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Cullen Middle School in Houston, TX
(06-08 • 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 7
Address
 6900 SCOTT ST
Houston, TX 77021
Telephone
(713) 746-8180
(make sure to verify first before calling)
Website
http://www.houstonisd.org
City-data.com school rating
7
Students
595
Classroom Teachers (FTE)
34.2
Free lunch eligible students
467
Reduced-price lunch
eligible students
10
School district
HOUSTON 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:
DEBAKEY H S FOR HEALTH PROF (1.4 miles):

95
BEATRICE MAYES INSTITUTE CHARTER SCHOOL (1.3 miles):

88
BASTIAN EL (1.0 miles):

59
FOSTER EL (0.2 miles):

37
WHIDBY EL (0.9 miles):

34
THOMPSON EL (0.9 miles):

30
HARTSFIELD EL (1.3 miles):

28
ATTUCKS MIDDLE (1.5 miles):

14
Cullen Middle School:

7
Cullen Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Cullen Middle School:

7

Students & Teachers


Total enrollment:
Enrollment in 2016: 595
Enrollment in 2015: 615
Enrollment in 2014: 654
Enrollment in 2013: 493
Enrollment in 2012: 510
Enrollment in 2011: 580
Enrollment in 2010: 639
Enrollment in 2009: 692
Enrollment in 2008: 656
Enrollment in 2007: 758
Enrollment in 2006: 745
Enrollment in 2005: 745
Enrollment in 2004: 687
Enrollment in 2003: 679
Enrollment in 2002: 692
Enrollment in 2001: 749
Enrollment in 2000: 794
Enrollment in 1999: 877

Cullen Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students180199216595
Female students769699271
Male students104103117324
Asian students21 - 3
Hispanic students23273383
Black students149167181497
White students3227
Two or More Races students32 - 5

Enrollment by grade:
6th grade enrollment: 180
7th grade enrollment: 199
8th grade enrollment: 216

Cullen Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 271 (45.5%)
Here:

45.5%
State:

49.0%
Male enrollment: 324 (54.5%)
Cullen Middle School:

54.5%
State:

50.1%

Cullen Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 3 (0.5%)
School:

0.5%
Texas:

3.1%
Hispanic enrollment: 83 (13.9%)
Here:

13.9%
Texas:

46.9%
Black enrollment: 497 (83.5%)
Cullen Middle School:

83.5%
Texas:

11.6%
White enrollment: 7 (1.2%)
Cullen Middle School:

1.2%
Texas:

32.3%
Two or More Races enrollment: 5 (0.8%)
Cullen Middle School:

0.8%
State:

2.1%

Cullen Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 477 (80.2%)
Cullen Middle School:

80.2%
State:

61.6%
Free lunch eligible students: 467 (78.5%)
Cullen Middle School:

78.5%
State:

55.4%
Reduced-price lunch eligible students: 10 (1.7%)
School:

1.7%
Texas:

6.2%

Cullen Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 34.2

Number of FTE teachers in their first year of teaching: 5
Number of FTE teachers in their second year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE social workers: 1

Student/Teacher Ratio
Cullen Middle School:

17.4
State:

15.6

Cullen Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,118,183
  • Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $1,412,550)
  • Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $257,057)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $47,594)
  • Full-time Equivalency Count of School Administration Staff: 8 (Salary Expenditures: $400,982)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $859,533
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,895,833
  • Salary Expenditures for Teachers: $2,020,027
  • Full-time Equivalency Count of Instructional Aides: 19 (Salary Expenditures: $386,930)
  • Full-time Equivalency Count of Support Services Staff: 12 (Salary Expenditures: $87,894)
  • Full-time Equivalency Count of School Administration Staff: 8 (Salary Expenditures: $400,982)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,076,735

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic34
  • Asian2
  • Black4
  • White2
  • IDEA10
Students Enrolled in LEP Programs: 42 (male: 29, female: 13)
  • Hispanic: 34 (male: 23, female: 11)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 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: 115 (male: 77, female: 38)
  • Hispanic: 11 (male: 7, female: 4)
  • Black: 104 (male: 70, female: 34)
  • Limited English Proficiency (LEP): 7 (all male)
Students with disabilities served under Section 504: 9 (male: 7, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (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 6th grade: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 6th grade students retained
Cullen Middle School:

1.1%
Texas:

6.3%

    Total number of students retained in 7th grade

  • Hispanic2
  • Black2
  • LEP2
  • IDEA2
  • 5042
Total number of students retained in 7th grade: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 2

Percent of 7th grade students retained
Here:

2.0%
Texas:

6.0%
Total number of students retained in 8th grade: 2 (all female)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
Here:

0.9%
Texas:

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: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)

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

10.1
Texas:

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

  • All4,132
  • Males4,162
  • Females4,105
  • Hispanic4,375
  • Black4,023
Algebra I Average Scale Score:

4,132
Texas:

4,001
Algebra I students tested: 31
# Absent - Not Tested: 3
Algebra I # Answer Documents Submitted: 34

Algebra I Avg Items Correct:
  • Reporting Category 1: 7 (63%)
  • Reporting Category 2: 8 (66%)
  • Reporting Category 3: 9.3 (67%)
  • Reporting Category 4: 7.1 (65%)
  • Reporting Category 5: 4.2 (70%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 32%

42%
26%
32%
Males: (Average Scale Score: 4,162, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 34%, Masters: 33%)
33%
34%
33%
Females: (Average Scale Score: 4,105, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 50%, Meets: 19%, Masters: 31%)
50%
19%
31%
Hispanic: (Average Scale Score: 4,375, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 38%, Masters: 50%)
12%
38%
50%
Black: (Average Scale Score: 4,023, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 55%, Meets: 22%, Masters: 23%)
55%
22%
23%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,543
  • Males1,535
  • Females1,552
  • Hispanic1,547
  • Black1,542
Math Average Scale Score:

1,543
Texas:

1,546
Math students tested: 126
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 128

Math Avg Items Correct:
  • Reporting Category 1: 4.6 (46%)
  • Reporting Category 2: 5.8 (38%)
  • Reporting Category 3: 1.9 (31%)
  • Reporting Category 4: 2.2 (31%)

Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 5%
Masters Grade Level Performance: 3%

53%
39%
5%
3%
Males: (Average Scale Score: 1,535, Tested: 67, Did Not Meet Grade Level Performance: 52%, Approaches: 39%, Meets: 6%, Masters: 3%)
52%
39%
6%
3%
Females: (Average Scale Score: 1,552, Tested: 59, Did Not Meet Grade Level Performance: 54%, Approaches: 39%, Meets: 4%, Masters: 3%)
54%
39%
4%
3%
Hispanic: (Average Scale Score: 1,547, Tested: 21, Did Not Meet Grade Level Performance: 48%, Approaches: 47%, Meets: 5%, Masters: 0%)
48%
47%
5%
Black: (Average Scale Score: 1,542, Tested: 104, Did Not Meet Grade Level Performance: 54%, Approaches: 37%, Meets: 5%, Masters: 4%)
54%
37%
5%
4%

    Reading Average Scale Score
    (6th Grade)

  • All1,483
  • Males1,470
  • Females1,498
  • Hispanic1,477
  • Black1,486
Reading Average Scale Score:

1,483
State:

1,457
Reading students tested: 128
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 129

Reading Avg Items Correct:
  • Reporting Category 1: 4.3 (54%)
  • Reporting Category 2: 9.2 (54%)
  • Reporting Category 3: 6.5 (43%)

Did Not Meet Grade Level Performance: 60%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 4%

60%
29%
7%
4%
Males: (Average Scale Score: 1,470, Tested: 68, Did Not Meet Grade Level Performance: 63%, Approaches: 27%, Meets: 9%, Masters: 1%)
63%
27%
9%
1%
Females: (Average Scale Score: 1,498, Tested: 60, Did Not Meet Grade Level Performance: 57%, Approaches: 31%, Meets: 5%, Masters: 7%)
57%
31%
5%
7%
Hispanic: (Average Scale Score: 1,477, Tested: 22, Did Not Meet Grade Level Performance: 50%, Approaches: 45%, Meets: 5%, Masters: 0%)
50%
45%
5%
Black: (Average Scale Score: 1,486, Tested: 105, Did Not Meet Grade Level Performance: 62%, Approaches: 26%, Meets: 7%, Masters: 5%)
62%
26%
7%
5%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,550
  • Males1,549
  • Females1,551
  • Hispanic1,589
  • Black1,543
Math Average Scale Score:

1,550
State:

1,571
Math students tested: 149
# Absent - Not Tested: 4
Math # Answer Documents Submitted: 153

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (42%)
  • Reporting Category 2: 5.5 (37%)
  • Reporting Category 3: 4 (33%)
  • Reporting Category 4: 1.9 (28%)

Did Not Meet Grade Level Performance: 69%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 5%
Masters Grade Level Performance: 0%

69%
26%
5%
Males: (Average Scale Score: 1,549, Tested: 83, Did Not Meet Grade Level Performance: 71%, Approaches: 22%, Meets: 7%, Masters: 0%)
71%
22%
7%
Females: (Average Scale Score: 1,551, Tested: 66, Did Not Meet Grade Level Performance: 67%, Approaches: 30%, Meets: 3%, Masters: 0%)
67%
30%
3%
Hispanic: (Average Scale Score: 1,589, Tested: 26, Did Not Meet Grade Level Performance: 54%, Approaches: 34%, Meets: 12%, Masters: 0%)
54%
34%
12%
Black: (Average Scale Score: 1,543, Tested: 120, Did Not Meet Grade Level Performance: 72%, Approaches: 24%, Meets: 4%, Masters: 0%)
72%
24%
4%

    Reading Average Scale Score
    (7th Grade)

  • All1,557
  • Males1,543
  • Females1,574
  • Hispanic1,604
  • Black1,547
Reading Average Scale Score:

1,557
State:

1,550
Reading students tested: 151
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 153

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (57%)
  • Reporting Category 2: 9.1 (51%)
  • Reporting Category 3: 7.8 (49%)

Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 7%

57%
26%
10%
7%
Males: (Average Scale Score: 1,543, Tested: 84, Did Not Meet Grade Level Performance: 60%, Approaches: 25%, Meets: 10%, Masters: 5%)
60%
25%
10%
5%
Females: (Average Scale Score: 1,574, Tested: 67, Did Not Meet Grade Level Performance: 54%, Approaches: 27%, Meets: 9%, Masters: 10%)
54%
27%
9%
10%
Hispanic: (Average Scale Score: 1,604, Tested: 27, Did Not Meet Grade Level Performance: 41%, Approaches: 33%, Meets: 11%, Masters: 15%)
41%
33%
11%
15%
Black: (Average Scale Score: 1,547, Tested: 121, Did Not Meet Grade Level Performance: 60%, Approaches: 24%, Meets: 10%, Masters: 6%)
60%
24%
10%
6%

    Writing Average Scale Score
    (7th Grade)

  • All3,399
  • Males3,316
  • Females3,508
  • Hispanic3,434
  • Black3,398
Writing Average Scale Score:

3,399
Texas:

3,515
Writing students tested: 153
Writing # Answer Documents Submitted: 153

Writing Avg Items Correct:
  • Reporting Category 1: 6.4 (40%)
  • Reporting Category 2: 6.7 (52%)
  • Reporting Category 3: 9.7 (57%)

Did Not Meet Grade Level Performance: 59%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 0%

59%
28%
13%
Males: (Average Scale Score: 3,316, Tested: 87, Did Not Meet Grade Level Performance: 68%, Approaches: 23%, Meets: 9%, Masters: 0%)
68%
23%
9%
Females: (Average Scale Score: 3,508, Tested: 66, Did Not Meet Grade Level Performance: 48%, Approaches: 34%, Meets: 18%, Masters: 0%)
48%
34%
18%
Hispanic: (Average Scale Score: 3,434, Tested: 28, Did Not Meet Grade Level Performance: 57%, Approaches: 29%, Meets: 14%, Masters: 0%)
57%
29%
14%
Black: (Average Scale Score: 3,398, Tested: 122, Did Not Meet Grade Level Performance: 59%, Approaches: 28%, Meets: 13%, Masters: 0%)
59%
28%
13%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,572
  • Males1,572
  • Females1,573
  • Hispanic1,597
  • Black1,567
Math Average Scale Score:

1,572
Texas:

1,539
Math students tested: 127
# Absent - Not Tested: 7
Math # Answer Documents Submitted: 165

Math Avg Items Correct:
  • Reporting Category 1: 1.8 (46%)
  • Reporting Category 2: 6.7 (42%)
  • Reporting Category 3: 5.8 (39%)
  • Reporting Category 4: 2.8 (39%)

Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 0%

57%
37%
6%
Males: (Average Scale Score: 1,572, Tested: 64, Did Not Meet Grade Level Performance: 56%, Approaches: 35%, Meets: 9%, Masters: 0%)
56%
35%
9%
Females: (Average Scale Score: 1,573, Tested: 63, Did Not Meet Grade Level Performance: 59%, Approaches: 38%, Meets: 3%, Masters: 0%)
59%
38%
3%
Hispanic: (Average Scale Score: 1,597, Tested: 18, Did Not Meet Grade Level Performance: 50%, Approaches: 39%, Meets: 11%, Masters: 0%)
50%
39%
11%
Black: (Average Scale Score: 1,567, Tested: 107, Did Not Meet Grade Level Performance: 60%, Approaches: 34%, Meets: 6%, Masters: 0%)
60%
34%
6%

    Reading Average Scale Score
    (8th Grade)

  • All1,592
  • Males1,584
  • Females1,600
  • Hispanic1,608
  • Black1,585
Reading Average Scale Score:

1,592
Texas:

1,561
Reading students tested: 160
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 165

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 10.9 (57%)
  • Reporting Category 3: 8.6 (51%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 7%

50%
33%
10%
7%
Males: (Average Scale Score: 1,584, Tested: 81, Did Not Meet Grade Level Performance: 57%, Approaches: 26%, Meets: 10%, Masters: 7%)
57%
26%
10%
7%
Females: (Average Scale Score: 1,600, Tested: 79, Did Not Meet Grade Level Performance: 43%, Approaches: 41%, Meets: 10%, Masters: 6%)
43%
41%
10%
6%
Hispanic: (Average Scale Score: 1,608, Tested: 27, Did Not Meet Grade Level Performance: 41%, Approaches: 40%, Meets: 12%, Masters: 7%)
41%
40%
12%
7%
Black: (Average Scale Score: 1,585, Tested: 130, Did Not Meet Grade Level Performance: 53%, Approaches: 32%, Meets: 9%, Masters: 6%)
53%
32%
9%
6%

    Science Average Scale Score
    (8th Grade)

  • All3,563
  • Males3,610
  • Females3,517
  • Hispanic3,815
  • Black3,500
Science Average Scale Score:

3,563
State:

3,634
Science students tested: 150
# Absent - Not Tested: 15
Science # Answer Documents Submitted: 165

Science Avg Items Correct:
  • Reporting Category 1: 6 (55%)
  • Reporting Category 2: 4.9 (55%)
  • Reporting Category 3: 5.4 (49%)
  • Reporting Category 4: 6.1 (55%)

Did Not Meet Grade Level Performance: 54%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 10%

54%
30%
6%
10%
Males: (Average Scale Score: 3,610, Tested: 75, Did Not Meet Grade Level Performance: 51%, Approaches: 26%, Meets: 8%, Masters: 15%)
51%
26%
8%
15%
Females: (Average Scale Score: 3,517, Tested: 75, Did Not Meet Grade Level Performance: 57%, Approaches: 34%, Meets: 4%, Masters: 5%)
57%
34%
4%
5%
Hispanic: (Average Scale Score: 3,815, Tested: 24, Did Not Meet Grade Level Performance: 50%, Approaches: 8%, Meets: 9%, Masters: 33%)
50%
8%
9%
33%
Black: (Average Scale Score: 3,500, Tested: 122, Did Not Meet Grade Level Performance: 56%, Approaches: 33%, Meets: 6%, Masters: 5%)
56%
33%
6%
5%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,328
  • Males3,345
  • Females3,310
  • Hispanic3,410
  • Black3,308
Social Studies Average Scale Score:

3,328
Texas:

3,461
Social Studies students tested: 152
# Absent - Not Tested: 13
Social Studies # Answer Documents Submitted: 165

Social Studies Avg Items Correct:
  • Reporting Category 1: 7 (41%)
  • Reporting Category 2: 4.1 (41%)
  • Reporting Category 3: 4.6 (46%)
  • Reporting Category 4: 2.7 (39%)

Did Not Meet Grade Level Performance: 72%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 5%
Masters Grade Level Performance: 2%

72%
21%
5%
2%
Males: (Average Scale Score: 3,345, Tested: 79, Did Not Meet Grade Level Performance: 68%, Approaches: 23%, Meets: 5%, Masters: 4%)
68%
23%
5%
4%
Females: (Average Scale Score: 3,310, Tested: 73, Did Not Meet Grade Level Performance: 77%, Approaches: 19%, Meets: 4%, Masters: 0%)
77%
19%
4%
Hispanic: (Average Scale Score: 3,410, Tested: 22, Did Not Meet Grade Level Performance: 50%, Approaches: 41%, Meets: 4%, Masters: 5%)
50%
41%
4%
5%
Black: (Average Scale Score: 3,308, Tested: 126, Did Not Meet Grade Level Performance: 76%, Approaches: 18%, Meets: 5%, Masters: 1%)
76%
18%
5%
1%

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

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.
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 physical attack or fight without a weapon: 44

Incidents of possession of a firearm or explosive device: 1


Total incidents per 1,000 students
School:

75.6
State:

38.0

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

  • Hispanic2
  • Black16
  • White2
  • LEP2
Students without disabilities who were referred to a law enforcement agency or official: 20 (male: 18, female: 2)
  • Hispanic: 2 (all male)
  • Black: 16 (male: 14, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

33.6
Texas:

17.4

    Students without disabilities who received a school-related arrest

  • Hispanic2
  • Black16
  • White2
  • LEP2
Students without disabilities who received a school-related arrest: 20 (male: 18, female: 2)
  • Hispanic: 2 (all male)
  • Black: 16 (male: 14, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

33.6
State:

13.1

    Students with disabilities who were referred to a law enforcement agency or official

  • Hispanic2
  • Black7
  • LEP2
  • 5042
Students with disabilities who were referred to a law enforcement agency or official: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

15.1
Texas:

5.4

    Students with disabilities who received a school-related arrest

  • Hispanic2
  • Black7
  • LEP2
  • 5042
Students with disabilities who received a school-related arrest: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Students with disabilities who received a school-related arrest per 1,000 students
School:

15.1
State:

4.1

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

  • Hispanic10
  • Asian2
  • Black61
  • Multirace2
  • LEP7
  • IDEA13
  • 5044
Chronic Student Absenteeism: 75 (male: 36, female: 39)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all female)
  • Black: 61 (male: 29, female: 32)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

126.1
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

  • Hispanic30
  • Black520
  • Multirace3
  • LEP18
  • IDEA115
  • 50420
School days missed due to out-of-school suspension: 553 (male: 331, female: 222)
  • Hispanic: 30 (male: 24, female: 6)
  • Black: 520 (male: 304, female: 216)
  • Two or More Races: 3 (all male)
  • Limited English Proficiency (LEP): 18 (all male)
  • Individuals With Disabilities Education Act (IDEA): 115 (male: 84, female: 31)
  • Section 504: 20 (all male)
Instances of out-of-school suspension (Students without disabilities): 172

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

289.1
State:

102.7
Students without disabilities receiving one or more in-school suspension: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 113 (male: 61, female: 52)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 109 (male: 59, female: 50)
Students without disabilities receiving more than one out-of-school suspension: 38 (male: 25, female: 13)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 28 (male: 20, female: 8)
  • Limited English Proficiency (LEP): 5 (all male)
Instances of out-of-school suspension (Students with disabilities): 50

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

84.0
Texas:

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

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

11.8
State:

12.0
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • Two or More Races: 2 (all male)

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

  • Hispanic2
  • Black19
  • Multirace2
  • LEP2
  • 5045
Students with disabilities receiving only one out-of-school suspension: 23 (male: 15, female: 8)
  • Hispanic: 2 (all male)
  • Black: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 5 (all male)
Students with disabilities receiving more than one out-of-school suspension: 5 (all male)
  • Black: 5

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

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

Students with Disabilities who received an expulsion with educational services per 1,000 students
Cullen Middle School:

3.4
Texas:

5.4
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all female)
  • Black: 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here:

3.4
State:

0.4

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

  • Hispanic7
  • Black22
  • White2
  • IDEA4
8th grade student enrollment in Algebra I: 31 (male: 15, female: 16)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 22 (male: 11, female: 11)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 24 (male: 10, female: 14)
  • Hispanic: 4 (all female)
  • Black: 20 (male: 10, female: 10)
Percent of 8th grade students who passed
Cullen Middle School:

77.4%
State:

87.0%

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