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W H Gaston Middle School in Dallas, 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 37
Address
 9565 MERCER DR
Dallas, TX 75228
Telephone
(972) 502-5400
(make sure to verify first before calling)
Website
http://www.dallasisd.org/gaston
City-data.com school rating
37
Students
1,003
Classroom Teachers (FTE)
67.0
Free lunch eligible students
905
Reduced-price lunch
eligible students
31
School district
DALLAS 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:
REINHARDT EL (0.8 miles):

75
ALEX SANGER EL (1.3 miles):

75
S S CONNER EL (1.2 miles):

63
ALEX SANGER PREPARATORY MIDDLE (1.3 miles):

51
EDWIN J KIEST EL (1.3 miles):

47
HAROLD WENDELL LANG SR MIDDLE (1.7 miles):

37
W H Gaston Middle School:

37
GEORGE W TRUETT EL (0.9 miles):

34
BRYAN ADAMS H S (0.8 miles):

21
W H Gaston Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Dallas:

53
W H Gaston Middle School:

37

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,003
Enrollment in 2015: 1,086
Enrollment in 2014: 1,143
Enrollment in 2013: 1,126
Enrollment in 2012: 1,185
Enrollment in 2011: 1,113
Enrollment in 2010: 1,058
Enrollment in 2009: 967
Enrollment in 2008: 908
Enrollment in 2007: 930
Enrollment in 2006: 856
Enrollment in 2005: 894
Enrollment in 2004: 964
Enrollment in 2003: 985
Enrollment in 2002: 944
Enrollment in 2001: 976
Enrollment in 2000: 1,011
Enrollment in 1999: 909

W H Gaston Middle School - Historical enrollment


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

GradeG06G07G08Total
All students3353283401,003
Female students166155155476
Male students169173185527
American Indian/Alaska Native students21 - 3
Asian students2114
Hispanic students270269269808
Black students474658151
White students1291132
Hawaiian Native/Pacific Islander students - 1 - 1
Two or More Races students2114

Enrollment by grade:
6th grade enrollment: 335
7th grade enrollment: 328
8th grade enrollment: 340

W H Gaston Middle School - Historical enrollment by grade


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

Female enrollment: 476 (47.5%)
Here:

47.5%
Texas:

49.0%
Male enrollment: 527 (52.5%)
Here:

52.5%
Texas:

50.1%

W H Gaston Middle School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 3 (0.3%)
School:

0.3%
State:

0.4%
Asian enrollment: 4 (0.4%)
Here:

0.4%
State:

3.1%
Hispanic enrollment: 808 (80.6%)
W H Gaston Middle School:

80.6%
Texas:

46.9%
Black enrollment: 151 (15.1%)
W H Gaston Middle School:

15.1%
State:

11.6%
White enrollment: 32 (3.2%)
W H Gaston Middle School:

3.2%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
School:

0.1%
Texas:

0.1%
Two or More Races enrollment: 4 (0.4%)
W H Gaston Middle School:

0.4%
State:

2.1%

W H Gaston Middle School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 936 (93.3%)
W H Gaston Middle School:

93.3%
State:

61.6%
Free lunch eligible students: 905 (90.2%)
Here:

90.2%
Texas:

55.4%
Reduced-price lunch eligible students: 31 (3.1%)
W H Gaston Middle School:

3.1%
Texas:

6.2%

W H Gaston Middle School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 67

Number of FTE teachers in their first year of teaching: 10
Number of FTE teachers in their second year of teaching: 8
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 18
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1

Student/Teacher Ratio
School:

15.0
State:

15.6

W H Gaston Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,814,692
  • Full-time Equivalency Count of Teachers: 66 (Salary Expenditures: $3,050,671)
  • Full-time Equivalency Count of Support Services Staff: 10 (Salary Expenditures: $342,605)
  • Full-time Equivalency Count of School Administration Staff: 10 (Salary Expenditures: $398,460)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $75,330
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,597,530
  • Salary Expenditures for Teachers: $3,574,470
  • Full-time Equivalency Count of Instructional Aides: 5.9 (Salary Expenditures: $148,075)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $453,569)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $398,460)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $118,041

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic457
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • IDEA25
Students Enrolled in LEP Programs: 465 (male: 238, female: 227)
  • Hispanic: 457 (male: 236, female: 221)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 17, 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

  • Hispanic56
  • Black32
  • White4
  • LEP44
Students with disabilities served under IDEA: 92 (male: 63, female: 29)
  • Hispanic: 56 (male: 34, female: 22)
  • Black: 32 (male: 25, female: 7)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 44 (male: 28, female: 16)

    Students with disabilities served under Section 504

  • Hispanic28
  • Black10
  • White7
  • LEP13
Students with disabilities served under Section 504: 45 (male: 27, female: 18)
  • Hispanic: 28 (male: 14, female: 14)
  • Black: 10 (male: 8, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)

Retention:
Show data for

(State average from 1,054 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 6th grade: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

Percent of 6th grade students retained
School:

1.2%
State:

6.3%

Total number of students retained in 7th grade: 2 (all female)
  • Hispanic: 2

Percent of 7th grade students retained
School:

0.6%
Texas:

6.0%

Total number of students retained in 8th grade: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

Percent of 8th grade students retained
School:

1.2%
State:

7.0%


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

  • Hispanic82
  • Asian2
  • Native Hawaiian2
  • Black13
  • White4
  • LEP46
Gifted and Talented Student Enrollment: 103 (male: 44, female: 59)
  • Hispanic: 82 (male: 32, female: 50)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 13 (male: 8, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 46 (male: 17, female: 29)

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

102.7
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

  • All4,738
  • Males4,559
  • Females4,900
  • Hispanic4,741
  • Black4,652
Algebra I Average Scale Score:

4,738
Texas:

4,001
Algebra I students tested: 42
Algebra I # Answer Documents Submitted: 42

Algebra I Avg Items Correct:
  • Reporting Category 1: 9.7 (88%)
  • Reporting Category 2: 10.3 (86%)
  • Reporting Category 3: 11.9 (85%)
  • Reporting Category 4: 9.4 (86%)
  • Reporting Category 5: 5.3 (88%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 2%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 88%

2%
10%
88%
Males: (Average Scale Score: 4,559, Tested: 20, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 20%, Masters: 75%)
5%
20%
75%
Females: (Average Scale Score: 4,900, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Hispanic: (Average Scale Score: 4,741, Tested: 33, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 12%, Masters: 88%)
12%
88%
Black: (Average Scale Score: 4,652, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,575
  • Males1,575
  • Females1,575
  • Hispanic1,585
  • Black1,514
  • White1,602
Math Average Scale Score:

1,575
State:

1,546
Math students tested: 303
Math # Answer Documents Submitted: 303

Math Avg Items Correct:
  • Reporting Category 1: 4.7 (47%)
  • Reporting Category 2: 6.6 (44%)
  • Reporting Category 3: 2.5 (41%)
  • Reporting Category 4: 2.9 (41%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 7%

45%
31%
17%
7%
Males: (Average Scale Score: 1,575, Tested: 139, Did Not Meet Grade Level Performance: 42%, Approaches: 32%, Meets: 21%, Masters: 5%)
42%
32%
21%
5%
Females: (Average Scale Score: 1,575, Tested: 164, Did Not Meet Grade Level Performance: 48%, Approaches: 30%, Meets: 14%, Masters: 8%)
48%
30%
14%
8%
Hispanic: (Average Scale Score: 1,585, Tested: 240, Did Not Meet Grade Level Performance: 41%, Approaches: 33%, Meets: 18%, Masters: 8%)
41%
33%
18%
8%
Black: (Average Scale Score: 1,514, Tested: 47, Did Not Meet Grade Level Performance: 64%, Approaches: 27%, Meets: 9%, Masters: 0%)
64%
27%
9%
White: (Average Scale Score: 1,602, Tested: 13, Did Not Meet Grade Level Performance: 54%, Approaches: 15%, Meets: 23%, Masters: 8%)
54%
15%
23%
8%

    Reading Average Scale Score
    (6th Grade)

  • All1,527
  • Males1,508
  • Females1,543
  • Hispanic1,537
  • Black1,467
  • White1,545
Reading Average Scale Score:

1,527
State:

1,457
Reading students tested: 303
Reading # Answer Documents Submitted: 303

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 10.7 (63%)
  • Reporting Category 3: 7.7 (51%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 7%

47%
28%
18%
7%
Males: (Average Scale Score: 1,508, Tested: 139, Did Not Meet Grade Level Performance: 54%, Approaches: 24%, Meets: 18%, Masters: 4%)
54%
24%
18%
4%
Females: (Average Scale Score: 1,543, Tested: 164, Did Not Meet Grade Level Performance: 40%, Approaches: 33%, Meets: 18%, Masters: 9%)
40%
33%
18%
9%
Hispanic: (Average Scale Score: 1,537, Tested: 240, Did Not Meet Grade Level Performance: 44%, Approaches: 28%, Meets: 21%, Masters: 7%)
44%
28%
21%
7%
Black: (Average Scale Score: 1,467, Tested: 47, Did Not Meet Grade Level Performance: 64%, Approaches: 27%, Meets: 9%, Masters: 0%)
64%
27%
9%
White: (Average Scale Score: 1,545, Tested: 13, Did Not Meet Grade Level Performance: 38%, Approaches: 39%, Meets: 8%, Masters: 15%)
38%
39%
8%
15%

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,583
  • Males1,576
  • Females1,591
  • Hispanic1,590
  • Black1,550
  • White1,576
Math Average Scale Score:

1,583
State:

1,571
Math students tested: 277
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 309

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (46%)
  • Reporting Category 2: 6.5 (44%)
  • Reporting Category 3: 4.8 (40%)
  • Reporting Category 4: 2.4 (35%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 1%

47%
40%
12%
1%
Males: (Average Scale Score: 1,576, Tested: 139, Did Not Meet Grade Level Performance: 53%, Approaches: 37%, Meets: 8%, Masters: 2%)
53%
37%
8%
2%
Females: (Average Scale Score: 1,591, Tested: 138, Did Not Meet Grade Level Performance: 41%, Approaches: 44%, Meets: 14%, Masters: 1%)
41%
44%
14%
1%
Hispanic: (Average Scale Score: 1,590, Tested: 228, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 12%, Masters: 2%)
43%
43%
12%
2%
Black: (Average Scale Score: 1,550, Tested: 33, Did Not Meet Grade Level Performance: 61%, Approaches: 36%, Meets: 3%, Masters: 0%)
61%
36%
3%
White: (Average Scale Score: 1,576, Tested: 12, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 17%, Masters: 0%)
50%
33%
17%

    Reading Average Scale Score
    (7th Grade)

  • All1,604
  • Males1,568
  • Females1,639
  • Hispanic1,607
  • Black1,581
  • White1,610
Reading Average Scale Score:

1,604
State:

1,550
Reading students tested: 307
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 309

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 10.7 (60%)
  • Reporting Category 3: 9.1 (57%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 14%

37%
36%
13%
14%
Males: (Average Scale Score: 1,568, Tested: 152, Did Not Meet Grade Level Performance: 49%, Approaches: 32%, Meets: 14%, Masters: 5%)
49%
32%
14%
5%
Females: (Average Scale Score: 1,639, Tested: 155, Did Not Meet Grade Level Performance: 25%, Approaches: 40%, Meets: 12%, Masters: 23%)
25%
40%
12%
23%
Hispanic: (Average Scale Score: 1,607, Tested: 252, Did Not Meet Grade Level Performance: 36%, Approaches: 37%, Meets: 12%, Masters: 15%)
36%
37%
12%
15%
Black: (Average Scale Score: 1,581, Tested: 38, Did Not Meet Grade Level Performance: 45%, Approaches: 31%, Meets: 13%, Masters: 11%)
45%
31%
13%
11%
White: (Average Scale Score: 1,610, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 38%, Meets: 31%, Masters: 0%)
31%
38%
31%

    Writing Average Scale Score
    (7th Grade)

  • All3,642
  • Males3,506
  • Females3,780
  • Hispanic3,649
  • Black3,567
  • White3,714
Writing Average Scale Score:

3,642
Texas:

3,515
Writing students tested: 307
Writing # Answer Documents Submitted: 308

Writing Avg Items Correct:
  • Reporting Category 1: 7.9 (49%)
  • Reporting Category 2: 7.6 (59%)
  • Reporting Category 3: 11 (64%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 4%

42%
27%
27%
4%
Males: (Average Scale Score: 3,506, Tested: 154, Did Not Meet Grade Level Performance: 52%, Approaches: 24%, Meets: 23%, Masters: 1%)
52%
24%
23%
1%
Females: (Average Scale Score: 3,780, Tested: 153, Did Not Meet Grade Level Performance: 32%, Approaches: 30%, Meets: 31%, Masters: 7%)
32%
30%
31%
7%
Hispanic: (Average Scale Score: 3,649, Tested: 252, Did Not Meet Grade Level Performance: 42%, Approaches: 27%, Meets: 26%, Masters: 5%)
42%
27%
26%
5%
Black: (Average Scale Score: 3,567, Tested: 39, Did Not Meet Grade Level Performance: 49%, Approaches: 28%, Meets: 20%, Masters: 3%)
49%
28%
20%
3%
White: (Average Scale Score: 3,714, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 23%, Meets: 46%, Masters: 0%)
31%
23%
46%

8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,663
  • Males1,647
  • Females1,681
  • Hispanic1,666
  • Black1,644
  • White1,678
Math Average Scale Score:

1,663
Texas:

1,539
Math students tested: 346
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 373

Math Avg Items Correct:
  • Reporting Category 1: 2 (50%)
  • Reporting Category 2: 9.2 (57%)
  • Reporting Category 3: 8.4 (56%)
  • Reporting Category 4: 4.3 (61%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 8%

29%
35%
28%
8%
Males: (Average Scale Score: 1,647, Tested: 179, Did Not Meet Grade Level Performance: 34%, Approaches: 35%, Meets: 25%, Masters: 6%)
34%
35%
25%
6%
Females: (Average Scale Score: 1,681, Tested: 167, Did Not Meet Grade Level Performance: 25%, Approaches: 35%, Meets: 29%, Masters: 11%)
25%
35%
29%
11%
Hispanic: (Average Scale Score: 1,666, Tested: 286, Did Not Meet Grade Level Performance: 29%, Approaches: 35%, Meets: 27%, Masters: 9%)
29%
35%
27%
9%
Black: (Average Scale Score: 1,644, Tested: 46, Did Not Meet Grade Level Performance: 35%, Approaches: 30%, Meets: 31%, Masters: 4%)
35%
30%
31%
4%
White: (Average Scale Score: 1,678, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 40%, Meets: 50%, Masters: 0%)
10%
40%
50%

    Reading Average Scale Score
    (8th Grade)

  • All1,652
  • Males1,633
  • Females1,672
  • Hispanic1,655
  • Black1,624
  • White1,671
Reading Average Scale Score:

1,652
Texas:

1,561
Reading students tested: 339
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 373

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 12.8 (67%)
  • Reporting Category 3: 10.6 (63%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 18%

32%
31%
19%
18%
Males: (Average Scale Score: 1,633, Tested: 177, Did Not Meet Grade Level Performance: 36%, Approaches: 31%, Meets: 21%, Masters: 12%)
36%
31%
21%
12%
Females: (Average Scale Score: 1,672, Tested: 162, Did Not Meet Grade Level Performance: 28%, Approaches: 30%, Meets: 17%, Masters: 25%)
28%
30%
17%
25%
Hispanic: (Average Scale Score: 1,655, Tested: 279, Did Not Meet Grade Level Performance: 31%, Approaches: 29%, Meets: 21%, Masters: 19%)
31%
29%
21%
19%
Black: (Average Scale Score: 1,624, Tested: 46, Did Not Meet Grade Level Performance: 41%, Approaches: 35%, Meets: 13%, Masters: 11%)
41%
35%
13%
11%
White: (Average Scale Score: 1,671, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 60%, Meets: 20%, Masters: 10%)
10%
60%
20%
10%

    Science Average Scale Score
    (8th Grade)

  • All3,706
  • Males3,679
  • Females3,734
  • Hispanic3,709
  • Black3,652
  • White3,878
Science Average Scale Score:

3,706
Texas:

3,634
Science students tested: 349
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 372

Science Avg Items Correct:
  • Reporting Category 1: 6.3 (58%)
  • Reporting Category 2: 4.9 (54%)
  • Reporting Category 3: 6.5 (59%)
  • Reporting Category 4: 6.9 (63%)

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

37%
33%
20%
10%
Males: (Average Scale Score: 3,679, Tested: 180, Did Not Meet Grade Level Performance: 40%, Approaches: 31%, Meets: 20%, Masters: 9%)
40%
31%
20%
9%
Females: (Average Scale Score: 3,734, Tested: 169, Did Not Meet Grade Level Performance: 34%, Approaches: 35%, Meets: 20%, Masters: 11%)
34%
35%
20%
11%
Hispanic: (Average Scale Score: 3,709, Tested: 291, Did Not Meet Grade Level Performance: 37%, Approaches: 34%, Meets: 18%, Masters: 11%)
37%
34%
18%
11%
Black: (Average Scale Score: 3,652, Tested: 46, Did Not Meet Grade Level Performance: 43%, Approaches: 24%, Meets: 24%, Masters: 9%)
43%
24%
24%
9%
White: (Average Scale Score: 3,878, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 60%, Masters: 0%)
20%
20%
60%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,689
  • Males3,662
  • Females3,719
  • Hispanic3,673
  • Black3,723
  • White3,801
Social Studies Average Scale Score:

3,689
Texas:

3,461
Social Studies students tested: 331
# Absent - Not Tested: 3
Social Studies # Answer Documents Submitted: 372

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.5 (56%)
  • Reporting Category 2: 5.9 (59%)
  • Reporting Category 3: 5.6 (56%)
  • Reporting Category 4: 4.1 (58%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 15%

41%
32%
12%
15%
Males: (Average Scale Score: 3,662, Tested: 175, Did Not Meet Grade Level Performance: 43%, Approaches: 32%, Meets: 13%, Masters: 12%)
43%
32%
13%
12%
Females: (Average Scale Score: 3,719, Tested: 156, Did Not Meet Grade Level Performance: 39%, Approaches: 32%, Meets: 11%, Masters: 18%)
39%
32%
11%
18%
Hispanic: (Average Scale Score: 3,673, Tested: 276, Did Not Meet Grade Level Performance: 43%, Approaches: 31%, Meets: 11%, Masters: 15%)
43%
31%
11%
15%
Black: (Average Scale Score: 3,723, Tested: 42, Did Not Meet Grade Level Performance: 31%, Approaches: 36%, Meets: 19%, Masters: 14%)
31%
36%
19%
14%
White: (Average Scale Score: 3,801, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 45%, Meets: 11%, Masters: 11%)
33%
45%
11%
11%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 1,516 schools)

Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 7 (all male)
  • Hispanic: 5
  • Black: 2
  • Limited English Proficiency (LEP): 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
W H Gaston Middle School:

7.0
Texas:

17.4

Students without disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students without disabilities who received a school-related arrest per 1,000 students
W H Gaston Middle School:

2.0
Texas:

13.1

Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Black: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
W H Gaston Middle School:

2.0
Texas:

5.4


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.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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. Bullying on the basis of religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
W H Gaston Middle School:

1.0
Texas:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Black: 2


Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
W H Gaston Middle School:

1.0
Texas:

0.8


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

  • Hispanic58
  • American Indian2
  • Black16
  • White10
  • LEP37
  • IDEA16
  • 5047
Chronic Student Absenteeism: 86 (male: 60, female: 26)
  • Hispanic: 58 (male: 38, female: 20)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 16 (male: 14, female: 2)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 37 (male: 26, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

85.7
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)

Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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 Non-IDEA students subjected to mechanical restraint: 2 (all male)
  • Hispanic: 2

Non-IDEA students subjected to mechanical restraint per 1,000 students
School:

2.0
Texas:

5.4

Total Number of Non-IDEA students subjected to physical restraint: 2 (all male)
  • Black: 2

Non-IDEA students subjected to physical restraint per 1,000 students
School:

2.0
State:

3.0

Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • Black: 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
W H Gaston Middle School:

2.0
Texas:

1.0

Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Black: 2

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

2.0
Texas:

6.8


Suspensions:
Show data for

(State average from 3,231 schools)

Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
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

  • Hispanic906
  • American Indian8
  • Black287
  • White40
  • Multirace3
  • LEP583
  • IDEA87
  • 50470
School days missed due to out-of-school suspension: 1,244 (male: 841, female: 403)
  • Hispanic: 906 (male: 629, female: 277)
  • American Indian / Alaska Native: 8 (all female)
  • Black: 287 (male: 194, female: 93)
  • White: 40 (male: 15, female: 25)
  • Two or More Races: 3 (all male)
  • Limited English Proficiency (LEP): 583 (male: 426, female: 157)
  • Individuals With Disabilities Education Act (IDEA): 87 (male: 78, female: 9)
  • Section 504: 70 (male: 63, female: 7)

Instances of out-of-school suspension (Students without disabilities): 287

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

286.1
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic76
  • Asian2
  • Black19
  • White2
  • LEP52
Students without disabilities receiving one or more in-school suspension: 99 (male: 66, female: 33)
  • Hispanic: 76 (male: 53, female: 23)
  • Asian: 2 (all female)
  • Black: 19 (male: 11, female: 8)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 52 (male: 38, female: 14)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic67
  • Black19
  • White2
  • Multirace2
  • LEP43
Students without disabilities receiving only one out-of-school suspension: 90 (male: 53, female: 37)
  • Hispanic: 67 (male: 41, female: 26)
  • Black: 19 (male: 8, female: 11)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 43 (male: 29, female: 14)

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

  • Hispanic49
  • American Indian2
  • Black16
  • White4
  • LEP31
Students without disabilities receiving more than one out-of-school suspension: 71 (male: 45, female: 26)
  • Hispanic: 49 (male: 35, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 16 (male: 8, female: 8)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 31 (male: 23, female: 8)

Instances of out-of-school suspension (Students with disabilities): 39

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

38.9
State:

27.5
Instances of out-of-school suspension (Section 504 only): 24

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

23.9
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic5
  • Black10
  • White4
  • LEP5
  • 5048
Students with disabilities receiving one or more in-school suspension: 19 (male: 15, female: 4)
  • Hispanic: 5 (all male)
  • Black: 10 (male: 8, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)
  • Section 504: 8 (all male)

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

  • Hispanic10
  • Black2
  • White4
  • LEP4
  • 5047
Students with disabilities receiving only one out-of-school suspension: 16 (male: 9, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, female: 2)

Students with disabilities receiving more than one out-of-school suspension: 8 (all male)
  • Black: 8
  • Section 504: 7


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 without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
School:

2.0
State:

26.6

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.

    8th grade student enrollment in Algebra I

  • Hispanic25
  • Black4
  • White2
  • LEP4
8th grade student enrollment in Algebra I: 31 (male: 15, female: 16)
  • Hispanic: 25 (male: 11, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 23 (male: 10, female: 13)
  • Hispanic: 23 (male: 10, female: 13)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 8th grade students who passed
W H Gaston Middle School:

74.2%
State:

87.0%

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