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Bagdad Elementary School in Leander, 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 31
Address
 800 DEER CREEK DR
Leander, TX 78641
Telephone
(512) 570-5900
(make sure to verify first before calling)
City-data.com school rating
31
Students
570
Classroom Teachers (FTE)
52.1
Free lunch eligible students
245
Reduced-price lunch
eligible students
74
School district
LEANDER 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:
WILLIAM J WINKLEY EL (1.7 miles):

80
LEANDER MIDDLE (1.6 miles):

80
FOUNDERS CLASSICAL ACADEMY OF LEANDER (2.4 miles):

79
WHITESTONE EL (2.2 miles):

68
PLEASANT HILL EL (3.0 miles):

62
CHRISTINE CAMACHO EL (1.4 miles):

52
JIM PLAIN EL (0.8 miles):

41
Bagdad Elementary School:

31
PATRICIA KNOWLES EL (3.4 miles):

25
Bagdad Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Williamson County:

63
Leander:

65
Bagdad Elementary School:

31

Students & Teachers


Total enrollment:
Enrollment in 2016: 570
Enrollment in 2015: 553
Enrollment in 2014: 598
Enrollment in 2013: 598
Enrollment in 2012: 584
Enrollment in 2011: 557
Enrollment in 2010: 579
Enrollment in 2009: 600
Enrollment in 2008: 689
Enrollment in 2007: 678
Enrollment in 2006: 834
Enrollment in 2005: 765
Enrollment in 2004: 810
Enrollment in 2003: 739
Enrollment in 2002: 640
Enrollment in 2001: 597
Enrollment in 2000: 423

Bagdad Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students299386868010294570
Female students15334051494339270
Male students14604635315955300
American Indian/Alaska Native students - - - 1 - - - 1
Asian students - 1111116
Hispanic students20494149425941301
Black students - 63356225
White students9323626273445209
Hawaiian Native/Pacific Islander students - - 1 - - - - 1
Two or More Races students - 54652527

Enrollment by grade:
Pre-Kindergarten enrollment: 29
Kindergarten enrollment: 93
1st grade enrollment: 86
2nd grade enrollment: 86
3rd grade enrollment: 80
4th grade enrollment: 102
5th grade enrollment: 94

Bagdad Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 270 (47.4%)
Here:

47.4%
State:

49.0%
Male enrollment: 300 (52.6%)
Bagdad Elementary School:

52.6%
State:

50.1%

Bagdad Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Bagdad Elementary School:

0.2%
Texas:

0.4%
Asian enrollment: 6 (1.1%)
Here:

1.1%
State:

3.1%
Hispanic enrollment: 301 (52.8%)
Bagdad Elementary School:

52.8%
Texas:

46.9%
Black enrollment: 25 (4.4%)
Here:

4.4%
Texas:

11.6%
White enrollment: 209 (36.7%)
Bagdad Elementary School:

36.7%
State:

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

0.2%
State:

0.1%
Two or More Races enrollment: 27 (4.7%)
Here:

4.7%
State:

2.1%

Bagdad Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 319 (56.0%)
School:

56.0%
Texas:

61.6%
Free lunch eligible students: 245 (43.0%)
Here:

43.0%
Texas:

55.4%
Reduced-price lunch eligible students: 74 (13.0%)
Bagdad Elementary School:

13.0%
Texas:

6.2%

Bagdad Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 52.1

Number of FTE teachers in their first year of teaching: 2.9
Number of FTE school counselors: 1.5
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Here:

10.9
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,457,309
  • Full-time Equivalency Count of Teachers: 41.6 (Salary Expenditures: $2,010,128)
  • Full-time Equivalency Count of Instructional Aides: 2.9 (Salary Expenditures: $59,997)
  • Full-time Equivalency Count of Support Services Staff: 5.5 (Salary Expenditures: $243,663)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $143,521)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $2,453,308
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,188,288
  • Salary Expenditures for Teachers: $2,513,404
  • Full-time Equivalency Count of Instructional Aides: 10.8 (Salary Expenditures: $226,447)
  • Full-time Equivalency Count of Support Services Staff: 6.7 (Salary Expenditures: $304,916)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $143,521)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $3,009,486

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic166
  • Asian2
  • Black4
  • Multirace2
  • IDEA19
Students Enrolled in LEP Programs: 174 (male: 81, female: 93)
  • Hispanic: 166 (male: 77, female: 89)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, 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

  • Hispanic35
  • Black4
  • White32
  • LEP20
Students with disabilities served under IDEA: 71 (male: 44, female: 27)
  • Hispanic: 35 (male: 19, female: 16)
  • Black: 4 (all female)
  • White: 32 (male: 25, female: 7)
  • Limited English Proficiency (LEP): 20 (male: 10, female: 10)

    Students with disabilities served under Section 504

  • Hispanic22
  • Black2
  • White25
  • LEP13
Students with disabilities served under Section 504: 49 (male: 25, female: 24)
  • Hispanic: 22 (male: 11, female: 11)
  • Black: 2 (all female)
  • White: 25 (male: 14, female: 11)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)

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 Kindergarten

  • Hispanic5
  • White2
  • LEP2
  • IDEA2
Total number of students retained in Kindergarten: 7 (all male)
  • Hispanic: 5
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
Here:

7.5%
State:

5.2%
Total number of students retained in 5th grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 5th grade students retained
Here:

2.1%
Texas:

4.3%

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

  • Hispanic31
  • Asian4
  • Black4
  • White34
  • Multirace4
  • LEP10
  • IDEA4
Gifted and Talented Student Enrollment: 77 (male: 37, female: 40)
  • Hispanic: 31 (male: 14, female: 17)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 34 (male: 17, female: 17)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

135.1
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)

  • All1,437
  • Males1,454
  • Females1,420
  • Hispanic1,450
  • White1,430
Math Average Scale Score:

1,437
State:

1,453
Math students tested: 77
Math # Answer Documents Submitted: 77

Math Avg Items Correct:
  • Reporting Category 1: 5.4 (68%)
  • Reporting Category 2: 8.1 (62%)
  • Reporting Category 3: 4 (57%)
  • Reporting Category 4: 2.6 (64%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 9%

25%
37%
29%
9%
Males: (Average Scale Score: 1,454, Tested: 39, Did Not Meet Grade Level Performance: 15%, Approaches: 41%, Meets: 31%, Masters: 13%)
15%
41%
31%
13%
Females: (Average Scale Score: 1,420, Tested: 38, Did Not Meet Grade Level Performance: 34%, Approaches: 34%, Meets: 27%, Masters: 5%)
34%
34%
27%
5%
Hispanic: (Average Scale Score: 1,450, Tested: 37, Did Not Meet Grade Level Performance: 19%, Approaches: 40%, Meets: 30%, Masters: 11%)
19%
40%
30%
11%
White: (Average Scale Score: 1,430, Tested: 32, Did Not Meet Grade Level Performance: 25%, Approaches: 41%, Meets: 28%, Masters: 6%)
25%
41%
28%
6%

    Reading Average Scale Score
    (3rd Grade)

  • All1,448
  • Males1,471
  • Females1,426
  • Hispanic1,440
  • White1,461
Reading Average Scale Score:

1,448
State:

1,423
Reading students tested: 67
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 68

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (81%)
  • Reporting Category 2: 10.3 (69%)
  • Reporting Category 3: 9.2 (65%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 19%

18%
33%
30%
19%
Males: (Average Scale Score: 1,471, Tested: 33, Did Not Meet Grade Level Performance: 18%, Approaches: 24%, Meets: 28%, Masters: 30%)
18%
24%
28%
30%
Females: (Average Scale Score: 1,426, Tested: 34, Did Not Meet Grade Level Performance: 18%, Approaches: 41%, Meets: 32%, Masters: 9%)
18%
41%
32%
9%
Hispanic: (Average Scale Score: 1,440, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 37%, Meets: 19%, Masters: 22%)
22%
37%
19%
22%
White: (Average Scale Score: 1,461, Tested: 32, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 34%, Masters: 22%)
16%
28%
34%
22%
3rd Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

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

  • All1,414
  • Males1,373
  • Females1,455
  • Hispanic1,414
Reading Average Scale Score:

1,414
State:

956
Reading students tested: 10
Reading # Answer Documents Submitted: 10

Reading Avg Items Correct:
  • Reporting Category 1: 3.5 (70%)
  • Reporting Category 2: 9.9 (66%)
  • Reporting Category 3: 8.9 (64%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 40%
Masters Grade Level Performance: 10%

10%
40%
40%
10%
Males: (Average Scale Score: 1,373, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 40%, Masters: 0%)
20%
40%
40%
Females: (Average Scale Score: 1,455, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 40%, Masters: 20%)
40%
40%
20%
Hispanic: (Average Scale Score: 1,414, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 40%, Meets: 40%, Masters: 10%)
10%
40%
40%
10%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,529
  • Males1,540
  • Females1,522
  • Hispanic1,513
  • White1,548
Math Average Scale Score:

1,529
Texas:

1,546
Math students tested: 81
Math # Answer Documents Submitted: 81

Math Avg Items Correct:
  • Reporting Category 1: 5.1 (57%)
  • Reporting Category 2: 6.8 (62%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 2.5 (62%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 14%

26%
37%
23%
14%
Males: (Average Scale Score: 1,540, Tested: 31, Did Not Meet Grade Level Performance: 19%, Approaches: 39%, Meets: 23%, Masters: 19%)
19%
39%
23%
19%
Females: (Average Scale Score: 1,522, Tested: 50, Did Not Meet Grade Level Performance: 30%, Approaches: 36%, Meets: 24%, Masters: 10%)
30%
36%
24%
10%
Hispanic: (Average Scale Score: 1,513, Tested: 50, Did Not Meet Grade Level Performance: 28%, Approaches: 42%, Meets: 26%, Masters: 4%)
28%
42%
26%
4%
White: (Average Scale Score: 1,548, Tested: 21, Did Not Meet Grade Level Performance: 19%, Approaches: 38%, Meets: 19%, Masters: 24%)
19%
38%
19%
24%

    Reading Average Scale Score
    (4th Grade)

  • All1,509
  • Males1,527
  • Females1,497
  • Hispanic1,505
  • White1,508
Reading Average Scale Score:

1,509
Texas:

1,496
Reading students tested: 63
Reading # Answer Documents Submitted: 63

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (68%)
  • Reporting Category 2: 10 (67%)
  • Reporting Category 3: 8.6 (66%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 14%

22%
37%
27%
14%
Males: (Average Scale Score: 1,527, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 37%, Meets: 25%, Masters: 17%)
21%
37%
25%
17%
Females: (Average Scale Score: 1,497, Tested: 39, Did Not Meet Grade Level Performance: 23%, Approaches: 36%, Meets: 28%, Masters: 13%)
23%
36%
28%
13%
Hispanic: (Average Scale Score: 1,505, Tested: 32, Did Not Meet Grade Level Performance: 19%, Approaches: 40%, Meets: 32%, Masters: 9%)
19%
40%
32%
9%
White: (Average Scale Score: 1,508, Tested: 21, Did Not Meet Grade Level Performance: 29%, Approaches: 23%, Meets: 34%, Masters: 14%)
29%
23%
34%
14%

    Writing Average Scale Score
    (4th Grade)

  • All3,535
  • Males3,459
  • Females3,585
  • Hispanic3,536
  • White3,560
Writing Average Scale Score:

3,535
State:

3,570
Writing students tested: 63
Writing # Answer Documents Submitted: 63

Writing Avg Items Correct:
  • Reporting Category 1: 3.8 (48%)
  • Reporting Category 2: 3.9 (49%)
  • Reporting Category 3: 9.3 (58%)

Did Not Meet Grade Level Performance: 54%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 5%

54%
25%
16%
5%
Males: (Average Scale Score: 3,459, Tested: 25, Did Not Meet Grade Level Performance: 56%, Approaches: 20%, Meets: 20%, Masters: 4%)
56%
20%
20%
4%
Females: (Average Scale Score: 3,585, Tested: 38, Did Not Meet Grade Level Performance: 53%, Approaches: 29%, Meets: 13%, Masters: 5%)
53%
29%
13%
5%
Hispanic: (Average Scale Score: 3,536, Tested: 32, Did Not Meet Grade Level Performance: 50%, Approaches: 31%, Meets: 16%, Masters: 3%)
50%
31%
16%
3%
White: (Average Scale Score: 3,560, Tested: 21, Did Not Meet Grade Level Performance: 52%, Approaches: 19%, Meets: 24%, Masters: 5%)
52%
19%
24%
5%
4th Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3

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

  • All1,415
  • Males1,382
  • Females1,445
  • Hispanic1,415
Reading Average Scale Score:

1,415
State:

815
Reading students tested: 21
Reading # Answer Documents Submitted: 21

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (57%)
  • Reporting Category 2: 8.4 (56%)
  • Reporting Category 3: 6.2 (48%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 5%

43%
43%
9%
5%
Males: (Average Scale Score: 1,382, Tested: 10, Did Not Meet Grade Level Performance: 50%, Approaches: 50%, Meets: 0%, Masters: 0%)
50%
50%
Females: (Average Scale Score: 1,445, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 37%, Meets: 18%, Masters: 9%)
36%
37%
18%
9%
Hispanic: (Average Scale Score: 1,415, Tested: 21, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 9%, Masters: 5%)
43%
43%
9%
5%

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

  • All3,336
  • Males3,204
  • Females3,456
  • Hispanic3,336
Writing Average Scale Score:

3,336
State:

2,017
Writing students tested: 23
Writing # Answer Documents Submitted: 23

Writing Avg Items Correct:
  • Reporting Category 1: 3.2 (40%)
  • Reporting Category 2: 3.9 (49%)
  • Reporting Category 3: 8.4 (52%)

Did Not Meet Grade Level Performance: 74%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 4%

74%
13%
9%
4%
Males: (Average Scale Score: 3,204, Tested: 11, Did Not Meet Grade Level Performance: 91%, Approaches: 9%, Meets: 0%, Masters: 0%)
91%
9%
Females: (Average Scale Score: 3,456, Tested: 12, Did Not Meet Grade Level Performance: 58%, Approaches: 17%, Meets: 17%, Masters: 8%)
58%
17%
17%
8%
Hispanic: (Average Scale Score: 3,336, Tested: 23, Did Not Meet Grade Level Performance: 74%, Approaches: 13%, Meets: 9%, Masters: 4%)
74%
13%
9%
4%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,548
  • Males1,575
  • Females1,527
  • Hispanic1,549
  • Black1,482
  • White1,549
  • Multirace1,582
Math Average Scale Score:

1,548
State:

1,603
Math students tested: 72
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 73

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (47%)
  • Reporting Category 2: 10.1 (59%)
  • Reporting Category 3: 5 (56%)
  • Reporting Category 4: 2.1 (52%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 51%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 6%

28%
51%
15%
6%
Males: (Average Scale Score: 1,575, Tested: 31, Did Not Meet Grade Level Performance: 16%, Approaches: 52%, Meets: 22%, Masters: 10%)
16%
52%
22%
10%
Females: (Average Scale Score: 1,527, Tested: 41, Did Not Meet Grade Level Performance: 37%, Approaches: 51%, Meets: 10%, Masters: 2%)
37%
51%
10%
2%
Hispanic: (Average Scale Score: 1,549, Tested: 33, Did Not Meet Grade Level Performance: 27%, Approaches: 49%, Meets: 21%, Masters: 3%)
27%
49%
21%
3%
Black: (Average Scale Score: 1,482, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 40%, Meets: 0%, Masters: 0%)
60%
40%
White: (Average Scale Score: 1,549, Tested: 25, Did Not Meet Grade Level Performance: 28%, Approaches: 52%, Meets: 8%, Masters: 12%)
28%
52%
8%
12%
Multirace: (Average Scale Score: 1,582, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 33%, Masters: 0%)
17%
50%
33%

    Reading Average Scale Score
    (5th Grade)

  • All1,540
  • Males1,548
  • Females1,533
  • Hispanic1,554
  • Black1,470
  • White1,534
  • Multirace1,607
Reading Average Scale Score:

1,540
State:

1,546
Reading students tested: 64
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 65

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 11.2 (70%)
  • Reporting Category 3: 8.3 (60%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 9%

27%
28%
36%
9%
Males: (Average Scale Score: 1,548, Tested: 31, Did Not Meet Grade Level Performance: 23%, Approaches: 25%, Meets: 42%, Masters: 10%)
23%
25%
42%
10%
Females: (Average Scale Score: 1,533, Tested: 33, Did Not Meet Grade Level Performance: 30%, Approaches: 31%, Meets: 30%, Masters: 9%)
30%
31%
30%
9%
Hispanic: (Average Scale Score: 1,554, Tested: 25, Did Not Meet Grade Level Performance: 20%, Approaches: 32%, Meets: 32%, Masters: 16%)
20%
32%
32%
16%
Black: (Average Scale Score: 1,470, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 20%, Masters: 0%)
60%
20%
20%
White: (Average Scale Score: 1,534, Tested: 25, Did Not Meet Grade Level Performance: 28%, Approaches: 28%, Meets: 40%, Masters: 4%)
28%
28%
40%
4%
Multirace: (Average Scale Score: 1,607, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 66%, Masters: 17%)
17%
66%
17%

    Science Average Scale Score
    (5th Grade)

  • All3,672
  • Males3,786
  • Females3,554
  • Hispanic3,613
  • Black3,314
  • White3,720
  • Multirace4,007
Science Average Scale Score:

3,672
State:

3,771
Science students tested: 59
Science # Answer Documents Submitted: 59

Science Avg Items Correct:
  • Reporting Category 1: 3.7 (61%)
  • Reporting Category 2: 5.6 (69%)
  • Reporting Category 3: 6 (60%)
  • Reporting Category 4: 7.5 (63%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 5%

39%
34%
22%
5%
Males: (Average Scale Score: 3,786, Tested: 30, Did Not Meet Grade Level Performance: 23%, Approaches: 37%, Meets: 33%, Masters: 7%)
23%
37%
33%
7%
Females: (Average Scale Score: 3,554, Tested: 29, Did Not Meet Grade Level Performance: 55%, Approaches: 31%, Meets: 11%, Masters: 3%)
55%
31%
11%
3%
Hispanic: (Average Scale Score: 3,613, Tested: 20, Did Not Meet Grade Level Performance: 50%, Approaches: 20%, Meets: 30%, Masters: 0%)
50%
20%
30%
Black: (Average Scale Score: 3,314, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 40%, Meets: 0%, Masters: 0%)
60%
40%
White: (Average Scale Score: 3,720, Tested: 25, Did Not Meet Grade Level Performance: 36%, Approaches: 40%, Meets: 12%, Masters: 12%)
36%
40%
12%
12%
Multirace: (Average Scale Score: 4,007, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 67%, Masters: 0%)
33%
67%
5th Grade (Spanish)

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

  • All1,564
  • Females1,564
  • Hispanic1,564
Reading Average Scale Score:

1,564
State:

683
Reading students tested: 8
Reading # Answer Documents Submitted: 8

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 11.1 (70%)
  • Reporting Category 3: 8.4 (60%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 25%

13%
38%
25%
25%
Females: (Average Scale Score: 1,564, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 25%, Masters: 25%)
13%
38%
25%
25%
Hispanic: (Average Scale Score: 1,564, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 25%, Masters: 25%)
13%
38%
25%
25%

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

  • All3,517
  • Females3,480
  • Hispanic3,517
Science Average Scale Score:

3,517
Texas:

857
Science students tested: 14
Science # Answer Documents Submitted: 14

Science Avg Items Correct:
  • Reporting Category 1: 3.8 (63%)
  • Reporting Category 2: 4.7 (59%)
  • Reporting Category 3: 4.9 (49%)
  • Reporting Category 4: 7.1 (60%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 0%

43%
36%
21%
Females: (Average Scale Score: 3,480, Tested: 13, Did Not Meet Grade Level Performance: 46%, Approaches: 39%, Meets: 15%, Masters: 0%)
46%
39%
15%
Hispanic: (Average Scale Score: 3,517, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 36%, Meets: 21%, Masters: 0%)
43%
36%
21%

Health & Safety


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

  • Hispanic19
  • Black4
  • White28
  • Multirace2
  • LEP10
  • IDEA13
  • 5047
Chronic Student Absenteeism: 53 (male: 27, female: 26)
  • Hispanic: 19 (male: 11, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 5, female: 8)
  • Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

93.0
State:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 6 (all male)
  • Hispanic: 1
  • White: 5
  • Individuals With Disabilities Education Act (IDEA): 2
Instances of out-of-school suspension (Students without disabilities): 2

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

3.5
State:

102.7
Students without disabilities receiving one or more in-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 5 (all male)
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 2

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

3.5
Texas:

27.5
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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