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Central Elementary School in Carrollton, 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 73
Address
 1600 S PERRY RD
Carrollton, TX 75006
Telephone
(972) 968-1300
(make sure to verify first before calling)
Website
http://www.cfbisd.edu
City-data.com school rating
73
Students
622
Classroom Teachers (FTE)
38.0
Free lunch eligible students
515
Reduced-price lunch
eligible students
51
School district
CARROLLTON-FARMERS BRANCH 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:
CARROLLTON EL (0.8 miles):

83
FARMERS BRANCH EL (1.2 miles):

79
Central Elementary School:

73
PERRY MIDDLE (0.7 miles):

57
BLAIR EL (0.9 miles):

55
MCLAUGHLIN STRICKLAND EL (1.1 miles):

45
TURNER H S (0.2 miles):

43
FIELD MIDDLE (1.2 miles):

32
DALLAS CAN ACADEMY AT CARROLLTON-FARMERS BRANCH (0.3 miles):

7
Central Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Carrollton:

73
Central Elementary School:

73

Students & Teachers


Total enrollment:
Enrollment in 2016: 622
Enrollment in 2015: 668
Enrollment in 2014: 745
Enrollment in 2013: 748
Enrollment in 2012: 734
Enrollment in 2011: 726
Enrollment in 2010: 600
Enrollment in 2009: 645
Enrollment in 2008: 625
Enrollment in 2007: 654
Enrollment in 2006: 680
Enrollment in 2005: 720
Enrollment in 2004: 774
Enrollment in 2003: 876
Enrollment in 2002: 481
Enrollment in 2001: 478
Enrollment in 2000: 462
Enrollment in 1999: 581

Central Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students438796961119099622
Female students28474540523939290
Male students15405156595160332
Hispanic students428590931058596596
Black students - - 1 - 4128
White students125324118

Enrollment by grade:
Pre-Kindergarten enrollment: 43
Kindergarten enrollment: 87
1st grade enrollment: 96
2nd grade enrollment: 96
3rd grade enrollment: 111
4th grade enrollment: 90
5th grade enrollment: 99

Central Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 290 (46.6%)
Central Elementary School:

46.6%
Texas:

49.0%
Male enrollment: 332 (53.4%)
Central Elementary School:

53.4%
State:

50.1%

Central Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 596 (95.8%)
School:

95.8%
Texas:

46.9%
Black enrollment: 8 (1.3%)
Central Elementary School:

1.3%
State:

11.6%
White enrollment: 18 (2.9%)
Here:

2.9%
Texas:

32.3%

Central Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 566 (91.0%)
Central Elementary School:

91.0%
Texas:

61.6%
Free lunch eligible students: 515 (82.8%)
Central Elementary School:

82.8%
Texas:

55.4%
Reduced-price lunch eligible students: 51 (8.2%)
Central Elementary School:

8.2%
Texas:

6.2%

Central Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 38

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE nurses: 1

Student/Teacher Ratio
Central Elementary School:

16.4
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,412,924
  • Full-time Equivalency Count of Teachers: 36.3 (Salary Expenditures: $1,975,916)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $38,511)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $57,101)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $236,926)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $221,334
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,924,205
  • Salary Expenditures for Teachers: $2,407,614
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $126,141)
  • Full-time Equivalency Count of Support Services Staff: 4.7 (Salary Expenditures: $278,764)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $237,826)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $117,728

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 456 (male: 239, female: 217)
  • Hispanic: 454 (male: 239, female: 215)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 23, 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: 41 (male: 28, female: 13)
  • Hispanic: 41 (male: 28, female: 13)
  • Limited English Proficiency (LEP): 29 (male: 22, female: 7)
Students with disabilities served under Section 504: 9 (male: 5, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Retention:
Show data for

(State average from 3,201 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 2nd grade: 2 (all male)
  • Hispanic: 2

Percent of 2nd grade students retained
School:

2.1%
Texas:

4.8%
Total number of students retained in 3rd grade: 2 (all male)
  • Hispanic: 2

Percent of 3rd grade students retained
Central Elementary School:

1.8%
State:

4.1%

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: 26 (male: 16, female: 10)
  • Hispanic: 22 (male: 14, female: 8)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)

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

41.8
State:

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)

  • All1,442
  • Males1,432
  • Females1,453
  • Hispanic1,441
Math Average Scale Score:

1,442
State:

1,453
Math students tested: 90
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 91

Math Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 7.9 (61%)
  • Reporting Category 3: 4.2 (59%)
  • Reporting Category 4: 2.7 (67%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 19%

27%
36%
18%
19%
Males: (Average Scale Score: 1,432, Tested: 46, Did Not Meet Grade Level Performance: 33%, Approaches: 28%, Meets: 19%, Masters: 20%)
33%
28%
19%
20%
Females: (Average Scale Score: 1,453, Tested: 44, Did Not Meet Grade Level Performance: 20%, Approaches: 46%, Meets: 16%, Masters: 18%)
20%
46%
16%
18%
Hispanic: (Average Scale Score: 1,441, Tested: 85, Did Not Meet Grade Level Performance: 27%, Approaches: 37%, Meets: 17%, Masters: 19%)
27%
37%
17%
19%

    Reading Average Scale Score
    (3rd Grade)

  • All1,438
  • Males1,400
  • Females1,484
  • Hispanic1,460
Reading Average Scale Score:

1,438
Texas:

1,423
Reading students tested: 31
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 32

Reading Avg Items Correct:
  • Reporting Category 1: 3.7 (74%)
  • Reporting Category 2: 9.6 (64%)
  • Reporting Category 3: 9 (64%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 19%

19%
42%
20%
19%
Males: (Average Scale Score: 1,400, Tested: 17, Did Not Meet Grade Level Performance: 35%, Approaches: 30%, Meets: 23%, Masters: 12%)
35%
30%
23%
12%
Females: (Average Scale Score: 1,484, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 57%, Meets: 14%, Masters: 29%)
57%
14%
29%
Hispanic: (Average Scale Score: 1,460, Tested: 26, Did Not Meet Grade Level Performance: 15%, Approaches: 39%, Meets: 23%, Masters: 23%)
15%
39%
23%
23%
3rd Grade (Spanish)

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

  • All1,359
  • Males1,318
  • Females1,398
  • Hispanic1,359
Reading Average Scale Score:

1,359
State:

956
Reading students tested: 59
Reading # Answer Documents Submitted: 59

Reading Avg Items Correct:
  • Reporting Category 1: 3.3 (67%)
  • Reporting Category 2: 8.6 (57%)
  • Reporting Category 3: 7.2 (51%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 8%

36%
39%
17%
8%
Males: (Average Scale Score: 1,318, Tested: 29, Did Not Meet Grade Level Performance: 48%, Approaches: 28%, Meets: 21%, Masters: 3%)
48%
28%
21%
3%
Females: (Average Scale Score: 1,398, Tested: 30, Did Not Meet Grade Level Performance: 23%, Approaches: 50%, Meets: 14%, Masters: 13%)
23%
50%
14%
13%
Hispanic: (Average Scale Score: 1,359, Tested: 59, Did Not Meet Grade Level Performance: 36%, Approaches: 39%, Meets: 17%, Masters: 8%)
36%
39%
17%
8%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,508
  • Males1,511
  • Females1,504
  • Hispanic1,505
Math Average Scale Score:

1,508
Texas:

1,546
Math students tested: 96
Math # Answer Documents Submitted: 96

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (53%)
  • Reporting Category 2: 6.6 (60%)
  • Reporting Category 3: 5.8 (58%)
  • Reporting Category 4: 2 (51%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 17%

41%
30%
12%
17%
Males: (Average Scale Score: 1,511, Tested: 49, Did Not Meet Grade Level Performance: 37%, Approaches: 32%, Meets: 13%, Masters: 18%)
37%
32%
13%
18%
Females: (Average Scale Score: 1,504, Tested: 47, Did Not Meet Grade Level Performance: 45%, Approaches: 27%, Meets: 13%, Masters: 15%)
45%
27%
13%
15%
Hispanic: (Average Scale Score: 1,505, Tested: 92, Did Not Meet Grade Level Performance: 40%, Approaches: 31%, Meets: 13%, Masters: 16%)
40%
31%
13%
16%

    Reading Average Scale Score
    (4th Grade)

  • All1,451
  • Males1,431
  • Females1,484
  • Hispanic1,440
Reading Average Scale Score:

1,451
Texas:

1,496
Reading students tested: 34
Reading # Answer Documents Submitted: 34

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (58%)
  • Reporting Category 2: 8 (53%)
  • Reporting Category 3: 7.6 (58%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 15%

50%
21%
14%
15%
Males: (Average Scale Score: 1,431, Tested: 21, Did Not Meet Grade Level Performance: 62%, Approaches: 19%, Meets: 5%, Masters: 14%)
62%
19%
5%
14%
Females: (Average Scale Score: 1,484, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 23%, Meets: 31%, Masters: 15%)
31%
23%
31%
15%
Hispanic: (Average Scale Score: 1,440, Tested: 30, Did Not Meet Grade Level Performance: 53%, Approaches: 20%, Meets: 14%, Masters: 13%)
53%
20%
14%
13%

    Writing Average Scale Score
    (4th Grade)

  • All3,376
  • Males3,219
  • Females3,617
  • Hispanic3,345
Writing Average Scale Score:

3,376
State:

3,570
Writing students tested: 33
Writing # Answer Documents Submitted: 33

Writing Avg Items Correct:
  • Reporting Category 1: 3.5 (43%)
  • Reporting Category 2: 3.2 (41%)
  • Reporting Category 3: 8.4 (52%)

Did Not Meet Grade Level Performance: 70%
Approaches Grade Level Performance: 9%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 3%

70%
9%
18%
3%
Males: (Average Scale Score: 3,219, Tested: 20, Did Not Meet Grade Level Performance: 80%, Approaches: 10%, Meets: 10%, Masters: 0%)
80%
10%
10%
Females: (Average Scale Score: 3,617, Tested: 13, Did Not Meet Grade Level Performance: 54%, Approaches: 8%, Meets: 30%, Masters: 8%)
54%
8%
30%
8%
Hispanic: (Average Scale Score: 3,345, Tested: 29, Did Not Meet Grade Level Performance: 72%, Approaches: 11%, Meets: 14%, Masters: 3%)
72%
11%
14%
3%
4th Grade (Spanish)

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

  • All1,428
  • Males1,430
  • Females1,426
  • Hispanic1,428
Reading Average Scale Score:

1,428
Texas:

815
Reading students tested: 62
Reading # Answer Documents Submitted: 62

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 8.4 (56%)
  • Reporting Category 3: 6.9 (53%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 8%

44%
35%
13%
8%
Males: (Average Scale Score: 1,430, Tested: 28, Did Not Meet Grade Level Performance: 46%, Approaches: 29%, Meets: 14%, Masters: 11%)
46%
29%
14%
11%
Females: (Average Scale Score: 1,426, Tested: 34, Did Not Meet Grade Level Performance: 41%, Approaches: 41%, Meets: 12%, Masters: 6%)
41%
41%
12%
6%
Hispanic: (Average Scale Score: 1,428, Tested: 62, Did Not Meet Grade Level Performance: 44%, Approaches: 35%, Meets: 13%, Masters: 8%)
44%
35%
13%
8%

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

  • All3,626
  • Males3,617
  • Females3,633
  • Hispanic3,626
Writing Average Scale Score:

3,626
Texas:

2,017
Writing students tested: 63
Writing # Answer Documents Submitted: 63

Writing Avg Items Correct:
  • Reporting Category 1: 4.3 (54%)
  • Reporting Category 2: 4.5 (56%)
  • Reporting Category 3: 9.6 (60%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 13%

40%
33%
14%
13%
Males: (Average Scale Score: 3,617, Tested: 29, Did Not Meet Grade Level Performance: 41%, Approaches: 31%, Meets: 11%, Masters: 17%)
41%
31%
11%
17%
Females: (Average Scale Score: 3,633, Tested: 34, Did Not Meet Grade Level Performance: 38%, Approaches: 36%, Meets: 17%, Masters: 9%)
38%
36%
17%
9%
Hispanic: (Average Scale Score: 3,626, Tested: 63, Did Not Meet Grade Level Performance: 40%, Approaches: 33%, Meets: 14%, Masters: 13%)
40%
33%
14%
13%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,663
  • Males1,655
  • Females1,674
  • Hispanic1,668
Math Average Scale Score:

1,663
State:

1,603
Math students tested: 95
Math # Answer Documents Submitted: 95

Math Avg Items Correct:
  • Reporting Category 1: 4.3 (71%)
  • Reporting Category 2: 11.9 (70%)
  • Reporting Category 3: 6.9 (76%)
  • Reporting Category 4: 2.7 (69%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 38%

15%
22%
25%
38%
Males: (Average Scale Score: 1,655, Tested: 53, Did Not Meet Grade Level Performance: 15%, Approaches: 25%, Meets: 26%, Masters: 34%)
15%
25%
26%
34%
Females: (Average Scale Score: 1,674, Tested: 42, Did Not Meet Grade Level Performance: 14%, Approaches: 19%, Meets: 24%, Masters: 43%)
14%
19%
24%
43%
Hispanic: (Average Scale Score: 1,668, Tested: 91, Did Not Meet Grade Level Performance: 14%, Approaches: 22%, Meets: 24%, Masters: 40%)
14%
22%
24%
40%

    Reading Average Scale Score
    (5th Grade)

  • All1,507
  • Males1,507
  • Females1,505
  • Hispanic1,504
Reading Average Scale Score:

1,507
Texas:

1,546
Reading students tested: 36
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 37

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (58%)
  • Reporting Category 2: 10.3 (64%)
  • Reporting Category 3: 7.8 (55%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 17%

39%
30%
14%
17%
Males: (Average Scale Score: 1,507, Tested: 25, Did Not Meet Grade Level Performance: 40%, Approaches: 28%, Meets: 16%, Masters: 16%)
40%
28%
16%
16%
Females: (Average Scale Score: 1,505, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 37%, Meets: 9%, Masters: 18%)
36%
37%
9%
18%
Hispanic: (Average Scale Score: 1,504, Tested: 32, Did Not Meet Grade Level Performance: 41%, Approaches: 28%, Meets: 15%, Masters: 16%)
41%
28%
15%
16%

    Science Average Scale Score
    (5th Grade)

  • All3,791
  • Males3,749
  • Females3,844
  • Hispanic3,795
Science Average Scale Score:

3,791
Texas:

3,771
Science students tested: 95
Science # Answer Documents Submitted: 95

Science Avg Items Correct:
  • Reporting Category 1: 3.9 (64%)
  • Reporting Category 2: 5.7 (71%)
  • Reporting Category 3: 6.7 (67%)
  • Reporting Category 4: 8.1 (68%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 9%

28%
33%
30%
9%
Males: (Average Scale Score: 3,749, Tested: 53, Did Not Meet Grade Level Performance: 30%, Approaches: 36%, Meets: 25%, Masters: 9%)
30%
36%
25%
9%
Females: (Average Scale Score: 3,844, Tested: 42, Did Not Meet Grade Level Performance: 26%, Approaches: 29%, Meets: 35%, Masters: 10%)
26%
29%
35%
10%
Hispanic: (Average Scale Score: 3,795, Tested: 91, Did Not Meet Grade Level Performance: 27%, Approaches: 35%, Meets: 28%, Masters: 10%)
27%
35%
28%
10%
5th Grade (Spanish)

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

  • All1,624
  • Males1,588
  • Females1,658
  • Hispanic1,624
Reading Average Scale Score:

1,624
State:

683
Reading students tested: 58
Reading # Answer Documents Submitted: 58

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (69%)
  • Reporting Category 2: 11.5 (72%)
  • Reporting Category 3: 10.1 (72%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 34%

16%
20%
30%
34%
Males: (Average Scale Score: 1,588, Tested: 28, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 25%, Masters: 25%)
25%
25%
25%
25%
Females: (Average Scale Score: 1,658, Tested: 30, Did Not Meet Grade Level Performance: 7%, Approaches: 16%, Meets: 34%, Masters: 43%)
7%
16%
34%
43%
Hispanic: (Average Scale Score: 1,624, Tested: 58, Did Not Meet Grade Level Performance: 16%, Approaches: 20%, Meets: 30%, Masters: 34%)
16%
20%
30%
34%

Health & Safety


Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
School:

1.6
Texas:

1.0
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2


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

  • Hispanic40
  • Black4
  • White4
  • LEP28
  • IDEA4
  • 5044
Chronic Student Absenteeism: 48 (male: 18, female: 30)
  • Hispanic: 40 (male: 14, female: 26)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 28 (male: 8, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Central Elementary School:

77.2
Texas:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
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: 7 (all male)
  • Hispanic: 5
  • White: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 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.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

3.2
Texas:

26.6

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