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Carter J H School in Arlington, TX
(07-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 27
Address
 701 THARP ST
Arlington, TX 76010
Telephone
(682) 867-1700
(make sure to verify first before calling)
City-data.com school rating
27
Students
1,104
Classroom Teachers (FTE)
78.5
Free lunch eligible students
995
Reduced-price lunch
eligible students
52
School district
ARLINGTON 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:
ARLINGTON H S (0.9 miles):

60
GOODMAN EL (1.7 miles):

36
Carter J H School:

27
CROW EL (0.8 miles):

26
RANKIN EL (1.2 miles):

24
BERRY EL (1.2 miles):

24
BLANTON EL (0.6 miles):

21
SOUTH DAVIS EL (1.5 miles):

15
JEAN MASSIEU ACADEMY (1.7 miles):

11
Carter J H School rating compared to average state, county and city schools ratings:
Texas:

54
Tarrant County:

54
Arlington:

48
Carter J H School:

27

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,104
Enrollment in 2015: 1,091
Enrollment in 2014: 1,050
Enrollment in 2013: 979
Enrollment in 2012: 910
Enrollment in 2011: 877
Enrollment in 2010: 859
Enrollment in 2009: 810
Enrollment in 2008: 779
Enrollment in 2007: 755
Enrollment in 2006: 782
Enrollment in 2005: 728
Enrollment in 2004: 786
Enrollment in 2003: 764
Enrollment in 2002: 791
Enrollment in 2001: 761
Enrollment in 2000: 706
Enrollment in 1999: 695

Carter J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students5345701,104
Female students264267531
Male students270303573
American Indian/Alaska Native students279
Asian students51116
Hispanic students432442874
Black students6478142
White students232851
Hawaiian Native/Pacific Islander students112
Two or More Races students7310

Enrollment by grade:
7th grade enrollment: 534
8th grade enrollment: 570

Carter J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 531 (48.1%)
Carter J H School:

48.1%
State:

49.0%
Male enrollment: 573 (51.9%)
Carter J H School:

51.9%
Texas:

50.1%

Carter J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 9 (0.8%)
School:

0.8%
Texas:

0.4%
Asian enrollment: 16 (1.4%)
Here:

1.4%
State:

3.1%
Hispanic enrollment: 874 (79.2%)
Carter J H School:

79.2%
State:

46.9%
Black enrollment: 142 (12.9%)
Here:

12.9%
State:

11.6%
White enrollment: 51 (4.6%)
Carter J H School:

4.6%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.2%)
Carter J H School:

0.2%
Texas:

0.1%
Two or More Races enrollment: 10 (0.9%)
Carter J H School:

0.9%
Texas:

2.1%

Carter J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 1,047 (94.8%)
School:

94.8%
State:

61.6%
Free lunch eligible students: 995 (90.1%)
Here:

90.1%
Texas:

55.4%
Reduced-price lunch eligible students: 52 (4.7%)
Here:

4.7%
Texas:

6.2%

Carter J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 78.5

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 8.5
Number of FTE school counselors: 4.5
Number of FTE teachers who were absent more than 10 school days during the school years: 31.5
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 4.5

Student/Teacher Ratio
School:

14.1
Texas:

15.6

Carter J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,199,247
  • Full-time Equivalency Count of Teachers: 76.6 (Salary Expenditures: $4,180,147)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $19,100)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $19,100)
  • Full-time Equivalency Count of School Administration Staff: 8 (Salary Expenditures: $394,923)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $251,903
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,757,047
  • Salary Expenditures for Teachers: $4,455,125
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $57,619)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $57,619)
  • Full-time Equivalency Count of School Administration Staff: 8 (Salary Expenditures: $394,923)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $761,528

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic367
  • American Indian4
  • Asian7
  • Native Hawaiian2
  • Black5
  • White7
  • IDEA49
Students Enrolled in LEP Programs: 392 (male: 223, female: 169)
  • Hispanic: 367 (male: 206, female: 161)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 5 (all male)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 32, female: 17)

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

  • Hispanic65
  • Black26
  • White4
  • LEP47
Students with disabilities served under IDEA: 95 (male: 66, female: 29)
  • Hispanic: 65 (male: 43, female: 22)
  • Black: 26 (male: 19, female: 7)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 47 (male: 31, female: 16)

    Students with disabilities served under Section 504

  • Hispanic16
  • Black7
  • White5
  • Multirace2
  • LEP5
Students with disabilities served under Section 504: 30 (male: 23, female: 7)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

Retention:
Show data for

(State average from 1,054 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 7th grade: 2 (all female)
  • Hispanic: 2

Percent of 7th grade students retained
Carter J H School:

0.4%
State:

6.0%
Total number of students retained in 8th grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 8th grade students retained
School:

0.4%
State:

7.0%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic49
  • American Indian2
  • Asian7
  • Black7
  • White4
  • LEP7
  • IDEA4
Gifted and Talented Student Enrollment: 69 (male: 37, female: 32)
  • Hispanic: 49 (male: 26, female: 23)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 7 (male: 5, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

62.5
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,527
  • Males4,485
  • Females4,566
  • Hispanic4,489
  • Black4,597
Algebra I Average Scale Score:

4,527
State:

4,001
Algebra I students tested: 119
Algebra I # Answer Documents Submitted: 119

Algebra I Avg Items Correct:
  • Reporting Category 1: 7.8 (71%)
  • Reporting Category 2: 9.7 (81%)
  • Reporting Category 3: 11.4 (81%)
  • Reporting Category 4: 9.2 (84%)
  • Reporting Category 5: 5 (84%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 5%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 66%

5%
29%
66%
Males: (Average Scale Score: 4,485, Tested: 57, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 26%, Masters: 65%)
9%
26%
65%
Females: (Average Scale Score: 4,566, Tested: 62, Did Not Meet Grade Level Performance: 0%, Approaches: 2%, Meets: 30%, Masters: 68%)
2%
30%
68%
Hispanic: (Average Scale Score: 4,489, Tested: 103, Did Not Meet Grade Level Performance: 0%, Approaches: 6%, Meets: 30%, Masters: 64%)
6%
30%
64%
Black: (Average Scale Score: 4,597, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 27%, Masters: 73%)
27%
73%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,624
  • Males1,610
  • Females1,639
  • Hispanic1,633
  • Asian1,690
  • Black1,594
  • White1,569
  • Multirace1,618
Math Average Scale Score:

1,624
Texas:

1,571
Math students tested: 580
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 581

Math Avg Items Correct:
  • Reporting Category 1: 3.2 (54%)
  • Reporting Category 2: 7.2 (48%)
  • Reporting Category 3: 5.8 (48%)
  • Reporting Category 4: 2.9 (42%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 14%

44%
29%
13%
14%
Males: (Average Scale Score: 1,610, Tested: 297, Did Not Meet Grade Level Performance: 49%, Approaches: 27%, Meets: 12%, Masters: 12%)
49%
27%
12%
12%
Females: (Average Scale Score: 1,639, Tested: 283, Did Not Meet Grade Level Performance: 37%, Approaches: 33%, Meets: 15%, Masters: 15%)
37%
33%
15%
15%
Hispanic: (Average Scale Score: 1,633, Tested: 447, Did Not Meet Grade Level Performance: 41%, Approaches: 30%, Meets: 14%, Masters: 15%)
41%
30%
14%
15%
Asian: (Average Scale Score: 1,690, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 0%, Meets: 14%, Masters: 43%)
43%
14%
43%
Black: (Average Scale Score: 1,594, Tested: 94, Did Not Meet Grade Level Performance: 50%, Approaches: 31%, Meets: 13%, Masters: 6%)
50%
31%
13%
6%
White: (Average Scale Score: 1,569, Tested: 23, Did Not Meet Grade Level Performance: 57%, Approaches: 30%, Meets: 13%, Masters: 0%)
57%
30%
13%
Multirace: (Average Scale Score: 1,618, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 0%, Masters: 14%)
43%
43%
14%

    Reading Average Scale Score
    (7th Grade)

  • All1,602
  • Males1,582
  • Females1,623
  • Hispanic1,605
  • Asian1,643
  • Black1,597
  • White1,533
  • Multirace1,637
Reading Average Scale Score:

1,602
State:

1,550
Reading students tested: 580
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 581

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (61%)
  • Reporting Category 2: 10.6 (59%)
  • Reporting Category 3: 9 (56%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 16%

43%
27%
14%
16%
Males: (Average Scale Score: 1,582, Tested: 297, Did Not Meet Grade Level Performance: 50%, Approaches: 25%, Meets: 14%, Masters: 11%)
50%
25%
14%
11%
Females: (Average Scale Score: 1,623, Tested: 283, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 16%, Masters: 20%)
36%
28%
16%
20%
Hispanic: (Average Scale Score: 1,605, Tested: 447, Did Not Meet Grade Level Performance: 43%, Approaches: 25%, Meets: 15%, Masters: 17%)
43%
25%
15%
17%
Asian: (Average Scale Score: 1,643, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 0%, Meets: 57%, Masters: 14%)
29%
57%
14%
Black: (Average Scale Score: 1,597, Tested: 94, Did Not Meet Grade Level Performance: 41%, Approaches: 36%, Meets: 11%, Masters: 12%)
41%
36%
11%
12%
White: (Average Scale Score: 1,533, Tested: 23, Did Not Meet Grade Level Performance: 61%, Approaches: 26%, Meets: 9%, Masters: 4%)
61%
26%
9%
4%
Multirace: (Average Scale Score: 1,637, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 57%, Meets: 0%, Masters: 29%)
14%
57%
29%

    Writing Average Scale Score
    (7th Grade)

  • All3,535
  • Males3,433
  • Females3,643
  • Hispanic3,558
  • Asian3,337
  • Black3,515
  • White3,309
  • Multirace3,410
Writing Average Scale Score:

3,535
Texas:

3,515
Writing students tested: 577
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 579

Writing Avg Items Correct:
  • Reporting Category 1: 6.9 (43%)
  • Reporting Category 2: 7.6 (59%)
  • Reporting Category 3: 10.2 (60%)

Did Not Meet Grade Level Performance: 52%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 4%

52%
25%
19%
4%
Males: (Average Scale Score: 3,433, Tested: 297, Did Not Meet Grade Level Performance: 61%, Approaches: 23%, Meets: 13%, Masters: 3%)
61%
23%
13%
3%
Females: (Average Scale Score: 3,643, Tested: 280, Did Not Meet Grade Level Performance: 42%, Approaches: 28%, Meets: 25%, Masters: 5%)
42%
28%
25%
5%
Hispanic: (Average Scale Score: 3,558, Tested: 447, Did Not Meet Grade Level Performance: 49%, Approaches: 26%, Meets: 21%, Masters: 4%)
49%
26%
21%
4%
Asian: (Average Scale Score: 3,337, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 57%, Meets: 0%, Masters: 0%)
43%
57%
Black: (Average Scale Score: 3,515, Tested: 92, Did Not Meet Grade Level Performance: 59%, Approaches: 25%, Meets: 11%, Masters: 5%)
59%
25%
11%
5%
White: (Average Scale Score: 3,309, Tested: 22, Did Not Meet Grade Level Performance: 59%, Approaches: 23%, Meets: 18%, Masters: 0%)
59%
23%
18%
Multirace: (Average Scale Score: 3,410, Tested: 7, Did Not Meet Grade Level Performance: 71%, Approaches: 15%, Meets: 14%, Masters: 0%)
71%
15%
14%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,638
  • Males1,636
  • Females1,639
  • Hispanic1,641
  • Black1,615
  • White1,644
Math Average Scale Score:

1,638
Texas:

1,539
Math students tested: 446
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 567

Math Avg Items Correct:
  • Reporting Category 1: 2.2 (54%)
  • Reporting Category 2: 8.3 (52%)
  • Reporting Category 3: 8 (53%)
  • Reporting Category 4: 3.6 (52%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 2%

36%
35%
27%
2%
Males: (Average Scale Score: 1,636, Tested: 255, Did Not Meet Grade Level Performance: 35%, Approaches: 36%, Meets: 27%, Masters: 2%)
35%
36%
27%
2%
Females: (Average Scale Score: 1,639, Tested: 191, Did Not Meet Grade Level Performance: 38%, Approaches: 33%, Meets: 27%, Masters: 2%)
38%
33%
27%
2%
Hispanic: (Average Scale Score: 1,641, Tested: 343, Did Not Meet Grade Level Performance: 35%, Approaches: 35%, Meets: 27%, Masters: 3%)
35%
35%
27%
3%
Black: (Average Scale Score: 1,615, Tested: 82, Did Not Meet Grade Level Performance: 43%, Approaches: 37%, Meets: 20%, Masters: 0%)
43%
37%
20%
White: (Average Scale Score: 1,644, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 27%, Meets: 40%, Masters: 0%)
33%
27%
40%

    Reading Average Scale Score
    (8th Grade)

  • All1,631
  • Males1,614
  • Females1,651
  • Hispanic1,636
  • Asian1,802
  • Black1,591
  • White1,644
Reading Average Scale Score:

1,631
State:

1,561
Reading students tested: 563
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 568

Reading Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • Reporting Category 2: 12.4 (66%)
  • Reporting Category 3: 10 (59%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 11%

35%
36%
18%
11%
Males: (Average Scale Score: 1,614, Tested: 310, Did Not Meet Grade Level Performance: 41%, Approaches: 34%, Meets: 17%, Masters: 8%)
41%
34%
17%
8%
Females: (Average Scale Score: 1,651, Tested: 253, Did Not Meet Grade Level Performance: 28%, Approaches: 38%, Meets: 19%, Masters: 15%)
28%
38%
19%
15%
Hispanic: (Average Scale Score: 1,636, Tested: 445, Did Not Meet Grade Level Performance: 33%, Approaches: 38%, Meets: 18%, Masters: 11%)
33%
38%
18%
11%
Asian: (Average Scale Score: 1,802, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 33%, Masters: 50%)
17%
33%
50%
Black: (Average Scale Score: 1,591, Tested: 92, Did Not Meet Grade Level Performance: 47%, Approaches: 29%, Meets: 16%, Masters: 8%)
47%
29%
16%
8%
White: (Average Scale Score: 1,644, Tested: 16, Did Not Meet Grade Level Performance: 38%, Approaches: 32%, Meets: 12%, Masters: 19%)
38%
32%
12%
19%

    Science Average Scale Score
    (8th Grade)

  • All3,779
  • Males3,777
  • Females3,782
  • Hispanic3,798
  • Asian4,621
  • Black3,651
  • White3,728
Science Average Scale Score:

3,779
State:

3,634
Science students tested: 565
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 566

Science Avg Items Correct:
  • Reporting Category 1: 6.6 (60%)
  • Reporting Category 2: 5.5 (61%)
  • Reporting Category 3: 6.3 (57%)
  • Reporting Category 4: 7.2 (66%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 14%

35%
30%
21%
14%
Males: (Average Scale Score: 3,777, Tested: 310, Did Not Meet Grade Level Performance: 35%, Approaches: 30%, Meets: 20%, Masters: 15%)
35%
30%
20%
15%
Females: (Average Scale Score: 3,782, Tested: 255, Did Not Meet Grade Level Performance: 35%, Approaches: 31%, Meets: 21%, Masters: 13%)
35%
31%
21%
13%
Hispanic: (Average Scale Score: 3,798, Tested: 445, Did Not Meet Grade Level Performance: 33%, Approaches: 32%, Meets: 21%, Masters: 14%)
33%
32%
21%
14%
Asian: (Average Scale Score: 4,621, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 16%, Masters: 67%)
17%
16%
67%
Black: (Average Scale Score: 3,651, Tested: 93, Did Not Meet Grade Level Performance: 45%, Approaches: 27%, Meets: 16%, Masters: 12%)
45%
27%
16%
12%
White: (Average Scale Score: 3,728, Tested: 17, Did Not Meet Grade Level Performance: 35%, Approaches: 18%, Meets: 35%, Masters: 12%)
35%
18%
35%
12%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,607
  • Males3,605
  • Females3,609
  • Hispanic3,618
  • Asian4,313
  • Black3,518
  • White3,571
Social Studies Average Scale Score:

3,607
State:

3,461
Social Studies students tested: 565
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 566

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.3 (55%)
  • Reporting Category 2: 5.5 (55%)
  • Reporting Category 3: 5 (50%)
  • Reporting Category 4: 3.8 (54%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 13%

47%
30%
10%
13%
Males: (Average Scale Score: 3,605, Tested: 310, Did Not Meet Grade Level Performance: 47%, Approaches: 30%, Meets: 11%, Masters: 12%)
47%
30%
11%
12%
Females: (Average Scale Score: 3,609, Tested: 255, Did Not Meet Grade Level Performance: 47%, Approaches: 30%, Meets: 9%, Masters: 14%)
47%
30%
9%
14%
Hispanic: (Average Scale Score: 3,618, Tested: 445, Did Not Meet Grade Level Performance: 47%, Approaches: 29%, Meets: 12%, Masters: 12%)
47%
29%
12%
12%
Asian: (Average Scale Score: 4,313, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 17%, Masters: 50%)
33%
17%
50%
Black: (Average Scale Score: 3,518, Tested: 93, Did Not Meet Grade Level Performance: 52%, Approaches: 32%, Meets: 4%, Masters: 12%)
52%
32%
4%
12%
White: (Average Scale Score: 3,571, Tested: 17, Did Not Meet Grade Level Performance: 53%, Approaches: 18%, Meets: 11%, Masters: 18%)
53%
18%
11%
18%

Health & Safety


Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of robbery without a weapon: 3

Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
Carter J H School:

4.5
Texas:

38.0

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

  • Hispanic46
  • Black13
  • White10
  • LEP16
  • IDEA16
  • 5047
Chronic Student Absenteeism: 69 (male: 33, female: 36)
  • Hispanic: 46 (male: 23, female: 23)
  • Black: 13 (male: 5, female: 8)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

62.5
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

  • Hispanic176
  • Black66
  • White15
  • LEP81
  • IDEA62
  • 50417
School days missed due to out-of-school suspension: 257 (male: 165, female: 92)
  • Hispanic: 176 (male: 113, female: 63)
  • Black: 66 (male: 46, female: 20)
  • White: 15 (male: 6, female: 9)
  • Limited English Proficiency (LEP): 81 (male: 59, female: 22)
  • Individuals With Disabilities Education Act (IDEA): 62 (male: 41, female: 21)
  • Section 504: 17 (male: 14, female: 3)
Instances of out-of-school suspension (Students without disabilities): 62

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

56.2
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic175
  • Black43
  • White13
  • Multirace2
  • LEP88
Students without disabilities receiving one or more in-school suspension: 233 (male: 129, female: 104)
  • Hispanic: 175 (male: 95, female: 80)
  • Black: 43 (male: 26, female: 17)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 88 (male: 53, female: 35)

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

  • Hispanic31
  • Black16
  • White4
  • LEP13
Students without disabilities receiving only one out-of-school suspension: 51 (male: 27, female: 24)
  • Hispanic: 31 (male: 17, female: 14)
  • Black: 16 (male: 8, female: 8)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)

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

  • Hispanic13
  • Black7
  • White4
  • LEP5
Students without disabilities receiving more than one out-of-school suspension: 24 (male: 18, female: 6)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)
Instances of out-of-school suspension (Students with disabilities): 22

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

19.9
State:

27.5
Instances of out-of-school suspension (Section 504 only): 6

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

5.4
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic34
  • Black19
  • White2
  • Multirace2
  • LEP19
  • 50416
Students with disabilities receiving one or more in-school suspension: 57 (male: 42, female: 15)
  • Hispanic: 34 (male: 26, female: 8)
  • Black: 19 (male: 14, female: 5)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 19 (male: 14, female: 5)
  • Section 504: 16 (male: 14, female: 2)

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

  • Hispanic10
  • Black4
  • White2
  • LEP7
  • 5044
Students with disabilities receiving only one out-of-school suspension: 16 (male: 12, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic13
  • Black2
  • LEP4
  • 5045
Students with disabilities receiving more than one out-of-school suspension: 15 (male: 10, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 5 (all male)

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic118
  • Asian7
  • Black16
  • White10
  • Multirace2
  • LEP10
  • IDEA2
8th grade student enrollment in Algebra I: 153 (male: 77, female: 76)
  • Hispanic: 118 (male: 59, female: 59)
  • Asian: 7 (male: 5, female: 2)
  • Black: 16 (male: 8, female: 8)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

    8th grade studenst who passed Algebra I

  • Hispanic113
  • Asian8
  • Black17
  • White8
  • LEP8
8th grade studenst who passed Algebra I: 146 (male: 70, female: 76)
  • Hispanic: 113 (male: 55, female: 58)
  • Asian: 8 (male: 4, female: 4)
  • Black: 17 (male: 7, female: 10)
  • White: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Here:

95.4%
Texas:

87.0%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
8th grade students enrolled in Geometry: 2

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