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Barbara Jordan Int School in Cibolo, TX
(05-06 • 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 63
Address
 515 THISTLE CREEK DR
Cibolo, TX 78108
Telephone
(210) 619-4250
(make sure to verify first before calling)
Website
http://www.scuc.txed.net/BarbaraJordan.cfm
City-data.com school rating
63
Students
700
Classroom Teachers (FTE)
45.7
Free lunch eligible students
120
Reduced-price lunch
eligible students
56
School district
SCHERTZ-CIBOLO-U CITY ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
DOBIE J H (0.5 miles):

82
SAMUEL CLEMENS H S (1.2 miles):

76
WATTS EL (0.3 miles):

72
GREEN VALLEY EL (1.2 miles):

72
ELAINE S SCHLATHER INT (1.5 miles):

70
Barbara Jordan Int School:

63
WIEDERSTEIN EL (0.8 miles):

62
LAURA INGALLS WILDER INT (1.7 miles):

62
SCHERTZ EL (1.7 miles):

15
Barbara Jordan Int School rating compared to average state, county and city schools ratings:
Texas:

54
Guadalupe County:

60
Cibolo:

69
Barbara Jordan Int School:

63

Students & Teachers


Total enrollment:
Enrollment in 2016: 700
Enrollment in 2015: 648
Enrollment in 2014: 612
Enrollment in 2013: 583
Enrollment in 2012: 612
Enrollment in 2011: 627
Enrollment in 2010: 567
Enrollment in 2009: 1,018
Enrollment in 2008: 898
Enrollment in 2007: 795
Enrollment in 2006: 661
Enrollment in 2005: 564
Enrollment in 2004: 519
Enrollment in 2003: 532
Enrollment in 2002: 498
Enrollment in 2001: 457
Enrollment in 2000: 399
Enrollment in 1999: 419

Barbara Jordan Int School - Historical enrollment


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

GradeG05G06Total
All students364336700
Female students164162326
Male students200174374
American Indian/Alaska Native students314
Asian students11718
Hispanic students131123254
Black students384684
White students161145306
Hawaiian Native/Pacific Islander students213
Two or More Races students181331

Enrollment by grade:
5th grade enrollment: 364
6th grade enrollment: 336

Barbara Jordan Int School - Historical enrollment by grade


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

Female enrollment: 326 (46.6%)
Here:

46.6%
State:

49.0%
Male enrollment: 374 (53.4%)
Here:

53.4%
Texas:

50.1%

Barbara Jordan Int School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 4 (0.6%)
Here:

0.6%
State:

0.4%
Asian enrollment: 18 (2.6%)
School:

2.6%
Texas:

3.1%
Hispanic enrollment: 254 (36.3%)
School:

36.3%
State:

46.9%
Black enrollment: 84 (12.0%)
Here:

12.0%
Texas:

11.6%
White enrollment: 306 (43.7%)
Here:

43.7%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.4%)
School:

0.4%
Texas:

0.1%
Two or More Races enrollment: 31 (4.4%)
School:

4.4%
State:

2.1%

Barbara Jordan Int School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 176 (25.1%)
School:

25.1%
State:

61.6%
Free lunch eligible students: 120 (17.1%)
Barbara Jordan Int School:

17.1%
State:

55.4%
Reduced-price lunch eligible students: 56 (8.0%)
Barbara Jordan Int School:

8.0%
State:

6.2%

Barbara Jordan Int School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 45.7

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 20
Number of FTE nurses: 1
Number of FTE psychologists: 0.5
Number of FTE social workers: 0.1

Student/Teacher Ratio
School:

15.3
State:

15.6

Barbara Jordan Int School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,749,058
  • Full-time Equivalency Count of Teachers: 45.7 (Salary Expenditures: $2,355,499)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $33,144)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $184,180)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $176,235)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $89,241
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,043,096
  • Salary Expenditures for Teachers: $2,545,134
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $112,605)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $209,122)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $176,235)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $104,277

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

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

  • Hispanic29
  • Black4
  • White38
  • Multirace4
Students with disabilities served under IDEA: 75 (male: 54, female: 21)
  • Hispanic: 29 (male: 22, female: 7)
  • Black: 4 (all male)
  • White: 38 (male: 28, female: 10)
  • Two or More Races: 4 (all female)

    Students with disabilities served under Section 504

  • Hispanic13
  • Black10
  • White37
  • Multirace2
Students with disabilities served under Section 504: 62 (male: 38, female: 24)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 10 (male: 5, female: 5)
  • White: 37 (male: 23, female: 14)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 1,975 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 5th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 5th grade students retained
Barbara Jordan Int School:

1.1%
State:

4.8%


Gifted and Talented:
Show data for

(State average from 7,254 schools)

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

    Gifted and Talented Student Enrollment

  • Hispanic10
  • Asian7
  • Black4
  • White37
  • Multirace4
  • IDEA4
Gifted and Talented Student Enrollment: 62 (male: 37, female: 25)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 37 (male: 23, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

88.6
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,265 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.
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,641
  • Males1,650
  • Females1,632
  • Hispanic1,630
  • Black1,590
  • White1,662
  • Multirace1,658
Math Average Scale Score:

1,641
State:

1,603
Math students tested: 334
# Absent - Not Tested: 4
Math # Answer Documents Submitted: 338

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 11.9 (70%)
  • Reporting Category 3: 6.4 (71%)
  • Reporting Category 4: 2.7 (68%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 30%

13%
26%
31%
30%
Males: (Average Scale Score: 1,650, Tested: 163, Did Not Meet Grade Level Performance: 10%, Approaches: 25%, Meets: 33%, Masters: 32%)
10%
25%
33%
32%
Females: (Average Scale Score: 1,632, Tested: 171, Did Not Meet Grade Level Performance: 15%, Approaches: 28%, Meets: 30%, Masters: 27%)
15%
28%
30%
27%
Hispanic: (Average Scale Score: 1,630, Tested: 137, Did Not Meet Grade Level Performance: 15%, Approaches: 30%, Meets: 30%, Masters: 25%)
15%
30%
30%
25%
Black: (Average Scale Score: 1,590, Tested: 42, Did Not Meet Grade Level Performance: 21%, Approaches: 36%, Meets: 24%, Masters: 19%)
21%
36%
24%
19%
White: (Average Scale Score: 1,662, Tested: 125, Did Not Meet Grade Level Performance: 10%, Approaches: 19%, Meets: 36%, Masters: 35%)
10%
19%
36%
35%
Multirace: (Average Scale Score: 1,658, Tested: 23, Did Not Meet Grade Level Performance: 4%, Approaches: 31%, Meets: 30%, Masters: 35%)
4%
31%
30%
35%

    Reading Average Scale Score
    (5th Grade)

  • All1,601
  • Males1,605
  • Females1,598
  • Hispanic1,584
  • Black1,587
  • White1,615
  • Multirace1,645
Reading Average Scale Score:

1,601
State:

1,546
Reading students tested: 333
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 338

Reading Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 12.1 (75%)
  • Reporting Category 3: 9.7 (69%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 27%

16%
25%
32%
27%
Males: (Average Scale Score: 1,605, Tested: 162, Did Not Meet Grade Level Performance: 19%, Approaches: 21%, Meets: 32%, Masters: 28%)
19%
21%
32%
28%
Females: (Average Scale Score: 1,598, Tested: 171, Did Not Meet Grade Level Performance: 13%, Approaches: 28%, Meets: 33%, Masters: 26%)
13%
28%
33%
26%
Hispanic: (Average Scale Score: 1,584, Tested: 137, Did Not Meet Grade Level Performance: 15%, Approaches: 32%, Meets: 31%, Masters: 22%)
15%
32%
31%
22%
Black: (Average Scale Score: 1,587, Tested: 42, Did Not Meet Grade Level Performance: 21%, Approaches: 34%, Meets: 21%, Masters: 24%)
21%
34%
21%
24%
White: (Average Scale Score: 1,615, Tested: 124, Did Not Meet Grade Level Performance: 15%, Approaches: 18%, Meets: 36%, Masters: 31%)
15%
18%
36%
31%
Multirace: (Average Scale Score: 1,645, Tested: 23, Did Not Meet Grade Level Performance: 13%, Approaches: 9%, Meets: 39%, Masters: 39%)
13%
9%
39%
39%

    Science Average Scale Score
    (5th Grade)

  • All3,839
  • Males3,888
  • Females3,792
  • Hispanic3,771
  • Black3,743
  • White3,902
  • Multirace4,003
Science Average Scale Score:

3,839
Texas:

3,771
Science students tested: 333
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 337

Science Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 5.7 (71%)
  • Reporting Category 3: 6.7 (67%)
  • Reporting Category 4: 8.5 (71%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 12%

23%
39%
26%
12%
Males: (Average Scale Score: 3,888, Tested: 162, Did Not Meet Grade Level Performance: 21%, Approaches: 35%, Meets: 29%, Masters: 15%)
21%
35%
29%
15%
Females: (Average Scale Score: 3,792, Tested: 171, Did Not Meet Grade Level Performance: 24%, Approaches: 44%, Meets: 23%, Masters: 9%)
24%
44%
23%
9%
Hispanic: (Average Scale Score: 3,771, Tested: 136, Did Not Meet Grade Level Performance: 24%, Approaches: 43%, Meets: 23%, Masters: 10%)
24%
43%
23%
10%
Black: (Average Scale Score: 3,743, Tested: 42, Did Not Meet Grade Level Performance: 38%, Approaches: 29%, Meets: 23%, Masters: 10%)
38%
29%
23%
10%
White: (Average Scale Score: 3,902, Tested: 125, Did Not Meet Grade Level Performance: 17%, Approaches: 42%, Meets: 27%, Masters: 14%)
17%
42%
27%
14%
Multirace: (Average Scale Score: 4,003, Tested: 23, Did Not Meet Grade Level Performance: 17%, Approaches: 35%, Meets: 31%, Masters: 17%)
17%
35%
31%
17%

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,701
  • Males1,692
  • Females1,709
  • Hispanic1,669
  • Asian1,814
  • Black1,684
  • White1,724
  • Multirace1,712
Math Average Scale Score:

1,701
Texas:

1,546
Math students tested: 333
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 335

Math Avg Items Correct:
  • Reporting Category 1: 6.6 (66%)
  • Reporting Category 2: 10.1 (68%)
  • Reporting Category 3: 4.1 (68%)
  • Reporting Category 4: 4.4 (62%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 30%

8%
25%
37%
30%
Males: (Average Scale Score: 1,692, Tested: 164, Did Not Meet Grade Level Performance: 9%, Approaches: 25%, Meets: 39%, Masters: 27%)
9%
25%
39%
27%
Females: (Average Scale Score: 1,709, Tested: 169, Did Not Meet Grade Level Performance: 7%, Approaches: 26%, Meets: 34%, Masters: 33%)
7%
26%
34%
33%
Hispanic: (Average Scale Score: 1,669, Tested: 128, Did Not Meet Grade Level Performance: 9%, Approaches: 33%, Meets: 37%, Masters: 21%)
9%
33%
37%
21%
Asian: (Average Scale Score: 1,814, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 0%, Masters: 75%)
25%
75%
Black: (Average Scale Score: 1,684, Tested: 34, Did Not Meet Grade Level Performance: 15%, Approaches: 20%, Meets: 36%, Masters: 29%)
15%
20%
36%
29%
White: (Average Scale Score: 1,724, Tested: 140, Did Not Meet Grade Level Performance: 6%, Approaches: 18%, Meets: 42%, Masters: 34%)
6%
18%
42%
34%
Multirace: (Average Scale Score: 1,712, Tested: 21, Did Not Meet Grade Level Performance: 10%, Approaches: 33%, Meets: 19%, Masters: 38%)
10%
33%
19%
38%

    Reading Average Scale Score
    (6th Grade)

  • All1,609
  • Males1,589
  • Females1,627
  • Hispanic1,579
  • Asian1,620
  • Black1,600
  • White1,636
  • Multirace1,610
Reading Average Scale Score:

1,609
State:

1,457
Reading students tested: 333
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 335

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 12.6 (74%)
  • Reporting Category 3: 9.9 (66%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 20%

20%
39%
21%
20%
Males: (Average Scale Score: 1,589, Tested: 164, Did Not Meet Grade Level Performance: 22%, Approaches: 41%, Meets: 26%, Masters: 11%)
22%
41%
26%
11%
Females: (Average Scale Score: 1,627, Tested: 169, Did Not Meet Grade Level Performance: 18%, Approaches: 36%, Meets: 18%, Masters: 28%)
18%
36%
18%
28%
Hispanic: (Average Scale Score: 1,579, Tested: 128, Did Not Meet Grade Level Performance: 30%, Approaches: 40%, Meets: 18%, Masters: 12%)
30%
40%
18%
12%
Asian: (Average Scale Score: 1,620, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 37%, Masters: 13%)
13%
38%
37%
13%
Black: (Average Scale Score: 1,600, Tested: 34, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 23%, Masters: 21%)
24%
32%
23%
21%
White: (Average Scale Score: 1,636, Tested: 140, Did Not Meet Grade Level Performance: 11%, Approaches: 40%, Meets: 22%, Masters: 27%)
11%
40%
22%
27%
Multirace: (Average Scale Score: 1,610, Tested: 21, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 24%, Masters: 19%)
14%
43%
24%
19%

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 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
Barbara Jordan Int School:

2.9
State:

9.3


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

  • Hispanic22
  • Asian2
  • Black2
  • White22
  • Multirace2
  • LEP2
  • IDEA10
  • 5042
Chronic Student Absenteeism: 50 (male: 34, female: 16)
  • Hispanic: 22 (male: 14, female: 8)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Barbara Jordan Int School:

71.4
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.
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
Here:

2.9
State:

0.9


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

  • Hispanic11
  • White6
  • Multirace1
  • IDEA11
  • 5049
School days missed due to out-of-school suspension: 18 (all male)
  • Hispanic: 11
  • White: 6
  • Two or More Races: 1
  • Individuals With Disabilities Education Act (IDEA): 11
  • Section 504: 9

Instances of out-of-school suspension (Students without disabilities): 6

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

8.6
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black7
  • White5
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 21 (male: 17, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

Instances of out-of-school suspension (Students with disabilities): 9

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

12.9
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 7

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

10.0
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Asian2
  • Black2
  • White5
  • 5048
Students with disabilities receiving one or more in-school suspension: 11 (all male)
  • Hispanic: 2
  • Asian: 2
  • Black: 2
  • White: 5
  • Section 504: 8

Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Section 504: 2


Expulsions:
Show data for

(State average from 1,623 schools)

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

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Barbara Jordan Int School:

2.9
State:

10.5

Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Barbara Jordan Int School:

2.9
Texas:

0.3

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