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Crockett Elementary School in Midland, TX
(PK-06 • Public • Regular School)

Address
 401 E PARKER AVE
Midland, TX 79701
Telephone
(432) 240-6500
(make sure to verify first before calling)
Website
http://www.midlandisd.net
Students
422
Classroom Teachers (FTE)
30.8
Free lunch eligible students
299
Reduced-price lunch
eligible students
55
School district
MIDLAND ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 422
Enrollment in 2015: 394
Enrollment in 2014: 369
Enrollment in 2013: 453
Enrollment in 2012: 468
Enrollment in 2011: 429
Enrollment in 2010: 470
Enrollment in 2009: 509
Enrollment in 2008: 454
Enrollment in 2007: 455
Enrollment in 2006: 451
Enrollment in 2005: 428
Enrollment in 2004: 421
Enrollment in 2003: 418
Enrollment in 2002: 450
Enrollment in 2001: 439
Enrollment in 2000: 498
Enrollment in 1999: 528

Crockett Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05G06Total
All students4262554954505852422
Female students1426222417223324182
Male students2836332537282528240
Asian students - - 11 - 1 - 14
Hispanic students3348363642384338314
Black students8911985131174
White students - 35114 - 216
Two or More Races students1222322 - 14

Enrollment by grade:
Pre-Kindergarten enrollment: 42
Kindergarten enrollment: 62
1st grade enrollment: 55
2nd grade enrollment: 49
3rd grade enrollment: 54
4th grade enrollment: 50
5th grade enrollment: 58
6th grade enrollment: 52

Crockett Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 182 (43.1%)
Crockett Elementary School:

43.1%
Texas:

49.0%
Male enrollment: 240 (56.9%)
Here:

56.9%
Texas:

50.1%

Crockett Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 4 (0.9%)
Here:

0.9%
State:

3.1%
Hispanic enrollment: 314 (74.4%)
School:

74.4%
State:

46.9%
Black enrollment: 74 (17.5%)
Here:

17.5%
Texas:

11.6%
White enrollment: 16 (3.8%)
Crockett Elementary School:

3.8%
State:

32.3%
Two or More Races enrollment: 14 (3.3%)
Crockett Elementary School:

3.3%
State:

2.1%

Crockett Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 354 (83.9%)
Here:

83.9%
State:

61.6%
Free lunch eligible students: 299 (70.9%)
Crockett Elementary School:

70.9%
State:

55.4%
Reduced-price lunch eligible students: 55 (13.0%)
Here:

13.0%
State:

6.2%

Crockett Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 30.8

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 9.3
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

13.7
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,472,627
  • Full-time Equivalency Count of Teachers: 30.3 (Salary Expenditures: $1,146,006)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $47,872)
  • Full-time Equivalency Count of Support Services Staff: 2.3 (Salary Expenditures: $132,085)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $146,664)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $62,767
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,957,422
  • Salary Expenditures for Teachers: $1,547,043
  • Full-time Equivalency Count of Instructional Aides: 8.9 (Salary Expenditures: $131,630)
  • Full-time Equivalency Count of Support Services Staff: 2.3 (Salary Expenditures: $132,085)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $146,664)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $267,539

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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: 48 (male: 35, female: 13)
  • Hispanic: 44 (male: 31, female: 13)
  • Black: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic13
  • Black2
  • White4
  • LEP2
Students with disabilities served under Section 504: 19 (male: 15, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

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

Percent of Kindergarten students retained
School:

3.2%
State:

5.2%
Total number of students retained in 1st grade: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
Crockett Elementary School:

7.3%
State:

6.1%
Total number of students retained in 2nd grade: 4 (all male)
  • Black: 2
  • Two or More Races: 2

Percent of 2nd grade students retained
School:

8.2%
State:

4.8%
Total number of students retained in 4th grade: 2 (all male)
  • Black: 2

Percent of 4th grade students retained
School:

4.0%
Texas:

3.6%

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,494 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)

  • All1,366
  • Males1,337
  • Females1,388
  • Hispanic1,374
  • Black1,290
Math Average Scale Score:

1,366
Texas:

1,457
Math students tested: 55
Math # Answer Documents Submitted: 55

Math Avg Items Correct:
  • Reporting Category 1: 4.2 (53%)
  • Reporting Category 2: 6.9 (53%)
  • Reporting Category 3: 3.2 (46%)
  • Reporting Category 4: 2 (50%)

Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 7%

49%
33%
11%
7%
Males: (Average Scale Score: 1,337, Tested: 24, Did Not Meet Grade Level Performance: 58%, Approaches: 21%, Meets: 13%, Masters: 8%)
58%
21%
13%
8%
Females: (Average Scale Score: 1,388, Tested: 31, Did Not Meet Grade Level Performance: 42%, Approaches: 42%, Meets: 10%, Masters: 6%)
42%
42%
10%
6%
Hispanic: (Average Scale Score: 1,374, Tested: 39, Did Not Meet Grade Level Performance: 46%, Approaches: 33%, Meets: 13%, Masters: 8%)
46%
33%
13%
8%
Black: (Average Scale Score: 1,290, Tested: 9, Did Not Meet Grade Level Performance: 78%, Approaches: 11%, Meets: 11%, Masters: 0%)
78%
11%
11%

    Reading Average Scale Score
    (3rd Grade)

  • All1,338
  • Males1,283
  • Females1,381
  • Hispanic1,337
  • Black1,263
Reading Average Scale Score:

1,338
Texas:

1,422
Reading students tested: 55
Reading # Answer Documents Submitted: 55

Reading Avg Items Correct:
  • Reporting Category 1: 2.8 (57%)
  • Reporting Category 2: 7.5 (50%)
  • Reporting Category 3: 6.8 (49%)

Did Not Meet Grade Level Performance: 60%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 13%

60%
16%
11%
13%
Males: (Average Scale Score: 1,283, Tested: 24, Did Not Meet Grade Level Performance: 75%, Approaches: 17%, Meets: 0%, Masters: 8%)
75%
17%
8%
Females: (Average Scale Score: 1,381, Tested: 31, Did Not Meet Grade Level Performance: 48%, Approaches: 17%, Meets: 19%, Masters: 16%)
48%
17%
19%
16%
Hispanic: (Average Scale Score: 1,337, Tested: 39, Did Not Meet Grade Level Performance: 62%, Approaches: 17%, Meets: 11%, Masters: 10%)
62%
17%
11%
10%
Black: (Average Scale Score: 1,263, Tested: 9, Did Not Meet Grade Level Performance: 78%, Approaches: 11%, Meets: 11%, Masters: 0%)
78%
11%
11%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,430
  • Males1,416
  • Females1,449
  • Hispanic1,435
  • Black1,424
Math Average Scale Score:

1,430
Texas:

1,548
Math students tested: 60
Math # Answer Documents Submitted: 60

Math Avg Items Correct:
  • Reporting Category 1: 4.9 (54%)
  • Reporting Category 2: 3.9 (35%)
  • Reporting Category 3: 3.8 (38%)
  • Reporting Category 4: 1.6 (40%)

Did Not Meet Grade Level Performance: 63%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 2%

63%
29%
6%
2%
Males: (Average Scale Score: 1,416, Tested: 35, Did Not Meet Grade Level Performance: 71%, Approaches: 23%, Meets: 3%, Masters: 3%)
71%
23%
3%
3%
Females: (Average Scale Score: 1,449, Tested: 25, Did Not Meet Grade Level Performance: 52%, Approaches: 36%, Meets: 12%, Masters: 0%)
52%
36%
12%
Hispanic: (Average Scale Score: 1,435, Tested: 41, Did Not Meet Grade Level Performance: 66%, Approaches: 27%, Meets: 5%, Masters: 2%)
66%
27%
5%
2%
Black: (Average Scale Score: 1,424, Tested: 12, Did Not Meet Grade Level Performance: 58%, Approaches: 25%, Meets: 17%, Masters: 0%)
58%
25%
17%

    Reading Average Scale Score
    (4th Grade)

  • All1,393
  • Males1,374
  • Females1,418
  • Hispanic1,383
  • Black1,402
Reading Average Scale Score:

1,393
State:

1,494
Reading students tested: 60
Reading # Answer Documents Submitted: 60

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (53%)
  • Reporting Category 2: 7.2 (48%)
  • Reporting Category 3: 5.4 (41%)

Did Not Meet Grade Level Performance: 70%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 8%

70%
10%
12%
8%
Males: (Average Scale Score: 1,374, Tested: 35, Did Not Meet Grade Level Performance: 80%, Approaches: 9%, Meets: 8%, Masters: 3%)
80%
9%
8%
3%
Females: (Average Scale Score: 1,418, Tested: 25, Did Not Meet Grade Level Performance: 56%, Approaches: 12%, Meets: 16%, Masters: 16%)
56%
12%
16%
16%
Hispanic: (Average Scale Score: 1,383, Tested: 41, Did Not Meet Grade Level Performance: 76%, Approaches: 7%, Meets: 10%, Masters: 7%)
76%
7%
10%
7%
Black: (Average Scale Score: 1,402, Tested: 12, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 9%, Masters: 8%)
67%
16%
9%
8%

    Writing Average Scale Score
    (4th Grade)

  • All3,340
  • Males3,281
  • Females3,450
  • Hispanic3,351
  • Black3,277
Writing Average Scale Score:

3,340
State:

3,668
Writing students tested: 61
Writing # Answer Documents Submitted: 61

Writing Avg Items Correct:
  • Reporting Category 1: 2.6 (33%)
  • Reporting Category 2: 4.2 (53%)
  • Reporting Category 3: 8.2 (51%)

Did Not Meet Grade Level Performance: 67%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 2%

67%
22%
9%
2%
Males: (Average Scale Score: 3,281, Tested: 36, Did Not Meet Grade Level Performance: 75%, Approaches: 22%, Meets: 0%, Masters: 3%)
75%
22%
3%
Females: (Average Scale Score: 3,450, Tested: 24, Did Not Meet Grade Level Performance: 54%, Approaches: 21%, Meets: 25%, Masters: 0%)
54%
21%
25%
Hispanic: (Average Scale Score: 3,351, Tested: 41, Did Not Meet Grade Level Performance: 73%, Approaches: 15%, Meets: 10%, Masters: 2%)
73%
15%
10%
2%
Black: (Average Scale Score: 3,277, Tested: 12, Did Not Meet Grade Level Performance: 58%, Approaches: 34%, Meets: 8%, Masters: 0%)
58%
34%
8%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,523
  • Males1,503
  • Females1,550
  • Hispanic1,517
  • Black1,478
Math Average Scale Score:

1,523
State:

1,595
Math students tested: 53
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 54

Math Avg Items Correct:
  • Reporting Category 1: 3.3 (55%)
  • Reporting Category 2: 8.2 (48%)
  • Reporting Category 3: 5.2 (57%)
  • Reporting Category 4: 1.7 (42%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 8%

45%
34%
13%
8%
Males: (Average Scale Score: 1,503, Tested: 30, Did Not Meet Grade Level Performance: 57%, Approaches: 23%, Meets: 17%, Masters: 3%)
57%
23%
17%
3%
Females: (Average Scale Score: 1,550, Tested: 23, Did Not Meet Grade Level Performance: 30%, Approaches: 48%, Meets: 9%, Masters: 13%)
30%
48%
9%
13%
Hispanic: (Average Scale Score: 1,517, Tested: 42, Did Not Meet Grade Level Performance: 48%, Approaches: 38%, Meets: 7%, Masters: 7%)
48%
38%
7%
7%
Black: (Average Scale Score: 1,478, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 33%, Masters: 0%)
50%
17%
33%

    Reading Average Scale Score
    (5th Grade)

  • All1,463
  • Males1,434
  • Females1,502
  • Hispanic1,460
  • Black1,401
Reading Average Scale Score:

1,463
State:

1,523
Reading students tested: 53
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 54

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (52%)
  • Reporting Category 2: 8.8 (55%)
  • Reporting Category 3: 7.6 (55%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 11%

51%
30%
8%
11%
Males: (Average Scale Score: 1,434, Tested: 30, Did Not Meet Grade Level Performance: 57%, Approaches: 30%, Meets: 6%, Masters: 7%)
57%
30%
6%
7%
Females: (Average Scale Score: 1,502, Tested: 23, Did Not Meet Grade Level Performance: 43%, Approaches: 31%, Meets: 9%, Masters: 17%)
43%
31%
9%
17%
Hispanic: (Average Scale Score: 1,460, Tested: 42, Did Not Meet Grade Level Performance: 55%, Approaches: 31%, Meets: 4%, Masters: 10%)
55%
31%
4%
10%
Black: (Average Scale Score: 1,401, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 17%, Masters: 0%)
50%
33%
17%

    Science Average Scale Score
    (5th Grade)

  • All3,589
  • Males3,547
  • Females3,644
  • Hispanic3,600
  • Black3,342
Science Average Scale Score:

3,589
State:

3,760
Science students tested: 53
Science # Answer Documents Submitted: 53

Science Avg Items Correct:
  • Reporting Category 1: 3.1 (51%)
  • Reporting Category 2: 4.9 (61%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 6.9 (58%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 5%
Masters Grade Level Performance: 8%

47%
40%
5%
8%
Males: (Average Scale Score: 3,547, Tested: 30, Did Not Meet Grade Level Performance: 53%, Approaches: 34%, Meets: 6%, Masters: 7%)
53%
34%
6%
7%
Females: (Average Scale Score: 3,644, Tested: 23, Did Not Meet Grade Level Performance: 39%, Approaches: 48%, Meets: 4%, Masters: 9%)
39%
48%
4%
9%
Hispanic: (Average Scale Score: 3,600, Tested: 42, Did Not Meet Grade Level Performance: 48%, Approaches: 40%, Meets: 5%, Masters: 7%)
48%
40%
5%
7%
Black: (Average Scale Score: 3,342, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 17%, Masters: 0%)
67%
16%
17%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,507
  • Males1,504
  • Females1,508
  • Hispanic1,513
  • Black1,478
Math Average Scale Score:

1,507
State:

1,541
Math students tested: 46
Math # Answer Documents Submitted: 46

Math Avg Items Correct:
  • Reporting Category 1: 3.3 (33%)
  • Reporting Category 2: 4.7 (31%)
  • Reporting Category 3: 1.8 (31%)
  • Reporting Category 4: 2.1 (30%)

Did Not Meet Grade Level Performance: 59%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 2%

59%
32%
7%
2%
Males: (Average Scale Score: 1,504, Tested: 18, Did Not Meet Grade Level Performance: 61%, Approaches: 33%, Meets: 0%, Masters: 6%)
61%
33%
6%
Females: (Average Scale Score: 1,508, Tested: 28, Did Not Meet Grade Level Performance: 57%, Approaches: 32%, Meets: 11%, Masters: 0%)
57%
32%
11%
Hispanic: (Average Scale Score: 1,513, Tested: 33, Did Not Meet Grade Level Performance: 61%, Approaches: 27%, Meets: 9%, Masters: 3%)
61%
27%
9%
3%
Black: (Average Scale Score: 1,478, Tested: 11, Did Not Meet Grade Level Performance: 64%, Approaches: 36%, Meets: 0%, Masters: 0%)
64%
36%

    Reading Average Scale Score
    (6th Grade)

  • All1,475
  • Males1,458
  • Females1,486
  • Hispanic1,473
  • Black1,451
Reading Average Scale Score:

1,475
Texas:

1,468
Reading students tested: 46
Reading # Answer Documents Submitted: 46

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (49%)
  • Reporting Category 2: 8.7 (51%)
  • Reporting Category 3: 6.8 (46%)

Did Not Meet Grade Level Performance: 63%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 2%

63%
24%
11%
2%
Males: (Average Scale Score: 1,458, Tested: 18, Did Not Meet Grade Level Performance: 78%, Approaches: 16%, Meets: 6%, Masters: 0%)
78%
16%
6%
Females: (Average Scale Score: 1,486, Tested: 28, Did Not Meet Grade Level Performance: 54%, Approaches: 28%, Meets: 14%, Masters: 4%)
54%
28%
14%
4%
Hispanic: (Average Scale Score: 1,473, Tested: 33, Did Not Meet Grade Level Performance: 64%, Approaches: 24%, Meets: 12%, Masters: 0%)
64%
24%
12%
Black: (Average Scale Score: 1,451, Tested: 11, Did Not Meet Grade Level Performance: 64%, Approaches: 27%, Meets: 9%, Masters: 0%)
64%
27%
9%

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 without disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Hispanic: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Crockett Elementary School:

4.7
Texas:

30.4
Students without disabilities who received a school-related arrest: 2 (all female)
  • Hispanic: 2

Students without disabilities who received a school-related arrest per 1,000 students
Here:

4.7
State:

16.6

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
  • Asian2
  • Black16
  • White4
  • Multirace2
  • LEP2
  • IDEA13
  • 5045
Chronic Student Absenteeism: 70 (male: 41, female: 29)
  • Hispanic: 46 (male: 29, female: 17)
  • Asian: 2 (all male)
  • Black: 16 (male: 8, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
  • Section 504: 5 (all male)
Chronic Student Absenteeism per 1,000 students
Crockett Elementary School:

165.9
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 Non-IDEA students subjected to mechanical restraint: 2 (all female)
  • Hispanic: 2

Non-IDEA students subjected to mechanical restraint per 1,000 students
Here:

4.7
State:

3.1

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

  • Hispanic49
  • Black60
  • White6
  • Multirace10
  • IDEA18
  • 50413
School days missed due to out-of-school suspension: 125 (male: 94, female: 31)
  • Hispanic: 49 (male: 45, female: 4)
  • Black: 60 (male: 35, female: 25)
  • White: 6 (male: 5, female: 1)
  • Two or More Races: 10 (male: 9, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 18 (all male)
  • Section 504: 13 (all male)
Instances of out-of-school suspension (Students without disabilities): 65

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

154.0
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic16
  • Black16
  • White2
  • Multirace4
  • LEP2
Students without disabilities receiving one or more in-school suspension: 38 (male: 26, female: 12)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 16 (male: 11, female: 5)
  • White: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic10
  • Black16
  • White2
  • Multirace4
Students without disabilities receiving only one out-of-school suspension: 32 (male: 18, female: 14)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 16 (male: 8, female: 8)
  • White: 2 (all female)
  • Two or More Races: 4 (male: 2, female: 2)

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

  • Hispanic2
  • Black4
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 10 (male: 8, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 16

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

37.9
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 9

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

21.3
State:

12.0
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Section 504: 5 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Section 504: 2

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