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V M Adams 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 27
Address
 135 E SOUTHCROSS BLVD
San Antonio, TX 78214
Telephone
(210) 989-2800
(make sure to verify first before calling)
City-data.com school rating
27
Students
791
Classroom Teachers (FTE)
48.5
Free lunch eligible students
743
School district
HARLANDALE 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:
MORRILL EL (0.4 miles):

77
CARROLL BELL EL (1.2 miles):

64
HARLANDALE MIDDLE (0.4 miles):

49
RAYBURN EL (1.1 miles):

45
WRIGHT EL (0.7 miles):

37
E H GILBERT EL (1.0 miles):

32
V M Adams Elementary School:

27
STONEWALL/FLANDERS EL (1.0 miles):

25
HARLANDALE H S (0.3 miles):

17
V M Adams Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Bexar County:

48
San Antonio:

48
V M Adams Elementary School:

27

Students & Teachers


Total enrollment:
Enrollment in 2016: 791
Enrollment in 2015: 845
Enrollment in 2014: 823
Enrollment in 2013: 785
Enrollment in 2012: 793
Enrollment in 2011: 782
Enrollment in 2010: 777
Enrollment in 2009: 739
Enrollment in 2008: 695
Enrollment in 2007: 691
Enrollment in 2006: 730
Enrollment in 2005: 695
Enrollment in 2004: 709
Enrollment in 2003: 760
Enrollment in 2002: 738
Enrollment in 2001: 744
Enrollment in 2000: 771
Enrollment in 1999: 780

V M Adams Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students127971271371079799791
Female students67336171445149376
Male students60646666634650415
Hispanic students124961241361059798780
Black students - 11 - 1 - - 3
White students3 - 1 - 1 - 16
Two or More Races students - - 11 - - - 2

Enrollment by grade:
Pre-Kindergarten enrollment: 127
Kindergarten enrollment: 97
1st grade enrollment: 127
2nd grade enrollment: 137
3rd grade enrollment: 107
4th grade enrollment: 97
5th grade enrollment: 99

V M Adams Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 376 (47.5%)
Here:

47.5%
State:

49.0%
Male enrollment: 415 (52.5%)
V M Adams Elementary School:

52.5%
Texas:

50.1%

V M Adams Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 780 (98.6%)
School:

98.6%
Texas:

46.9%
Black enrollment: 3 (0.4%)
V M Adams Elementary School:

0.4%
State:

11.6%
White enrollment: 6 (0.8%)
V M Adams Elementary School:

0.8%
Texas:

32.3%
Two or More Races enrollment: 2 (0.3%)
V M Adams Elementary School:

0.3%
State:

2.1%

V M Adams Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 743 (93.9%)
V M Adams Elementary School:

93.9%
State:

61.6%
Free lunch eligible students: 743 (93.9%)
V M Adams Elementary School:

93.9%
Texas:

55.4%
Reduced-price lunch eligible students: 0 (0.0%)
School:

0.0%
State:

6.2%

V M Adams Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 48.5

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE sworn law enforcement officers: 1.1
Number of FTE nurses: 1.8
Number of FTE social workers: 0.5

Student/Teacher Ratio
School:

16.3
Texas:

15.6

V M Adams Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,653,883
  • Full-time Equivalency Count of Teachers: 48.5 (Salary Expenditures: $2,086,457)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $100,604)
  • Full-time Equivalency Count of Support Services Staff: 9.5 (Salary Expenditures: $568,604)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $210,502)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $173,463
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,372,765
  • Salary Expenditures for Teachers: $2,680,312
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $172,952)
  • Full-time Equivalency Count of Support Services Staff: 7.1 (Salary Expenditures: $677,443)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $210,502)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $220,157

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 166 (male: 80, female: 86)
  • Hispanic: 166 (male: 80, female: 86)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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: 41 (male: 28, female: 13)
  • Hispanic: 41 (male: 28, female: 13)
  • Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 22 (male: 17, female: 5)
  • Hispanic: 22 (male: 17, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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 female)
  • Hispanic: 2

Percent of 1st grade students retained
Here:

1.6%
Texas:

6.1%
Total number of students retained in 2nd grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 2nd grade students retained
V M Adams Elementary School:

1.5%
Texas:

4.8%

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: 16 (male: 8, female: 8)
  • Hispanic: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)

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

20.2
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)

  • All1,415
  • Males1,399
  • Females1,432
  • Hispanic1,408
Math Average Scale Score:

1,415
Texas:

1,453
Math students tested: 93
Math # Answer Documents Submitted: 93

Math Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • Reporting Category 2: 7.1 (54%)
  • Reporting Category 3: 3.8 (55%)
  • Reporting Category 4: 2.5 (63%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 12%

35%
34%
19%
12%
Males: (Average Scale Score: 1,399, Tested: 48, Did Not Meet Grade Level Performance: 38%, Approaches: 34%, Meets: 21%, Masters: 8%)
38%
34%
21%
8%
Females: (Average Scale Score: 1,432, Tested: 45, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 17%, Masters: 16%)
33%
34%
17%
16%
Hispanic: (Average Scale Score: 1,408, Tested: 90, Did Not Meet Grade Level Performance: 37%, Approaches: 34%, Meets: 19%, Masters: 10%)
37%
34%
19%
10%

    Reading Average Scale Score
    (3rd Grade)

  • All1,391
  • Males1,379
  • Females1,402
  • Hispanic1,386
Reading Average Scale Score:

1,391
State:

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

Reading Avg Items Correct:
  • Reporting Category 1: 3.6 (73%)
  • Reporting Category 2: 8.4 (56%)
  • Reporting Category 3: 8 (57%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 12%

36%
45%
7%
12%
Males: (Average Scale Score: 1,379, Tested: 44, Did Not Meet Grade Level Performance: 41%, Approaches: 41%, Meets: 2%, Masters: 16%)
41%
41%
2%
16%
Females: (Average Scale Score: 1,402, Tested: 45, Did Not Meet Grade Level Performance: 31%, Approaches: 49%, Meets: 11%, Masters: 9%)
31%
49%
11%
9%
Hispanic: (Average Scale Score: 1,386, Tested: 86, Did Not Meet Grade Level Performance: 37%, Approaches: 46%, Meets: 5%, Masters: 12%)
37%
46%
5%
12%
3rd Grade (Spanish)

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

  • All1,397
  • Males1,353
  • Females1,427
  • Hispanic1,397
Math Average Scale Score:

1,397
Texas:

510
Math students tested: 25
Math # Answer Documents Submitted: 25

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 6.8 (53%)
  • Reporting Category 3: 4 (57%)
  • Reporting Category 4: 2 (49%)

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: 1,353, Tested: 10, Did Not Meet Grade Level Performance: 60%, Approaches: 30%, Meets: 0%, Masters: 10%)
60%
30%
10%
Females: (Average Scale Score: 1,427, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 20%, Masters: 13%)
33%
34%
20%
13%
Hispanic: (Average Scale Score: 1,397, Tested: 25, Did Not Meet Grade Level Performance: 44%, Approaches: 32%, Meets: 12%, Masters: 12%)
44%
32%
12%
12%

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

  • All1,311
  • Males1,302
  • Females1,318
  • Hispanic1,311
Reading Average Scale Score:

1,311
State:

956
Reading students tested: 29
Reading # Answer Documents Submitted: 29

Reading Avg Items Correct:
  • Reporting Category 1: 2.9 (58%)
  • Reporting Category 2: 7.2 (48%)
  • Reporting Category 3: 6.7 (48%)

Did Not Meet Grade Level Performance: 52%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 7%

52%
27%
14%
7%
Males: (Average Scale Score: 1,302, Tested: 14, Did Not Meet Grade Level Performance: 57%, Approaches: 36%, Meets: 7%, Masters: 0%)
57%
36%
7%
Females: (Average Scale Score: 1,318, Tested: 15, Did Not Meet Grade Level Performance: 47%, Approaches: 20%, Meets: 20%, Masters: 13%)
47%
20%
20%
13%
Hispanic: (Average Scale Score: 1,311, Tested: 29, Did Not Meet Grade Level Performance: 52%, Approaches: 27%, Meets: 14%, Masters: 7%)
52%
27%
14%
7%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,501
  • Males1,485
  • Females1,515
  • Hispanic1,501
Math Average Scale Score:

1,501
State:

1,546
Math students tested: 91
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 92

Math Avg Items Correct:
  • Reporting Category 1: 5.2 (57%)
  • Reporting Category 2: 6.6 (60%)
  • Reporting Category 3: 5.6 (56%)
  • Reporting Category 4: 1.9 (48%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 13%

37%
33%
17%
13%
Males: (Average Scale Score: 1,485, Tested: 45, Did Not Meet Grade Level Performance: 42%, Approaches: 36%, Meets: 13%, Masters: 9%)
42%
36%
13%
9%
Females: (Average Scale Score: 1,515, Tested: 46, Did Not Meet Grade Level Performance: 33%, Approaches: 30%, Meets: 20%, Masters: 17%)
33%
30%
20%
17%
Hispanic: (Average Scale Score: 1,501, Tested: 91, Did Not Meet Grade Level Performance: 37%, Approaches: 33%, Meets: 17%, Masters: 13%)
37%
33%
17%
13%

    Reading Average Scale Score
    (4th Grade)

  • All1,464
  • Males1,436
  • Females1,491
  • Hispanic1,464
Reading Average Scale Score:

1,464
Texas:

1,496
Reading students tested: 103
Reading # Answer Documents Submitted: 103

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 8.5 (57%)
  • Reporting Category 3: 7.7 (59%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 12%

38%
34%
16%
12%
Males: (Average Scale Score: 1,436, Tested: 50, Did Not Meet Grade Level Performance: 54%, Approaches: 24%, Meets: 12%, Masters: 10%)
54%
24%
12%
10%
Females: (Average Scale Score: 1,491, Tested: 53, Did Not Meet Grade Level Performance: 23%, Approaches: 43%, Meets: 21%, Masters: 13%)
23%
43%
21%
13%
Hispanic: (Average Scale Score: 1,464, Tested: 103, Did Not Meet Grade Level Performance: 38%, Approaches: 34%, Meets: 16%, Masters: 12%)
38%
34%
16%
12%

    Writing Average Scale Score
    (4th Grade)

  • All3,418
  • Males3,240
  • Females3,589
  • Hispanic3,418
Writing Average Scale Score:

3,418
Texas:

3,570
Writing students tested: 92
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 93

Writing Avg Items Correct:
  • Reporting Category 1: 3.5 (43%)
  • Reporting Category 2: 3.6 (44%)
  • Reporting Category 3: 8.5 (53%)

Did Not Meet Grade Level Performance: 61%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 4%

61%
16%
19%
4%
Males: (Average Scale Score: 3,240, Tested: 45, Did Not Meet Grade Level Performance: 71%, Approaches: 13%, Meets: 16%, Masters: 0%)
71%
13%
16%
Females: (Average Scale Score: 3,589, Tested: 47, Did Not Meet Grade Level Performance: 51%, Approaches: 19%, Meets: 21%, Masters: 9%)
51%
19%
21%
9%
Hispanic: (Average Scale Score: 3,418, Tested: 92, Did Not Meet Grade Level Performance: 61%, Approaches: 16%, Meets: 19%, Masters: 4%)
61%
16%
19%
4%
4th Grade (Spanish)

    Math Average Scale Score
    (4th Grade (Spanish))

  • All1,600
  • Males1,665
  • Females1,556
  • Hispanic1,600
Math Average Scale Score:

1,600
State:

381
Math students tested: 22
Math # Answer Documents Submitted: 22

Math Avg Items Correct:
  • Reporting Category 1: 5.9 (65%)
  • Reporting Category 2: 8.1 (74%)
  • Reporting Category 3: 7.2 (72%)
  • Reporting Category 4: 3.2 (81%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 36%

18%
32%
14%
36%
Males: (Average Scale Score: 1,665, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 11%, Masters: 56%)
11%
22%
11%
56%
Females: (Average Scale Score: 1,556, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 39%, Meets: 15%, Masters: 23%)
23%
39%
15%
23%
Hispanic: (Average Scale Score: 1,600, Tested: 22, Did Not Meet Grade Level Performance: 18%, Approaches: 32%, Meets: 14%, Masters: 36%)
18%
32%
14%
36%

    Reading Average Scale Score
    (4th Grade (Spanish))

  • All1,464
  • Females1,458
  • Hispanic1,464
Reading Average Scale Score:

1,464
Texas:

815
Reading students tested: 11
Reading # Answer Documents Submitted: 11

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 8.7 (58%)
  • Reporting Category 3: 7.9 (61%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 18%

45%
28%
9%
18%
Females: (Average Scale Score: 1,458, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 15%, Masters: 14%)
43%
28%
15%
14%
Hispanic: (Average Scale Score: 1,464, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 28%, Meets: 9%, Masters: 18%)
45%
28%
9%
18%

    Writing Average Scale Score
    (4th Grade (Spanish))

  • All4,141
  • Males4,423
  • Females3,967
  • Hispanic4,141
Writing Average Scale Score:

4,141
State:

2,017
Writing students tested: 21
Writing # Answer Documents Submitted: 21

Writing Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 5.4 (67%)
  • Reporting Category 3: 11.7 (73%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 43%
Masters Grade Level Performance: 19%

24%
14%
43%
19%
Males: (Average Scale Score: 4,423, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 12%, Masters: 38%)
25%
25%
12%
38%
Females: (Average Scale Score: 3,967, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 8%, Meets: 61%, Masters: 8%)
23%
8%
61%
8%
Hispanic: (Average Scale Score: 4,141, Tested: 21, Did Not Meet Grade Level Performance: 24%, Approaches: 14%, Meets: 43%, Masters: 19%)
24%
14%
43%
19%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,571
  • Males1,572
  • Females1,571
  • Hispanic1,572
Math Average Scale Score:

1,571
State:

1,603
Math students tested: 90
Math # Answer Documents Submitted: 90

Math Avg Items Correct:
  • Reporting Category 1: 3.4 (57%)
  • Reporting Category 2: 10.3 (61%)
  • Reporting Category 3: 5.1 (57%)
  • Reporting Category 4: 2.1 (53%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 19%

33%
27%
21%
19%
Males: (Average Scale Score: 1,572, Tested: 51, Did Not Meet Grade Level Performance: 33%, Approaches: 26%, Meets: 23%, Masters: 18%)
33%
26%
23%
18%
Females: (Average Scale Score: 1,571, Tested: 39, Did Not Meet Grade Level Performance: 33%, Approaches: 29%, Meets: 17%, Masters: 21%)
33%
29%
17%
21%
Hispanic: (Average Scale Score: 1,572, Tested: 88, Did Not Meet Grade Level Performance: 33%, Approaches: 27%, Meets: 21%, Masters: 19%)
33%
27%
21%
19%

    Reading Average Scale Score
    (5th Grade)

  • All1,516
  • Males1,509
  • Females1,524
  • Hispanic1,516
Reading Average Scale Score:

1,516
Texas:

1,546
Reading students tested: 85
Reading # Answer Documents Submitted: 85

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 10.2 (64%)
  • Reporting Category 3: 7.7 (55%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 14%

44%
24%
18%
14%
Males: (Average Scale Score: 1,509, Tested: 47, Did Not Meet Grade Level Performance: 47%, Approaches: 21%, Meets: 15%, Masters: 17%)
47%
21%
15%
17%
Females: (Average Scale Score: 1,524, Tested: 38, Did Not Meet Grade Level Performance: 39%, Approaches: 29%, Meets: 21%, Masters: 11%)
39%
29%
21%
11%
Hispanic: (Average Scale Score: 1,516, Tested: 83, Did Not Meet Grade Level Performance: 43%, Approaches: 26%, Meets: 17%, Masters: 14%)
43%
26%
17%
14%

    Science Average Scale Score
    (5th Grade)

  • All3,717
  • Males3,765
  • Females3,657
  • Hispanic3,714
Science Average Scale Score:

3,717
State:

3,771
Science students tested: 94
Science # Answer Documents Submitted: 94

Science Avg Items Correct:
  • Reporting Category 1: 3.8 (64%)
  • Reporting Category 2: 5.2 (65%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 7.9 (66%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 12%

36%
36%
16%
12%
Males: (Average Scale Score: 3,765, Tested: 52, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 20%, Masters: 13%)
33%
34%
20%
13%
Females: (Average Scale Score: 3,657, Tested: 42, Did Not Meet Grade Level Performance: 40%, Approaches: 39%, Meets: 11%, Masters: 10%)
40%
39%
11%
10%
Hispanic: (Average Scale Score: 3,714, Tested: 92, Did Not Meet Grade Level Performance: 36%, Approaches: 37%, Meets: 15%, Masters: 12%)
36%
37%
15%
12%
5th Grade (Spanish)

    Math Average Scale Score
    (5th Grade (Spanish))

  • All1,522
  • Females1,546
  • Hispanic1,522
Math Average Scale Score:

1,522
Texas:

298
Math students tested: 6
Math # Answer Documents Submitted: 6

Math Avg Items Correct:
  • Reporting Category 1: 3.5 (58%)
  • Reporting Category 2: 9.7 (57%)
  • Reporting Category 3: 4.2 (46%)
  • Reporting Category 4: 1.2 (29%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 0%

33%
50%
17%
Females: (Average Scale Score: 1,546, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%
Hispanic: (Average Scale Score: 1,522, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 17%, Masters: 0%)
33%
50%
17%

    Reading Average Scale Score
    (5th Grade (Spanish))

  • All1,508
  • Males1,524
  • Females1,495
  • Hispanic1,508
Reading Average Scale Score:

1,508
Texas:

683
Reading students tested: 11
Reading # Answer Documents Submitted: 11

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 9.2 (57%)
  • Reporting Category 3: 7.4 (53%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 9%

36%
37%
18%
9%
Males: (Average Scale Score: 1,524, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 40%, Masters: 0%)
40%
20%
40%
Females: (Average Scale Score: 1,495, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 0%, Masters: 17%)
33%
50%
17%
Hispanic: (Average Scale Score: 1,508, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 37%, Meets: 18%, Masters: 9%)
36%
37%
18%
9%
Science students tested: 2
Science # Answer Documents Submitted: 2

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.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.
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 robbery without a weapon: 13


Total incidents per 1,000 students
Here:

16.4
Texas:

38.0

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)
  • Hispanic: 2

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

2.5
Texas:

17.4

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

  • Hispanic121
  • Black2
  • LEP19
  • IDEA7
  • 5044
Chronic Student Absenteeism: 123 (male: 73, female: 50)
  • Hispanic: 121 (male: 71, female: 50)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

155.5
Texas:

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: 4 (all male)
  • Hispanic: 2
  • Black: 2

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

5.1
State:

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).
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

  • Hispanic97
  • Black10
  • LEP11
  • IDEA15
  • 50418
School days missed due to out-of-school suspension: 107 (male: 90, female: 17)
  • Hispanic: 97 (male: 80, female: 17)
  • Black: 10 (all male)
  • Limited English Proficiency (LEP): 11 (all male)
  • Individuals With Disabilities Education Act (IDEA): 15 (all male)
  • Section 504: 18 (all male)
Instances of out-of-school suspension (Students without disabilities): 58

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

73.3
State:

102.7
Students without disabilities receiving one or more in-school suspension: 24 (male: 19, female: 5)
  • Hispanic: 22 (male: 17, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 25 (male: 20, female: 5)
  • Hispanic: 25 (male: 20, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 9

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

11.4
State:

27.5
Instances of out-of-school suspension (Section 504 only): 10

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

12.6
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Section 504: 4
Students with disabilities receiving only one out-of-school suspension: 5 (all male)
  • Hispanic: 5
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2
  • Section 504: 2

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Here:

2.5
State:

10.5

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