents Submitted: 242

Science Avg Items Correct:
  • Reporting Category 1: 6.2 (56%)
  • Reporting Category 2: 5.1 (57%)
  • Reporting Category 3: 6.6 (60%)
  • Reporting Category 4: 6.8 (62%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 13%

39%
28%
20%
13%
Males: (Average Scale Score: 3,738, Tested: 130, Did Not Meet Grade Level Performance: 35%, Approaches: 33%, Meets: 19%, Masters: 13%)
35%
33%
19%
13%
Females: (Average Scale Score: 3,694, Tested: 110, Did Not Meet Grade Level Performance: 45%, Approaches: 21%, Meets: 22%, Masters: 12%)
45%
21%
22%
12%
Hispanic: (Average Scale Score: 3,669, Tested: 210, Did Not Meet Grade Level Performance: 41%, Approaches: 30%, Meets: 20%, Masters: 9%)
41%
30%
20%
9%
Black: (Average Scale Score: 3,543, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 15%, Masters: 14%)
57%
14%
15%
14%
White: (Average Scale Score: 4,146, Tested: 20, Did Not Meet Grade Level Performance: 15%, Approaches: 25%, Meets: 20%, Masters: 40%)
15%
25%
20%
40%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,529
  • Males3,550
  • Females3,504
  • Hispanic3,494
  • Black3,439
  • White3,838
Social Studies Average Scale Score:

3,529
Texas:

3,461
Social Studies students tested: 235
# Absent - Not Tested: 4
Social Studies # Answer Documents Submitted: 240

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.1 (53%)
  • Reporting Category 2: 4.6 (46%)
  • Reporting Category 3: 5.2 (52%)
  • Reporting Category 4: 3.4 (48%)

Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 7%

53%
33%
7%
7%
Males: (Average Scale Score: 3,550, Tested: 126, Did Not Meet Grade Level Performance: 49%, Approaches: 35%, Meets: 10%, Masters: 6%)
49%
35%
10%
6%
Females: (Average Scale Score: 3,504, Tested: 109, Did Not Meet Grade Level Performance: 58%, Approaches: 29%, Meets: 5%, Masters: 8%)
58%
29%
5%
8%
Hispanic: (Average Scale Score: 3,494, Tested: 205, Did Not Meet Grade Level Performance: 57%, Approaches: 31%, Meets: 6%, Masters: 6%)
57%
31%
6%
6%
Black: (Average Scale Score: 3,439, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 43%, Meets: 0%, Masters: 0%)
57%
43%
White: (Average Scale Score: 3,838, Tested: 20, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 25%, Masters: 15%)
20%
40%
25%
15%

Health & Safety


Harassment & Bullying:
Show data for

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

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

3.9
Texas:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)


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

  • Hispanic94
  • Black7
  • White7
  • Multirace2
  • LEP40
  • IDEA25
Chronic Student Absenteeism: 110 (male: 59, female: 51)
  • Hispanic: 94 (male: 50, female: 44)
  • Black: 7 (male: 2, female: 5)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 40 (male: 20, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 20, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

143.2
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

  • Hispanic101
  • Asian3
  • Black9
  • White5
  • Multirace5
  • LEP47
  • IDEA40
School days missed due to out-of-school suspension: 123 (male: 80, female: 43)
  • Hispanic: 101 (male: 62, female: 39)
  • Asian: 3 (all male)
  • Black: 9 (male: 6, female: 3)
  • White: 5 (male: 4, female: 1)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 47 (male: 35, female: 12)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 34, female: 6)
Instances of out-of-school suspension (Students without disabilities): 61

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

79.4
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic106
  • Asian2
  • Black4
  • White2
  • Multirace2
  • LEP55
Students without disabilities receiving one or more in-school suspension: 116 (male: 67, female: 49)
  • Hispanic: 106 (male: 59, female: 47)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 55 (male: 29, female: 26)
Students without disabilities receiving only one out-of-school suspension: 24 (male: 16, female: 8)
  • Hispanic: 19 (male: 11, female: 8)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic10
  • Asian2
  • Black2
  • LEP4
Students without disabilities receiving more than one out-of-school suspension: 14 (male: 7, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 30

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

39.1
Texas:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic16
  • Black2
  • White2
  • Multirace2
  • LEP10
Students with disabilities receiving one or more in-school suspension: 22 (male: 17, female: 5)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic4
  • Black2
  • White2
  • LEP2
Students with disabilities receiving only one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic5
  • Black2
  • Multirace2
  • LEP5
Students with disabilities receiving more than one out-of-school suspension: 9 (all male)
  • Hispanic: 5
  • Black: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 5

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
7th grade student enrollment in Algebra I: 2
Percent of 7th grade students who passed: -100.0%
Here:  -100.0%
State:  102.7%

    8th grade student enrollment in Algebra I

  • Hispanic37
  • Asian2
  • Black2
  • White7
  • Multirace2
  • LEP4
8th grade student enrollment in Algebra I: 50 (male: 31, female: 19)
  • Hispanic: 37 (male: 23, female: 14)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 45 (male: 25, female: 20)
  • Hispanic: 41 (male: 25, female: 16)
  • White: 4 (all female)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
Percent of 8th grade students who passed
School:

90.0%
Texas:

87.0%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
8th grade students enrolled in Geometry: 2

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