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Edwin M Wells 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 26
Address
 4033 GLADERIDGE DR
Houston, TX 77068
Telephone
(281) 891-7753
(make sure to verify first before calling)
Website
http://www.springisd.org/wms/
City-data.com school rating
26
Students
1,314
Classroom Teachers (FTE)
77.0
Free lunch eligible students
962
Reduced-price lunch
eligible students
131
School district
SPRING 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:
YEAGER EL (1.6 miles):

72
MITTELSTADT EL (1.8 miles):

72
BENEKE EL (1.5 miles):

51
KAISER EL (1.9 miles):

47
WUNDERLICH INT (2.1 miles):

47
PAT REYNOLDS EL (0.2 miles):

44
GREENWOOD FOREST EL (2.0 miles):

44
KLEIN FOREST H S (2.2 miles):

37
Edwin M Wells Middle School:

26
Edwin M Wells Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Edwin M Wells Middle School:

26

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,314
Enrollment in 2015: 1,356
Enrollment in 2014: 1,274
Enrollment in 2013: 1,270
Enrollment in 2012: 1,255
Enrollment in 2011: 1,175
Enrollment in 2010: 1,170
Enrollment in 2009: 1,369
Enrollment in 2008: 1,269
Enrollment in 2007: 1,327
Enrollment in 2006: 1,336
Enrollment in 2005: 985
Enrollment in 2004: 980
Enrollment in 2003: 1,589
Enrollment in 2002: 1,585
Enrollment in 2001: 1,565
Enrollment in 2000: 1,333
Enrollment in 1999: 1,338

Edwin M Wells Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students4184784181,314
Female students185237181603
Male students233241237711
American Indian/Alaska Native students1315
Asian students16231554
Hispanic students181214189584
Black students206210200616
White students10141034
Hawaiian Native/Pacific Islander students12 - 3
Two or More Races students312318

Enrollment by grade:
6th grade enrollment: 418
7th grade enrollment: 478
8th grade enrollment: 418

Edwin M Wells Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 603 (45.9%)
School:

45.9%
State:

49.0%
Male enrollment: 711 (54.1%)
Edwin M Wells Middle School:

54.1%
State:

50.1%

Edwin M Wells Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 5 (0.4%)
Edwin M Wells Middle School:

0.4%
Texas:

0.4%
Asian enrollment: 54 (4.1%)
School:

4.1%
State:

3.1%
Hispanic enrollment: 584 (44.4%)
Edwin M Wells Middle School:

44.4%
State:

46.9%
Black enrollment: 616 (46.9%)
Here:

46.9%
Texas:

11.6%
White enrollment: 34 (2.6%)
Here:

2.6%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.2%)
School:

0.2%
State:

0.1%
Two or More Races enrollment: 18 (1.4%)
Here:

1.4%
State:

2.1%

Edwin M Wells Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 1,093 (83.2%)
School:

83.2%
State:

61.6%
Free lunch eligible students: 962 (73.2%)
Edwin M Wells Middle School:

73.2%
State:

55.4%
Reduced-price lunch eligible students: 131 (10.0%)
Edwin M Wells Middle School:

10.0%
Texas:

6.2%

Edwin M Wells Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 77

Number of FTE teachers in their first year of teaching: 15.7
Number of FTE teachers in their second year of teaching: 9
Number of FTE school counselors: 4
Number of FTE nurses: 1

Student/Teacher Ratio
Edwin M Wells Middle School:

17.1
State:

15.6

Edwin M Wells Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,417,846
  • Full-time Equivalency Count of Teachers: 77 (Salary Expenditures: $3,376,627)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $427,201)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $489,945)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $222,190
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,253,859
  • Salary Expenditures for Teachers: $4,156,896
  • Full-time Equivalency Count of Support Services Staff: 12 (Salary Expenditures: $482,945)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $489,945)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic253
  • American Indian4
  • Asian16
  • Black2
  • White2
  • IDEA19
Students Enrolled in LEP Programs: 277 (male: 170, female: 107)
  • Hispanic: 253 (male: 155, female: 98)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 16 (male: 11, female: 5)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)

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

  • Hispanic35
  • Black86
  • White8
  • LEP17
Students with disabilities served under IDEA: 129 (male: 81, female: 48)
  • Hispanic: 35 (male: 22, female: 13)
  • Black: 86 (male: 55, female: 31)
  • White: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 17 (male: 13, female: 4)

    Students with disabilities served under Section 504

  • Hispanic22
  • Black31
  • White5
  • Multirace4
  • LEP10
Students with disabilities served under Section 504: 62 (male: 41, female: 21)
  • Hispanic: 22 (male: 14, female: 8)
  • Black: 31 (male: 20, female: 11)
  • White: 5 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

Retention:
Show data for

(State average from 1,038 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

  • Hispanic2
  • Black2
  • LEP2
  • 5042
Total number of students retained in 7th grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Percent of 7th grade students retained
School:

0.8%
Texas:

6.0%

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

  • Hispanic55
  • Asian13
  • Black28
  • White4
  • Multirace4
  • LEP4
Gifted and Talented Student Enrollment: 104 (male: 49, female: 55)
  • Hispanic: 55 (male: 26, female: 29)
  • Asian: 13 (male: 8, female: 5)
  • Black: 28 (male: 11, female: 17)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

79.1
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

  • All4,440
  • Males4,456
  • Females4,419
  • Hispanic4,486
  • Black4,510
Algebra I Average Scale Score:

4,440
State:

4,001
Algebra I students tested: 27
Algebra I # Answer Documents Submitted: 27

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.3 (75%)
  • Reporting Category 2: 9.8 (82%)
  • Reporting Category 3: 10.5 (75%)
  • Reporting Category 4: 8.6 (78%)
  • Reporting Category 5: 5 (84%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 7%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 78%

7%
15%
78%
Males: (Average Scale Score: 4,456, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 13%, Masters: 80%)
7%
13%
80%
Females: (Average Scale Score: 4,419, Tested: 12, Did Not Meet Grade Level Performance: 0%, Approaches: 8%, Meets: 17%, Masters: 75%)
8%
17%
75%
Hispanic: (Average Scale Score: 4,486, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 14%, Masters: 86%)
14%
86%
Black: (Average Scale Score: 4,510, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 40%, Masters: 60%)
40%
60%

    English I Average Scale Score

  • All4,423
  • Males4,338
  • Females4,465
  • Hispanic4,412
English I Average Scale Score:

4,423
Texas:

3,637
English I students tested: 21
English I # Answer Documents Submitted: 21

English I Avg Items Correct:
  • Reporting Category 1: 7.2 (90%)
  • Reporting Category 2: 11.2 (86%)
  • Reporting Category 3: 11 (84%)
  • Reporting Category 4: 9.7 (61%)
  • Reporting Category 5: 7.8 (86%)
  • Reporting Category 6: 7.9 (87%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 76%
Masters Grade Level Performance: 14%

10%
76%
14%
Males: (Average Scale Score: 4,338, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 72%, Masters: 14%)
14%
72%
14%
Females: (Average Scale Score: 4,465, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 79%, Masters: 14%)
7%
79%
14%
Hispanic: (Average Scale Score: 4,412, Tested: 12, Did Not Meet Grade Level Performance: 0%, Approaches: 8%, Meets: 84%, Masters: 8%)
8%
84%
8%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,553
  • Males1,550
  • Females1,556
  • Hispanic1,544
  • American Indian1,497
  • Asian1,721
  • Black1,541
  • White1,583
Math Average Scale Score:

1,553
State:

1,546
Math students tested: 367
# Absent - Not Tested: 6
Math # Answer Documents Submitted: 374

Math Avg Items Correct:
  • Reporting Category 1: 4.3 (43%)
  • Reporting Category 2: 6.1 (41%)
  • Reporting Category 3: 2.3 (38%)
  • Reporting Category 4: 2.4 (34%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 4%

51%
33%
12%
4%
Males: (Average Scale Score: 1,550, Tested: 190, Did Not Meet Grade Level Performance: 54%, Approaches: 28%, Meets: 13%, Masters: 5%)
54%
28%
13%
5%
Females: (Average Scale Score: 1,556, Tested: 177, Did Not Meet Grade Level Performance: 47%, Approaches: 39%, Meets: 11%, Masters: 3%)
47%
39%
11%
3%
Hispanic: (Average Scale Score: 1,544, Tested: 172, Did Not Meet Grade Level Performance: 55%, Approaches: 30%, Meets: 13%, Masters: 2%)
55%
30%
13%
2%
American Indian: (Average Scale Score: 1,497, Tested: 5, Did Not Meet Grade Level Performance: 80%, Approaches: 20%, Meets: 0%, Masters: 0%)
80%
20%
Asian: (Average Scale Score: 1,721, Tested: 16, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 31%, Masters: 44%)
13%
13%
31%
44%
Black: (Average Scale Score: 1,541, Tested: 153, Did Not Meet Grade Level Performance: 52%, Approaches: 39%, Meets: 6%, Masters: 3%)
52%
39%
6%
3%
White: (Average Scale Score: 1,583, Tested: 17, Did Not Meet Grade Level Performance: 35%, Approaches: 41%, Meets: 18%, Masters: 6%)
35%
41%
18%
6%

    Reading Average Scale Score
    (6th Grade)

  • All1,530
  • Males1,505
  • Females1,556
  • Hispanic1,520
  • American Indian1,494
  • Asian1,675
  • Black1,524
  • White1,554
  • Multirace1,518
Reading Average Scale Score:

1,530
State:

1,457
Reading students tested: 372
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 374

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 10.7 (63%)
  • Reporting Category 3: 7.9 (52%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 10%

47%
27%
16%
10%
Males: (Average Scale Score: 1,505, Tested: 192, Did Not Meet Grade Level Performance: 56%, Approaches: 23%, Meets: 13%, Masters: 8%)
56%
23%
13%
8%
Females: (Average Scale Score: 1,556, Tested: 180, Did Not Meet Grade Level Performance: 38%, Approaches: 32%, Meets: 19%, Masters: 11%)
38%
32%
19%
11%
Hispanic: (Average Scale Score: 1,520, Tested: 173, Did Not Meet Grade Level Performance: 49%, Approaches: 30%, Meets: 14%, Masters: 7%)
49%
30%
14%
7%
American Indian: (Average Scale Score: 1,494, Tested: 5, Did Not Meet Grade Level Performance: 80%, Approaches: 0%, Meets: 20%, Masters: 0%)
80%
20%
Asian: (Average Scale Score: 1,675, Tested: 16, Did Not Meet Grade Level Performance: 13%, Approaches: 7%, Meets: 43%, Masters: 38%)
13%
7%
43%
38%
Black: (Average Scale Score: 1,524, Tested: 156, Did Not Meet Grade Level Performance: 47%, Approaches: 31%, Meets: 12%, Masters: 10%)
47%
31%
12%
10%
White: (Average Scale Score: 1,554, Tested: 17, Did Not Meet Grade Level Performance: 47%, Approaches: 12%, Meets: 23%, Masters: 18%)
47%
12%
23%
18%
Multirace: (Average Scale Score: 1,518, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 40%, Masters: 0%)
40%
20%
40%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,600
  • Males1,593
  • Females1,608
  • Hispanic1,601
  • Asian1,720
  • Black1,594
  • White1,562
  • Multirace1,554
Math Average Scale Score:

1,600
State:

1,571
Math students tested: 352
# Absent - Not Tested: 4
Math # Answer Documents Submitted: 357

Math Avg Items Correct:
  • Reporting Category 1: 3.1 (52%)
  • Reporting Category 2: 6.8 (45%)
  • Reporting Category 3: 5.2 (44%)
  • Reporting Category 4: 2.6 (37%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 6%

48%
31%
15%
6%
Males: (Average Scale Score: 1,593, Tested: 191, Did Not Meet Grade Level Performance: 51%, Approaches: 30%, Meets: 11%, Masters: 8%)
51%
30%
11%
8%
Females: (Average Scale Score: 1,608, Tested: 161, Did Not Meet Grade Level Performance: 43%, Approaches: 33%, Meets: 20%, Masters: 4%)
43%
33%
20%
4%
Hispanic: (Average Scale Score: 1,601, Tested: 169, Did Not Meet Grade Level Performance: 46%, Approaches: 34%, Meets: 13%, Masters: 7%)
46%
34%
13%
7%
Asian: (Average Scale Score: 1,720, Tested: 13, Did Not Meet Grade Level Performance: 8%, Approaches: 30%, Meets: 39%, Masters: 23%)
8%
30%
39%
23%
Black: (Average Scale Score: 1,594, Tested: 146, Did Not Meet Grade Level Performance: 51%, Approaches: 30%, Meets: 14%, Masters: 5%)
51%
30%
14%
5%
White: (Average Scale Score: 1,562, Tested: 17, Did Not Meet Grade Level Performance: 65%, Approaches: 11%, Meets: 24%, Masters: 0%)
65%
11%
24%
Multirace: (Average Scale Score: 1,554, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 40%, Meets: 0%, Masters: 0%)
60%
40%

    Reading Average Scale Score
    (7th Grade)

  • All1,593
  • Males1,575
  • Females1,613
  • Hispanic1,582
  • Asian1,669
  • Black1,601
  • White1,565
  • Multirace1,608
Reading Average Scale Score:

1,593
State:

1,550
Reading students tested: 352
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 357

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (58%)
  • Reporting Category 2: 10.5 (58%)
  • Reporting Category 3: 8.9 (56%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 14%

44%
27%
15%
14%
Males: (Average Scale Score: 1,575, Tested: 191, Did Not Meet Grade Level Performance: 49%, Approaches: 26%, Meets: 14%, Masters: 11%)
49%
26%
14%
11%
Females: (Average Scale Score: 1,613, Tested: 161, Did Not Meet Grade Level Performance: 38%, Approaches: 28%, Meets: 17%, Masters: 17%)
38%
28%
17%
17%
Hispanic: (Average Scale Score: 1,582, Tested: 169, Did Not Meet Grade Level Performance: 49%, Approaches: 29%, Meets: 12%, Masters: 10%)
49%
29%
12%
10%
Asian: (Average Scale Score: 1,669, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 23%, Meets: 16%, Masters: 38%)
23%
23%
16%
38%
Black: (Average Scale Score: 1,601, Tested: 146, Did Not Meet Grade Level Performance: 40%, Approaches: 24%, Meets: 20%, Masters: 16%)
40%
24%
20%
16%
White: (Average Scale Score: 1,565, Tested: 16, Did Not Meet Grade Level Performance: 50%, Approaches: 37%, Meets: 0%, Masters: 13%)
50%
37%
13%
Multirace: (Average Scale Score: 1,608, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 16%, Masters: 17%)
33%
34%
16%
17%

    Writing Average Scale Score
    (7th Grade)

  • All3,453
  • Males3,341
  • Females3,583
  • Hispanic3,356
  • Asian3,783
  • Black3,560
  • White3,348
  • Multirace3,294
Writing Average Scale Score:

3,453
State:

3,515
Writing students tested: 350
# Absent - Not Tested: 4
Writing # Answer Documents Submitted: 354

Writing Avg Items Correct:
  • Reporting Category 1: 6.7 (42%)
  • Reporting Category 2: 7.1 (55%)
  • Reporting Category 3: 9.7 (57%)

Did Not Meet Grade Level Performance: 54%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 3%

54%
27%
16%
3%
Males: (Average Scale Score: 3,341, Tested: 189, Did Not Meet Grade Level Performance: 62%, Approaches: 25%, Meets: 11%, Masters: 2%)
62%
25%
11%
2%
Females: (Average Scale Score: 3,583, Tested: 161, Did Not Meet Grade Level Performance: 43%, Approaches: 32%, Meets: 21%, Masters: 4%)
43%
32%
21%
4%
Hispanic: (Average Scale Score: 3,356, Tested: 168, Did Not Meet Grade Level Performance: 59%, Approaches: 30%, Meets: 11%, Masters: 0%)
59%
30%
11%
Asian: (Average Scale Score: 3,783, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 42%, Masters: 8%)
33%
17%
42%
8%
Black: (Average Scale Score: 3,560, Tested: 146, Did Not Meet Grade Level Performance: 48%, Approaches: 27%, Meets: 19%, Masters: 6%)
48%
27%
19%
6%
White: (Average Scale Score: 3,348, Tested: 16, Did Not Meet Grade Level Performance: 56%, Approaches: 19%, Meets: 25%, Masters: 0%)
56%
19%
25%
Multirace: (Average Scale Score: 3,294, Tested: 6, Did Not Meet Grade Level Performance: 83%, Approaches: 17%, Meets: 0%, Masters: 0%)
83%
17%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,626
  • Males1,621
  • Females1,632
  • Hispanic1,627
  • Asian1,780
  • Black1,610
  • White1,622
Math Average Scale Score:

1,626
Texas:

1,539
Math students tested: 316
# Absent - Not Tested: 8
Math # Answer Documents Submitted: 336

Math Avg Items Correct:
  • Reporting Category 1: 2.3 (56%)
  • Reporting Category 2: 8 (50%)
  • Reporting Category 3: 7.2 (48%)
  • Reporting Category 4: 3.6 (52%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 4%

42%
33%
21%
4%
Males: (Average Scale Score: 1,621, Tested: 172, Did Not Meet Grade Level Performance: 41%, Approaches: 37%, Meets: 19%, Masters: 3%)
41%
37%
19%
3%
Females: (Average Scale Score: 1,632, Tested: 144, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 25%, Masters: 4%)
43%
28%
25%
4%
Hispanic: (Average Scale Score: 1,627, Tested: 137, Did Not Meet Grade Level Performance: 42%, Approaches: 31%, Meets: 23%, Masters: 4%)
42%
31%
23%
4%
Asian: (Average Scale Score: 1,780, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 27%, Meets: 37%, Masters: 36%)
27%
37%
36%
Black: (Average Scale Score: 1,610, Tested: 144, Did Not Meet Grade Level Performance: 47%, Approaches: 34%, Meets: 18%, Masters: 1%)
47%
34%
18%
1%
White: (Average Scale Score: 1,622, Tested: 18, Did Not Meet Grade Level Performance: 39%, Approaches: 39%, Meets: 22%, Masters: 0%)
39%
39%
22%

    Reading Average Scale Score
    (8th Grade)

  • All1,614
  • Males1,597
  • Females1,635
  • Hispanic1,613
  • Asian1,671
  • Black1,606
  • White1,628
Reading Average Scale Score:

1,614
State:

1,561
Reading students tested: 320
# Absent - Not Tested: 9
Reading # Answer Documents Submitted: 336

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (59%)
  • Reporting Category 2: 11.9 (63%)
  • Reporting Category 3: 9.5 (56%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 10%

42%
33%
15%
10%
Males: (Average Scale Score: 1,597, Tested: 179, Did Not Meet Grade Level Performance: 47%, Approaches: 33%, Meets: 13%, Masters: 7%)
47%
33%
13%
7%
Females: (Average Scale Score: 1,635, Tested: 141, Did Not Meet Grade Level Performance: 36%, Approaches: 32%, Meets: 19%, Masters: 13%)
36%
32%
19%
13%
Hispanic: (Average Scale Score: 1,613, Tested: 137, Did Not Meet Grade Level Performance: 45%, Approaches: 30%, Meets: 12%, Masters: 13%)
45%
30%
12%
13%
Asian: (Average Scale Score: 1,671, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 46%, Meets: 27%, Masters: 9%)
18%
46%
27%
9%
Black: (Average Scale Score: 1,606, Tested: 146, Did Not Meet Grade Level Performance: 42%, Approaches: 35%, Meets: 17%, Masters: 6%)
42%
35%
17%
6%
White: (Average Scale Score: 1,628, Tested: 20, Did Not Meet Grade Level Performance: 35%, Approaches: 35%, Meets: 20%, Masters: 10%)
35%
35%
20%
10%

    Science Average Scale Score
    (8th Grade)

  • All3,762
  • Males3,748
  • Females3,779
  • Hispanic3,775
  • Asian4,242
  • Black3,674
  • White3,926
Science Average Scale Score:

3,762
Texas:

3,634
Science students tested: 347
# Absent - Not Tested: 6
Science # Answer Documents Submitted: 354

Science Avg Items Correct:
  • Reporting Category 1: 6.9 (63%)
  • Reporting Category 2: 5.4 (60%)
  • Reporting Category 3: 6.4 (59%)
  • Reporting Category 4: 6.8 (62%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 14%

34%
32%
20%
14%
Males: (Average Scale Score: 3,748, Tested: 188, Did Not Meet Grade Level Performance: 35%, Approaches: 29%, Meets: 24%, Masters: 12%)
35%
29%
24%
12%
Females: (Average Scale Score: 3,779, Tested: 159, Did Not Meet Grade Level Performance: 34%, Approaches: 35%, Meets: 15%, Masters: 16%)
34%
35%
15%
16%
Hispanic: (Average Scale Score: 3,775, Tested: 151, Did Not Meet Grade Level Performance: 35%, Approaches: 30%, Meets: 21%, Masters: 14%)
35%
30%
21%
14%
Asian: (Average Scale Score: 4,242, Tested: 15, Did Not Meet Grade Level Performance: 7%, Approaches: 20%, Meets: 26%, Masters: 47%)
7%
20%
26%
47%
Black: (Average Scale Score: 3,674, Tested: 155, Did Not Meet Grade Level Performance: 37%, Approaches: 38%, Meets: 17%, Masters: 8%)
37%
38%
17%
8%
White: (Average Scale Score: 3,926, Tested: 21, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 33%, Masters: 24%)
29%
14%
33%
24%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,553
  • Males3,551
  • Females3,554
  • Hispanic3,526
  • Asian4,047
  • Black3,509
  • White3,728
Social Studies Average Scale Score:

3,553
State:

3,461
Social Studies students tested: 348
# Absent - Not Tested: 6
Social Studies # Answer Documents Submitted: 354

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.7 (51%)
  • Reporting Category 2: 5.1 (51%)
  • Reporting Category 3: 5.3 (53%)
  • Reporting Category 4: 3.5 (50%)

Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 7%

53%
30%
10%
7%
Males: (Average Scale Score: 3,551, Tested: 188, Did Not Meet Grade Level Performance: 53%, Approaches: 29%, Meets: 10%, Masters: 8%)
53%
29%
10%
8%
Females: (Average Scale Score: 3,554, Tested: 160, Did Not Meet Grade Level Performance: 52%, Approaches: 32%, Meets: 10%, Masters: 6%)
52%
32%
10%
6%
Hispanic: (Average Scale Score: 3,526, Tested: 153, Did Not Meet Grade Level Performance: 54%, Approaches: 27%, Meets: 10%, Masters: 9%)
54%
27%
10%
9%
Asian: (Average Scale Score: 4,047, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 27%, Meets: 27%, Masters: 33%)
13%
27%
27%
33%
Black: (Average Scale Score: 3,509, Tested: 155, Did Not Meet Grade Level Performance: 58%, Approaches: 31%, Meets: 8%, Masters: 3%)
58%
31%
8%
3%
White: (Average Scale Score: 3,728, Tested: 20, Did Not Meet Grade Level Performance: 30%, Approaches: 50%, Meets: 15%, Masters: 5%)
30%
50%
15%
5%

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.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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 sexual assault (other than rape): 4

Incidents of physical attack or fight without a weapon: 88

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
School:

70.8
Texas:

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
  • American Indian2
  • Black22
  • White2
  • Multirace2
  • LEP2
Students without disabilities who were referred to a law enforcement agency or official: 30 (male: 12, female: 18)
  • Hispanic: 2 (all female)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 22 (male: 8, female: 14)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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

22.8
Texas:

17.4
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Black: 2

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

1.5
Texas:

5.4

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

  • Hispanic106
  • American Indian2
  • Asian4
  • Black139
  • White13
  • Multirace4
  • LEP58
  • IDEA46
  • 50419
Chronic Student Absenteeism: 268 (male: 138, female: 130)
  • Hispanic: 106 (male: 53, female: 53)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 139 (male: 74, female: 65)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 58 (male: 35, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 26, female: 20)
  • Section 504: 19 (male: 14, female: 5)
Chronic Student Absenteeism per 1,000 students
Edwin M Wells Middle School:

204.0
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

  • Hispanic267
  • American Indian6
  • Asian8
  • Black827
  • White26
  • Multirace18
  • LEP178
  • IDEA137
School days missed due to out-of-school suspension: 1,152 (male: 645, female: 507)
  • Hispanic: 267 (male: 191, female: 76)
  • American Indian / Alaska Native: 6 (all female)
  • Asian: 8 (all male)
  • Black: 827 (male: 411, female: 416)
  • White: 26 (male: 20, female: 6)
  • Two or More Races: 18 (male: 15, female: 3)
  • Limited English Proficiency (LEP): 178 (male: 128, female: 50)
  • Individuals With Disabilities Education Act (IDEA): 137 (male: 95, female: 42)
Instances of out-of-school suspension (Students without disabilities): 392

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

298.3
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic115
  • American Indian2
  • Asian4
  • Black238
  • White7
  • Multirace2
  • LEP67
Students without disabilities receiving one or more in-school suspension: 368 (male: 196, female: 172)
  • Hispanic: 115 (male: 59, female: 56)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 238 (male: 128, female: 110)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 67 (male: 35, female: 32)

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

  • Hispanic37
  • American Indian2
  • Asian2
  • Black97
  • White2
  • Multirace4
  • LEP22
Students without disabilities receiving only one out-of-school suspension: 144 (male: 86, female: 58)
  • Hispanic: 37 (male: 26, female: 11)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 97 (male: 56, female: 41)
  • White: 2 (all female)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 22 (male: 17, female: 5)

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

  • Hispanic25
  • Black58
  • White2
  • Multirace2
  • LEP16
Students without disabilities receiving more than one out-of-school suspension: 87 (male: 47, female: 40)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 58 (male: 26, female: 32)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 16 (male: 11, female: 5)
Instances of out-of-school suspension (Students with disabilities): 69

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

52.5
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 28

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

21.3
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black37
  • White2
  • Multirace2
  • LEP2
Students with disabilities receiving one or more in-school suspension: 48 (male: 36, female: 12)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 37 (male: 29, female: 8)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 14 (male: 10, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic2
  • Black19
  • White2
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 23 (male: 16, female: 7)
  • Hispanic: 2 (all male)
  • Black: 19 (male: 14, female: 5)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (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

  • Hispanic16
  • Asian8
  • Black10
  • Multirace2
8th grade student enrollment in Algebra I: 36 (male: 23, female: 13)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 8 (all male)
  • Black: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
8th grade studenst who passed Algebra I: 29 (male: 18, female: 11)
  • Hispanic: 14 (male: 7, female: 7)
  • Asian: 7 (all male)
  • Black: 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Here:

80.6%
State:

87.0%

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