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Blessing Elementary School in Blessing, 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 42
Address
 139 FM 616
Blessing, TX 77419
Telephone
(979) 843-4330
(make sure to verify first before calling)
Website
http://www.tidehavenisd.com
City-data.com school rating
42
Students
255
Classroom Teachers (FTE)
14.2
Free lunch eligible students
167
Reduced-price lunch
eligible students
17
School district
TIDEHAVEN 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:
MARKHAM EL (10.6 miles):

83
TIDEHAVEN H S (4.6 miles):

61
PALACIOS H S (11.4 miles):

54
TIDEHAVEN INT (4.6 miles):

51
PALACIOS J H (11.1 miles):

50
BAY CITY H S (15.6 miles):

42
Blessing Elementary School:

42
CENTRAL EL (11.2 miles):

31
EAST SIDE INT (11.3 miles):

19
Blessing Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Matagorda County:

48
Blessing:

42
Blessing Elementary School:

42

Students & Teachers


Total enrollment:
Enrollment in 2016: 255
Enrollment in 2015: 234
Enrollment in 2014: 233
Enrollment in 2013: 211
Enrollment in 2012: 210
Enrollment in 2011: 222
Enrollment in 2010: 229
Enrollment in 2009: 235
Enrollment in 2008: 243
Enrollment in 2007: 240
Enrollment in 2006: 241
Enrollment in 2005: 236
Enrollment in 2004: 233
Enrollment in 2003: 233
Enrollment in 2002: 222
Enrollment in 2001: 236
Enrollment in 2000: 236
Enrollment in 1999: 254

Blessing Elementary School - Historical enrollment


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

GradePKKGG01G02G03G04G05Total
All students21364541433732255
Female students9142418241718124
Male students12222123192014131
Hispanic students17262430231917156
Black students - - - - 1 - - 1
White students410211019181496
Two or More Races students - - - 1 - - 12

Enrollment by grade:
Pre-Kindergarten enrollment: 21
Kindergarten enrollment: 36
1st grade enrollment: 45
2nd grade enrollment: 41
3rd grade enrollment: 43
4th grade enrollment: 37
5th grade enrollment: 32

Blessing Elementary School - Historical enrollment by grade


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

Female enrollment: 124 (48.6%)
Blessing Elementary School:

48.6%
Texas:

49.0%
Male enrollment: 131 (51.4%)
School:

51.4%
State:

50.1%

Blessing Elementary School - Historical enrollment by gender


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

Hispanic enrollment: 156 (61.2%)
Here:

61.2%
State:

46.9%
Black enrollment: 1 (0.4%)
Blessing Elementary School:

0.4%
State:

11.6%
White enrollment: 96 (37.6%)
Here:

37.6%
State:

32.3%
Two or More Races enrollment: 2 (0.8%)
Here:

0.8%
State:

2.1%

Blessing Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 184 (72.2%)
Blessing Elementary School:

72.2%
State:

61.6%
Free lunch eligible students: 167 (65.5%)
Blessing Elementary School:

65.5%
Texas:

55.4%
Reduced-price lunch eligible students: 17 (6.7%)
Blessing Elementary School:

6.7%
Texas:

6.2%

Blessing Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 14.2

Number of FTE teachers in their second year of teaching: 1
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 sworn law enforcement officers: 0.2
Number of FTE nurses: 0.6

Student/Teacher Ratio
Here:

17.9
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $899,774
  • Full-time Equivalency Count of Teachers: 14.2 (Salary Expenditures: $687,410)
  • Full-time Equivalency Count of Instructional Aides: 4.9 (Salary Expenditures: $58,924)
  • Full-time Equivalency Count of Support Services Staff: 1.5 (Salary Expenditures: $71,197)
  • Full-time Equivalency Count of School Administration Staff: 1.3 (Salary Expenditures: $84,654)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $121,520
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $956,224
  • Salary Expenditures for Teachers: $687,410
  • Full-time Equivalency Count of Instructional Aides: 7.4 (Salary Expenditures: $112,963)
  • Full-time Equivalency Count of Support Services Staff: 1.5 (Salary Expenditures: $71,197)
  • Full-time Equivalency Count of School Administration Staff: 1.3 (Salary Expenditures: $84,654)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $304,507

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 58 (male: 29, female: 29)
  • Hispanic: 58 (male: 29, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 21 (male: 14, female: 7)
  • Hispanic: 14 (male: 7, female: 7)
  • White: 7 (all male)

Students with disabilities served under Section 504: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 3,162 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

  • Hispanic10
  • White4
  • LEP2
  • IDEA2
Total number of students retained in Kindergarten: 14 (male: 7, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Percent of Kindergarten students retained
School:

38.9%
State:

5.2%

Total number of students retained in 1st grade: 2 (all female)
  • White: 2

Percent of 1st grade students retained
Blessing Elementary School:

4.4%
Texas:

6.1%

Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)

Percent of 2nd grade students retained
Blessing Elementary School:

9.8%
State:

4.8%

Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Percent of 3rd grade students retained
School:

9.3%
Texas:

4.1%

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
School:

6.3%
State:

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: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

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

39.2
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)

The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,475
  • Males1,472
  • Females1,478
  • Hispanic1,434
  • White1,527
Math Average Scale Score:

1,475
State:

1,453
Math students tested: 41
Math # Answer Documents Submitted: 41

Math Avg Items Correct:
  • Reporting Category 1: 6.3 (79%)
  • Reporting Category 2: 8.1 (62%)
  • Reporting Category 3: 4.2 (61%)
  • Reporting Category 4: 3 (76%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 51%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 22%

12%
51%
15%
22%
Males: (Average Scale Score: 1,472, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 68%, Meets: 18%, Masters: 14%)
68%
18%
14%
Females: (Average Scale Score: 1,478, Tested: 19, Did Not Meet Grade Level Performance: 26%, Approaches: 32%, Meets: 10%, Masters: 32%)
26%
32%
10%
32%
Hispanic: (Average Scale Score: 1,434, Tested: 23, Did Not Meet Grade Level Performance: 22%, Approaches: 56%, Meets: 5%, Masters: 17%)
22%
56%
5%
17%
White: (Average Scale Score: 1,527, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 44%, Meets: 28%, Masters: 28%)
44%
28%
28%

    Reading Average Scale Score
    (3rd Grade)

  • All1,438
  • Males1,441
  • Females1,434
  • Hispanic1,401
  • White1,485
Reading Average Scale Score:

1,438
Texas:

1,423
Reading students tested: 41
Reading # Answer Documents Submitted: 41

Reading Avg Items Correct:
  • Reporting Category 1: 4 (80%)
  • Reporting Category 2: 9.7 (65%)
  • Reporting Category 3: 9.2 (66%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 24%

20%
46%
10%
24%
Males: (Average Scale Score: 1,441, Tested: 22, Did Not Meet Grade Level Performance: 18%, Approaches: 50%, Meets: 5%, Masters: 27%)
18%
50%
5%
27%
Females: (Average Scale Score: 1,434, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 42%, Meets: 16%, Masters: 21%)
21%
42%
16%
21%
Hispanic: (Average Scale Score: 1,401, Tested: 23, Did Not Meet Grade Level Performance: 30%, Approaches: 53%, Meets: 4%, Masters: 13%)
30%
53%
4%
13%
White: (Average Scale Score: 1,485, Tested: 18, Did Not Meet Grade Level Performance: 6%, Approaches: 38%, Meets: 17%, Masters: 39%)
6%
38%
17%
39%

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,545
  • Males1,582
  • Females1,509
  • Hispanic1,534
  • White1,567
Math Average Scale Score:

1,545
Texas:

1,546
Math students tested: 41
Math # Answer Documents Submitted: 41

Math Avg Items Correct:
  • Reporting Category 1: 6.2 (69%)
  • Reporting Category 2: 6.7 (61%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 2.7 (67%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 12%

17%
46%
25%
12%
Males: (Average Scale Score: 1,582, Tested: 20, Did Not Meet Grade Level Performance: 15%, Approaches: 30%, Meets: 35%, Masters: 20%)
15%
30%
35%
20%
Females: (Average Scale Score: 1,509, Tested: 21, Did Not Meet Grade Level Performance: 19%, Approaches: 62%, Meets: 14%, Masters: 5%)
19%
62%
14%
5%
Hispanic: (Average Scale Score: 1,534, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 45%, Meets: 22%, Masters: 11%)
22%
45%
22%
11%
White: (Average Scale Score: 1,567, Tested: 13, Did Not Meet Grade Level Performance: 8%, Approaches: 46%, Meets: 31%, Masters: 15%)
8%
46%
31%
15%

    Reading Average Scale Score
    (4th Grade)

  • All1,483
  • Males1,485
  • Females1,481
  • Hispanic1,470
  • White1,507
Reading Average Scale Score:

1,483
Texas:

1,496
Reading students tested: 41
Reading # Answer Documents Submitted: 41

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 9.8 (66%)
  • Reporting Category 3: 7.3 (56%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 10%

29%
42%
19%
10%
Males: (Average Scale Score: 1,485, Tested: 20, Did Not Meet Grade Level Performance: 25%, Approaches: 45%, Meets: 20%, Masters: 10%)
25%
45%
20%
10%
Females: (Average Scale Score: 1,481, Tested: 21, Did Not Meet Grade Level Performance: 33%, Approaches: 38%, Meets: 19%, Masters: 10%)
33%
38%
19%
10%
Hispanic: (Average Scale Score: 1,470, Tested: 27, Did Not Meet Grade Level Performance: 30%, Approaches: 40%, Meets: 23%, Masters: 7%)
30%
40%
23%
7%
White: (Average Scale Score: 1,507, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 38%, Meets: 16%, Masters: 15%)
31%
38%
16%
15%

    Writing Average Scale Score
    (4th Grade)

  • All3,591
  • Males3,614
  • Females3,570
  • Hispanic3,510
  • White3,754
Writing Average Scale Score:

3,591
Texas:

3,570
Writing students tested: 42
Writing # Answer Documents Submitted: 42

Writing Avg Items Correct:
  • Reporting Category 1: 3.5 (43%)
  • Reporting Category 2: 3.6 (45%)
  • Reporting Category 3: 10.6 (66%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 2%

45%
31%
22%
2%
Males: (Average Scale Score: 3,614, Tested: 20, Did Not Meet Grade Level Performance: 35%, Approaches: 40%, Meets: 25%, Masters: 0%)
35%
40%
25%
Females: (Average Scale Score: 3,570, Tested: 22, Did Not Meet Grade Level Performance: 55%, Approaches: 22%, Meets: 18%, Masters: 5%)
55%
22%
18%
5%
Hispanic: (Average Scale Score: 3,510, Tested: 28, Did Not Meet Grade Level Performance: 50%, Approaches: 29%, Meets: 21%, Masters: 0%)
50%
29%
21%
White: (Average Scale Score: 3,754, Tested: 13, Did Not Meet Grade Level Performance: 38%, Approaches: 31%, Meets: 23%, Masters: 8%)
38%
31%
23%
8%

4th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1


Reading students tested: 1
Reading # Answer Documents Submitted: 1


5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,572
  • Males1,555
  • Females1,586
  • Hispanic1,548
  • White1,596
Math Average Scale Score:

1,572
State:

1,603
Math students tested: 38
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 39

Math Avg Items Correct:
  • Reporting Category 1: 3.3 (56%)
  • Reporting Category 2: 9.8 (58%)
  • Reporting Category 3: 5.7 (63%)
  • Reporting Category 4: 2.4 (60%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 18%

26%
42%
14%
18%
Males: (Average Scale Score: 1,555, Tested: 17, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 11%, Masters: 18%)
29%
42%
11%
18%
Females: (Average Scale Score: 1,586, Tested: 21, Did Not Meet Grade Level Performance: 24%, Approaches: 43%, Meets: 14%, Masters: 19%)
24%
43%
14%
19%
Hispanic: (Average Scale Score: 1,548, Tested: 21, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 14%, Masters: 10%)
38%
38%
14%
10%
White: (Average Scale Score: 1,596, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 47%, Meets: 13%, Masters: 27%)
13%
47%
13%
27%

    Reading Average Scale Score
    (5th Grade)

  • All1,581
  • Males1,586
  • Females1,577
  • Hispanic1,575
  • White1,580
Reading Average Scale Score:

1,581
State:

1,546
Reading students tested: 38
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 39

Reading Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 10.9 (68%)
  • Reporting Category 3: 9.6 (69%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 26%

29%
21%
24%
26%
Males: (Average Scale Score: 1,586, Tested: 17, Did Not Meet Grade Level Performance: 29%, Approaches: 12%, Meets: 35%, Masters: 24%)
29%
12%
35%
24%
Females: (Average Scale Score: 1,577, Tested: 21, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 14%, Masters: 29%)
29%
28%
14%
29%
Hispanic: (Average Scale Score: 1,575, Tested: 21, Did Not Meet Grade Level Performance: 38%, Approaches: 19%, Meets: 14%, Masters: 29%)
38%
19%
14%
29%
White: (Average Scale Score: 1,580, Tested: 15, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 40%, Masters: 20%)
20%
20%
40%
20%

    Science Average Scale Score
    (5th Grade)

  • All3,793
  • Males3,832
  • Females3,762
  • Hispanic3,712
  • White3,883
Science Average Scale Score:

3,793
Texas:

3,771
Science students tested: 38
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 39

Science Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 5.8 (73%)
  • Reporting Category 3: 6.1 (61%)
  • Reporting Category 4: 7.8 (65%)

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

24%
44%
14%
18%
Males: (Average Scale Score: 3,832, Tested: 17, Did Not Meet Grade Level Performance: 24%, Approaches: 41%, Meets: 11%, Masters: 24%)
24%
41%
11%
24%
Females: (Average Scale Score: 3,762, Tested: 21, Did Not Meet Grade Level Performance: 24%, Approaches: 47%, Meets: 15%, Masters: 14%)
24%
47%
15%
14%
Hispanic: (Average Scale Score: 3,712, Tested: 21, Did Not Meet Grade Level Performance: 29%, Approaches: 47%, Meets: 5%, Masters: 19%)
29%
47%
5%
19%
White: (Average Scale Score: 3,883, Tested: 15, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 27%, Masters: 13%)
20%
40%
27%
13%

5th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1


Reading students tested: 1
Reading # Answer Documents Submitted: 1


Science students tested: 1
Science # Answer Documents Submitted: 1


Health & Safety


Corporal Punishment:
Show data for

This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 2
Students without disabilities who received corporal punishment: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)

Instances of corporal punishment (Students with disabilities): 1
Students with disabilities who received corporal punishment: 2 (all male)
  • White: 2


Chronic Student Absenteeismt:
Show data for

(State average from 7,090 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: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Chronic Student Absenteeism per 1,000 students
Blessing Elementary School:

23.5
State:

159.6

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

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