Jump to a detailed profile or search site with Google Custom Search


Young Elementary School in Pasadena, TX
(PK-04 • 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 32
Address
 4221 FOX MEADOW LN
Pasadena, TX 77504
Telephone
(713) 740-0784
(make sure to verify first before calling)
City-data.com school rating
32
Students
739
Classroom Teachers (FTE)
45.8
Free lunch eligible students
604
Reduced-price lunch
eligible students
41
School district
PASADENA 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:
BAILEY EL (1.7 miles):

93
YES PREP - SOUTHEAST (0.8 miles):

74
MILLER INT (0.3 miles):

65
PEARL HALL EL (1.4 miles):

52
EARNESTEEN MILSTEAD MIDDLE (1.4 miles):

51
TEAGUE EL (1.2 miles):

49
PASADENA MEMORIAL H S (1.5 miles):

44
Young Elementary School:

32
SOUTH HOUSTON HIGH SCHOOL (0.9 miles):

29
Young Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Pasadena:

42
Young Elementary School:

32

Students & Teachers


Total enrollment:
Enrollment in 2016: 739
Enrollment in 2015: 782
Enrollment in 2014: 789
Enrollment in 2013: 778
Enrollment in 2012: 787
Enrollment in 2011: 685
Enrollment in 2010: 693
Enrollment in 2009: 697
Enrollment in 2008: 647
Enrollment in 2007: 787
Enrollment in 2006: 851
Enrollment in 2005: 799
Enrollment in 2004: 770
Enrollment in 2003: 746
Enrollment in 2002: 729
Enrollment in 2001: 545
Enrollment in 2000: 525
Enrollment in 1999: 531

Young Elementary School - Historical enrollment


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

GradePKKGG01G02G03G04Total
All students66117133143145135739
Female students246258656754330
Male students425575787881409
American Indian/Alaska Native students - - 11 - - 2
Asian students1 - - - - 12
Hispanic students5498105118122110607
Black students5111616111372
White students6711711850
Hawaiian Native/Pacific Islander students - - - - 1 - 1
Two or More Races students - 1 - 1 - 35

Enrollment by grade:
Pre-Kindergarten enrollment: 66
Kindergarten enrollment: 117
1st grade enrollment: 133
2nd grade enrollment: 143
3rd grade enrollment: 145
4th grade enrollment: 135

Young Elementary School - Historical enrollment by grade


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

Female enrollment: 330 (44.7%)
School:

44.7%
State:

49.0%
Male enrollment: 409 (55.3%)
Here:

55.3%
State:

50.1%

Young Elementary School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 2 (0.3%)
School:

0.3%
Texas:

0.4%
Asian enrollment: 2 (0.3%)
Here:

0.3%
State:

3.1%
Hispanic enrollment: 607 (82.1%)
Young Elementary School:

82.1%
Texas:

46.9%
Black enrollment: 72 (9.7%)
School:

9.7%
State:

11.6%
White enrollment: 50 (6.8%)
School:

6.8%
State:

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

0.1%
State:

0.1%
Two or More Races enrollment: 5 (0.7%)
School:

0.7%
State:

2.1%

Young Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 645 (87.3%)
School:

87.3%
Texas:

61.6%
Free lunch eligible students: 604 (81.7%)
School:

81.7%
Texas:

55.4%
Reduced-price lunch eligible students: 41 (5.5%)
School:

5.5%
Texas:

6.2%

Young Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 45.8

Number of FTE teachers in their first year of teaching: 3.9
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 0.5
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
Young Elementary School:

16.1
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,608,017
  • Full-time Equivalency Count of Teachers: 45.8 (Salary Expenditures: $2,198,817)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $58,456)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $147,924)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $202,820)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $83,110
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,167,409
  • Salary Expenditures for Teachers: $2,468,083
  • Full-time Equivalency Count of Instructional Aides: 8.7 (Salary Expenditures: $169,808)
  • Full-time Equivalency Count of Support Services Staff: 4.5 (Salary Expenditures: $326,698)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $202,820)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $109,256

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 332 (male: 199, female: 133)
  • Hispanic: 325 (male: 194, female: 131)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, 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

  • Hispanic35
  • Black4
  • White4
  • LEP14
Students with disabilities served under IDEA: 43 (male: 36, female: 7)
  • Hispanic: 35 (male: 28, female: 7)
  • Black: 4 (all male)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

Students with disabilities served under Section 504: 18 (male: 13, female: 5)
  • Hispanic: 16 (male: 11, female: 5)
  • White: 2 (all male)
  • 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: 14 (male: 7, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 1st grade students retained
Young Elementary School:

10.5%
State:

6.1%

Total number of students retained in 2nd grade: 9 (male: 5, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 2nd grade students retained
Here:

6.3%
Texas:

4.8%

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

Percent of 3rd grade students retained
Young Elementary School:

1.4%
State:

4.1%

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

Percent of 4th grade students retained
Young Elementary School:

3.0%
Texas:

3.6%


Gifted and Talented:
Show data for

(State average from 7,254 schools)

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

    Gifted and Talented Student Enrollment

  • Hispanic7
  • American Indian2
  • Black4
  • White4
  • Multirace2
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 19 (male: 11, female: 8)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

25.7
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)

  • All1,464
  • Males1,456
  • Females1,480
  • Hispanic1,459
  • Black1,359
  • White1,584
Math Average Scale Score:

1,464
Texas:

1,453
Math students tested: 61
Math # Answer Documents Submitted: 61

Math Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 8 (61%)
  • Reporting Category 3: 4.3 (62%)
  • Reporting Category 4: 3 (74%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 20%

21%
45%
14%
20%
Males: (Average Scale Score: 1,456, Tested: 40, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 18%, Masters: 20%)
25%
37%
18%
20%
Females: (Average Scale Score: 1,480, Tested: 21, Did Not Meet Grade Level Performance: 14%, Approaches: 57%, Meets: 10%, Masters: 19%)
14%
57%
10%
19%
Hispanic: (Average Scale Score: 1,459, Tested: 46, Did Not Meet Grade Level Performance: 20%, Approaches: 45%, Meets: 18%, Masters: 17%)
20%
45%
18%
17%
Black: (Average Scale Score: 1,359, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 14%, Masters: 0%)
43%
43%
14%
White: (Average Scale Score: 1,584, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 0%, Masters: 50%)
13%
38%
50%

    Reading Average Scale Score
    (3rd Grade)

  • All1,424
  • Males1,413
  • Females1,445
  • Hispanic1,411
  • Black1,358
  • White1,556
Reading Average Scale Score:

1,424
State:

1,423
Reading students tested: 61
Reading # Answer Documents Submitted: 61

Reading Avg Items Correct:
  • Reporting Category 1: 3.8 (76%)
  • Reporting Category 2: 9.3 (62%)
  • Reporting Category 3: 8.7 (62%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 20%

28%
41%
11%
20%
Males: (Average Scale Score: 1,413, Tested: 40, Did Not Meet Grade Level Performance: 30%, Approaches: 42%, Meets: 8%, Masters: 20%)
30%
42%
8%
20%
Females: (Average Scale Score: 1,445, Tested: 21, Did Not Meet Grade Level Performance: 24%, Approaches: 38%, Meets: 19%, Masters: 19%)
24%
38%
19%
19%
Hispanic: (Average Scale Score: 1,411, Tested: 46, Did Not Meet Grade Level Performance: 28%, Approaches: 42%, Meets: 13%, Masters: 17%)
28%
42%
13%
17%
Black: (Average Scale Score: 1,358, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 57%, Meets: 0%, Masters: 0%)
43%
57%
White: (Average Scale Score: 1,556, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 13%, Masters: 50%)
13%
25%
13%
50%

3rd Grade (Spanish)

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

  • All1,440
  • Males1,453
  • Females1,425
  • Hispanic1,440
Math Average Scale Score:

1,440
Texas:

510
Math students tested: 60
Math # Answer Documents Submitted: 60

Math Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 7.6 (59%)
  • Reporting Category 3: 4.1 (58%)
  • Reporting Category 4: 2.7 (66%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 15%

32%
30%
23%
15%
Males: (Average Scale Score: 1,453, Tested: 32, Did Not Meet Grade Level Performance: 31%, Approaches: 22%, Meets: 28%, Masters: 19%)
31%
22%
28%
19%
Females: (Average Scale Score: 1,425, Tested: 28, Did Not Meet Grade Level Performance: 32%, Approaches: 39%, Meets: 18%, Masters: 11%)
32%
39%
18%
11%
Hispanic: (Average Scale Score: 1,440, Tested: 60, Did Not Meet Grade Level Performance: 32%, Approaches: 30%, Meets: 23%, Masters: 15%)
32%
30%
23%
15%

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

  • All1,428
  • Males1,449
  • Females1,405
  • Hispanic1,428
Reading Average Scale Score:

1,428
State:

956
Reading students tested: 60
Reading # Answer Documents Submitted: 60

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (81%)
  • Reporting Category 2: 9.6 (64%)
  • Reporting Category 3: 8.6 (61%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 22%

22%
30%
26%
22%
Males: (Average Scale Score: 1,449, Tested: 32, Did Not Meet Grade Level Performance: 19%, Approaches: 28%, Meets: 28%, Masters: 25%)
19%
28%
28%
25%
Females: (Average Scale Score: 1,405, Tested: 28, Did Not Meet Grade Level Performance: 25%, Approaches: 32%, Meets: 25%, Masters: 18%)
25%
32%
25%
18%
Hispanic: (Average Scale Score: 1,428, Tested: 60, Did Not Meet Grade Level Performance: 22%, Approaches: 30%, Meets: 26%, Masters: 22%)
22%
30%
26%
22%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,552
  • Males1,563
  • Females1,539
  • Hispanic1,555
  • Black1,530
Math Average Scale Score:

1,552
State:

1,546
Math students tested: 101
Math # Answer Documents Submitted: 101

Math Avg Items Correct:
  • Reporting Category 1: 6.1 (67%)
  • Reporting Category 2: 7.3 (66%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 2.4 (60%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 15%

19%
43%
23%
15%
Males: (Average Scale Score: 1,563, Tested: 56, Did Not Meet Grade Level Performance: 13%, Approaches: 49%, Meets: 19%, Masters: 20%)
13%
49%
19%
20%
Females: (Average Scale Score: 1,539, Tested: 45, Did Not Meet Grade Level Performance: 27%, Approaches: 37%, Meets: 27%, Masters: 9%)
27%
37%
27%
9%
Hispanic: (Average Scale Score: 1,555, Tested: 88, Did Not Meet Grade Level Performance: 18%, Approaches: 42%, Meets: 24%, Masters: 16%)
18%
42%
24%
16%
Black: (Average Scale Score: 1,530, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 56%, Meets: 11%, Masters: 11%)
22%
56%
11%
11%

    Reading Average Scale Score
    (4th Grade)

  • All1,499
  • Males1,501
  • Females1,496
  • Hispanic1,498
  • Black1,513
Reading Average Scale Score:

1,499
Texas:

1,496
Reading students tested: 101
Reading # Answer Documents Submitted: 101

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 9.4 (62%)
  • Reporting Category 3: 8.5 (66%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 10%

29%
34%
27%
10%
Males: (Average Scale Score: 1,501, Tested: 56, Did Not Meet Grade Level Performance: 32%, Approaches: 36%, Meets: 21%, Masters: 11%)
32%
36%
21%
11%
Females: (Average Scale Score: 1,496, Tested: 45, Did Not Meet Grade Level Performance: 24%, Approaches: 34%, Meets: 33%, Masters: 9%)
24%
34%
33%
9%
Hispanic: (Average Scale Score: 1,498, Tested: 88, Did Not Meet Grade Level Performance: 30%, Approaches: 35%, Meets: 25%, Masters: 10%)
30%
35%
25%
10%
Black: (Average Scale Score: 1,513, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 33%, Masters: 11%)
22%
34%
33%
11%

    Writing Average Scale Score
    (4th Grade)

  • All3,638
  • Males3,629
  • Females3,649
  • Hispanic3,632
  • Black3,669
Writing Average Scale Score:

3,638
Texas:

3,570
Writing students tested: 101
Writing # Answer Documents Submitted: 101

Writing Avg Items Correct:
  • Reporting Category 1: 3.8 (47%)
  • Reporting Category 2: 3.7 (46%)
  • Reporting Category 3: 10.5 (66%)

Did Not Meet Grade Level Performance: 52%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 5%

52%
15%
28%
5%
Males: (Average Scale Score: 3,629, Tested: 56, Did Not Meet Grade Level Performance: 55%, Approaches: 18%, Meets: 22%, Masters: 5%)
55%
18%
22%
5%
Females: (Average Scale Score: 3,649, Tested: 45, Did Not Meet Grade Level Performance: 49%, Approaches: 11%, Meets: 36%, Masters: 4%)
49%
11%
36%
4%
Hispanic: (Average Scale Score: 3,632, Tested: 88, Did Not Meet Grade Level Performance: 52%, Approaches: 17%, Meets: 25%, Masters: 6%)
52%
17%
25%
6%
Black: (Average Scale Score: 3,669, Tested: 9, Did Not Meet Grade Level Performance: 67%, Approaches: 0%, Meets: 33%, Masters: 0%)
67%
33%

4th Grade (Spanish)
Math Average Scale Score:

1,436
State:

381
Math students tested: 7
Math # Answer Documents Submitted: 7

Math Avg Items Correct:
  • Reporting Category 1: 4.3 (48%)
  • Reporting Category 2: 5.3 (48%)
  • Reporting Category 3: 3.9 (39%)
  • Reporting Category 4: 1.9 (46%)

Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 0%

57%
29%
14%
Hispanic: (Average Scale Score: 1,436, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 29%, Meets: 14%, Masters: 0%)
57%
29%
14%

Reading Average Scale Score:

1,513
State:

815
Reading students tested: 7
Reading # Answer Documents Submitted: 7

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (68%)
  • Reporting Category 2: 10.1 (68%)
  • Reporting Category 3: 7.3 (56%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 29%

29%
28%
14%
29%
Hispanic: (Average Scale Score: 1,513, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 14%, Masters: 29%)
29%
28%
14%
29%

Writing Average Scale Score:

3,972
State:

2,017
Writing students tested: 7
Writing # Answer Documents Submitted: 7

Writing Avg Items Correct:
  • Reporting Category 1: 4.6 (57%)
  • Reporting Category 2: 5 (63%)
  • Reporting Category 3: 12 (75%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 29%

29%
28%
14%
29%
Hispanic: (Average Scale Score: 3,972, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 14%, Masters: 29%)
29%
28%
14%
29%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 1,516 schools)

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

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

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

2.7
Texas:

17.4

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

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

2.7
State:

13.1


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

  • Hispanic52
  • Asian2
  • Black10
  • White10
  • Multirace2
  • LEP22
  • IDEA10
  • 5042
Chronic Student Absenteeism: 76 (male: 38, female: 38)
  • Hispanic: 52 (male: 26, female: 26)
  • Asian: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 22 (male: 11, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

102.8
Texas:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)

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

    School days missed due to out-of-school suspension

  • Hispanic4
  • Black15
  • White5
  • Multirace3
  • IDEA5
School days missed due to out-of-school suspension: 27 (all male)
  • Hispanic: 4
  • Black: 15
  • White: 5
  • Two or More Races: 3
  • Individuals With Disabilities Education Act (IDEA): 5

Instances of out-of-school suspension (All preschool students): 4

Instances of out-of-school suspension per 1,000 students (All preschool students)
Young Elementary School:

5.4
State:

1.4
Preschool children receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Preschool children receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Instances of out-of-school suspension (Students without disabilities): 13

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

17.6
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)

Students without disabilities receiving only one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2

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

Instances of out-of-school suspension (Students with disabilities): 4

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

5.4
State:

27.5
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2

Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Two or More Races: 2

Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

Comments


Review, comment, or add new information about this topic:


Discuss Pasadena, Texas (TX) on our hugely popular Texas forum.


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents