Jump to a detailed profile or search site with Google Custom Search


Frank D Moates Elementary School in Glenn Heights, TX
(KG-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 29
Address
 1500 HERITAGE DR
Glenn Heights, TX 75154
Telephone
(972) 230-2881
(make sure to verify first before calling)
Website
http://www.desotoisd.org
City-data.com school rating
29
Students
780
Classroom Teachers (FTE)
46.9
Free lunch eligible students
574
Reduced-price lunch
eligible students
51
School district
DESOTO ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
RUSSELL P SCHUPMANN EL (2.3 miles):

52
COCKRELL HILL EL (2.2 miles):

46
WOODRIDGE EL (2.2 miles):

38
RUBY YOUNG EL (2.6 miles):

29
Frank D Moates Elementary School:

29
CURTISTENE S MCCOWAN MIDDLE (ISTEAM) (1.2 miles):

25
DESOTO EAST MIDDLE (ISTEAM) (2.1 miles):

25
DESOTO H S & ISTEAM3D (1.3 miles):

18
WINGS (WHERE I NOW GAIN SUCCESS) (1.8 miles):

2
Frank D Moates Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Glenn Heights:

42
Frank D Moates Elementary School:

29

Students & Teachers


Total enrollment:
Enrollment in 2016: 780
Enrollment in 2015: 641
Enrollment in 2014: 621
Enrollment in 2013: 625
Enrollment in 2012: 645
Enrollment in 2011: 649
Enrollment in 2010: 633
Enrollment in 2009: 632
Enrollment in 2008: 572
Enrollment in 2007: 767
Enrollment in 2006: 709
Enrollment in 2005: 652
Enrollment in 2004: 651
Enrollment in 2003: 675
Enrollment in 2002: 638
Enrollment in 2001: 659
Enrollment in 2000: 636
Enrollment in 1999: 636

Frank D Moates Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students106116130131134163780
Female students444961556276347
Male students626769767287433
Hispanic students385252445163300
Black students586072787791436
White students44685633
Two or More Races students6 - - 11311

Enrollment by grade:
Kindergarten enrollment: 106
1st grade enrollment: 116
2nd grade enrollment: 130
3rd grade enrollment: 131
4th grade enrollment: 134
5th grade enrollment: 163

Frank D Moates Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 347 (44.5%)
Frank D Moates Elementary School:

44.5%
State:

49.0%
Male enrollment: 433 (55.5%)
Here:

55.5%
State:

50.1%

Frank D Moates Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 300 (38.5%)
Frank D Moates Elementary School:

38.5%
State:

46.9%
Black enrollment: 436 (55.9%)
School:

55.9%
State:

11.6%
White enrollment: 33 (4.2%)
School:

4.2%
Texas:

32.3%
Two or More Races enrollment: 11 (1.4%)
Frank D Moates Elementary School:

1.4%
Texas:

2.1%

Frank D Moates Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 625 (80.1%)
Here:

80.1%
State:

61.6%
Free lunch eligible students: 574 (73.6%)
Frank D Moates Elementary School:

73.6%
State:

55.4%
Reduced-price lunch eligible students: 51 (6.5%)
Frank D Moates Elementary School:

6.5%
Texas:

6.2%

Frank D Moates Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 46.9

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

Student/Teacher Ratio
School:

16.6
Texas:

15.6

Frank D Moates Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,078,437
  • Full-time Equivalency Count of Teachers: 48.7 (Salary Expenditures: $2,446,071)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $61,028)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $210,674)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $378,464)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $167,477
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,323,025
  • Salary Expenditures for Teachers: $2,520,585
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $122,912)
  • Full-time Equivalency Count of Support Services Staff: 13 (Salary Expenditures: $288,431)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $310,909)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $250,921

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 202 (male: 107, female: 95)
  • Hispanic: 202 (male: 107, female: 95)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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: 42 (male: 35, female: 7)
  • Hispanic: 10 (all male)
  • Black: 32 (male: 25, female: 7)
  • Limited English Proficiency (LEP): 7 (all male)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black10
  • White2
  • LEP4
Students with disabilities served under Section 504: 16 (male: 10, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

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

Percent of Kindergarten students retained
School:

1.9%
State:

5.2%
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

Percent of 1st grade students retained
Here:

3.4%
State:

6.1%
Total number of students retained in 2nd grade: 2 (all female)
  • Hispanic: 2

Percent of 2nd grade students retained
Frank D Moates Elementary School:

1.5%
State:

4.8%
Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 3rd grade students retained
School:

3.1%
Texas:

4.1%
Total number of students retained in 4th grade: 7 (all male)
  • Hispanic: 5
  • Black: 2

Percent of 4th grade students retained
Frank D Moates Elementary School:

5.2%
Texas:

3.6%
Total number of students retained in 5th grade: 2 (all male)
  • Black: 2
  • Section 504: 2

Percent of 5th grade students retained
School:

1.2%
State:

4.3%

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

  • Hispanic31
  • Black22
  • White4
  • Multirace2
  • LEP16
  • IDEA2
Gifted and Talented Student Enrollment: 59 (male: 33, female: 26)
  • Hispanic: 31 (male: 17, female: 14)
  • Black: 22 (male: 14, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Frank D Moates Elementary School:

75.6
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,441
  • Males1,466
  • Females1,415
  • Hispanic1,469
  • Black1,417
Math Average Scale Score:

1,441
State:

1,453
Math students tested: 121
Math # Answer Documents Submitted: 121

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 8.1 (62%)
  • Reporting Category 3: 3.9 (55%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 16%

27%
32%
25%
16%
Males: (Average Scale Score: 1,466, Tested: 61, Did Not Meet Grade Level Performance: 21%, Approaches: 30%, Meets: 29%, Masters: 20%)
21%
30%
29%
20%
Females: (Average Scale Score: 1,415, Tested: 60, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 21%, Masters: 12%)
33%
34%
21%
12%
Hispanic: (Average Scale Score: 1,469, Tested: 56, Did Not Meet Grade Level Performance: 18%, Approaches: 34%, Meets: 30%, Masters: 18%)
18%
34%
30%
18%
Black: (Average Scale Score: 1,417, Tested: 62, Did Not Meet Grade Level Performance: 37%, Approaches: 28%, Meets: 20%, Masters: 15%)
37%
28%
20%
15%

    Reading Average Scale Score
    (3rd Grade)

  • All1,370
  • Males1,370
  • Females1,370
  • Hispanic1,372
  • Black1,364
Reading Average Scale Score:

1,370
Texas:

1,423
Reading students tested: 121
Reading # Answer Documents Submitted: 121

Reading Avg Items Correct:
  • Reporting Category 1: 3.3 (66%)
  • Reporting Category 2: 8.4 (56%)
  • Reporting Category 3: 7.5 (54%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 12%

38%
37%
13%
12%
Males: (Average Scale Score: 1,370, Tested: 61, Did Not Meet Grade Level Performance: 36%, Approaches: 34%, Meets: 22%, Masters: 8%)
36%
34%
22%
8%
Females: (Average Scale Score: 1,370, Tested: 60, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 5%, Masters: 15%)
40%
40%
5%
15%
Hispanic: (Average Scale Score: 1,372, Tested: 56, Did Not Meet Grade Level Performance: 39%, Approaches: 38%, Meets: 9%, Masters: 14%)
39%
38%
9%
14%
Black: (Average Scale Score: 1,364, Tested: 62, Did Not Meet Grade Level Performance: 39%, Approaches: 35%, Meets: 18%, Masters: 8%)
39%
35%
18%
8%
3rd Grade (Spanish)
Math Average Scale Score:

1,334
Texas:

510
Math students tested: 6
Math # Answer Documents Submitted: 6

Math Avg Items Correct:
  • Reporting Category 1: 4.2 (52%)
  • Reporting Category 2: 4.3 (33%)
  • Reporting Category 3: 3.5 (50%)
  • Reporting Category 4: 2 (50%)

Did Not Meet Grade Level Performance: 67%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 0%

67%
33%
Hispanic: (Average Scale Score: 1,334, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 33%, Meets: 0%, Masters: 0%)
67%
33%
Reading Average Scale Score:

1,196
Texas:

956
Reading students tested: 6
Reading # Answer Documents Submitted: 6

Reading Avg Items Correct:
  • Reporting Category 1: 1.5 (30%)
  • Reporting Category 2: 6.5 (43%)
  • Reporting Category 3: 3.3 (24%)

Did Not Meet Grade Level Performance: 83%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 0%

83%
17%
Hispanic: (Average Scale Score: 1,196, Tested: 6, Did Not Meet Grade Level Performance: 83%, Approaches: 17%, Meets: 0%, Masters: 0%)
83%
17%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,537
  • Males1,535
  • Females1,539
  • Hispanic1,563
  • Black1,517
  • White1,526
Math Average Scale Score:

1,537
State:

1,546
Math students tested: 142
Math # Answer Documents Submitted: 142

Math Avg Items Correct:
  • Reporting Category 1: 5.8 (64%)
  • Reporting Category 2: 7 (64%)
  • Reporting Category 3: 5.6 (56%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 20%

33%
27%
20%
20%
Males: (Average Scale Score: 1,535, Tested: 79, Did Not Meet Grade Level Performance: 35%, Approaches: 24%, Meets: 18%, Masters: 23%)
35%
24%
18%
23%
Females: (Average Scale Score: 1,539, Tested: 63, Did Not Meet Grade Level Performance: 30%, Approaches: 30%, Meets: 23%, Masters: 17%)
30%
30%
23%
17%
Hispanic: (Average Scale Score: 1,563, Tested: 62, Did Not Meet Grade Level Performance: 24%, Approaches: 29%, Meets: 21%, Masters: 26%)
24%
29%
21%
26%
Black: (Average Scale Score: 1,517, Tested: 70, Did Not Meet Grade Level Performance: 40%, Approaches: 24%, Meets: 17%, Masters: 19%)
40%
24%
17%
19%
White: (Average Scale Score: 1,526, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 29%, Masters: 0%)
29%
42%
29%

    Reading Average Scale Score
    (4th Grade)

  • All1,487
  • Males1,474
  • Females1,503
  • Hispanic1,505
  • Black1,470
  • White1,508
Reading Average Scale Score:

1,487
Texas:

1,496
Reading students tested: 142
Reading # Answer Documents Submitted: 142

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 9.2 (61%)
  • Reporting Category 3: 7.8 (60%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 17%

38%
25%
20%
17%
Males: (Average Scale Score: 1,474, Tested: 79, Did Not Meet Grade Level Performance: 43%, Approaches: 20%, Meets: 17%, Masters: 20%)
43%
20%
17%
20%
Females: (Average Scale Score: 1,503, Tested: 63, Did Not Meet Grade Level Performance: 32%, Approaches: 31%, Meets: 24%, Masters: 13%)
32%
31%
24%
13%
Hispanic: (Average Scale Score: 1,505, Tested: 62, Did Not Meet Grade Level Performance: 29%, Approaches: 29%, Meets: 24%, Masters: 18%)
29%
29%
24%
18%
Black: (Average Scale Score: 1,470, Tested: 70, Did Not Meet Grade Level Performance: 46%, Approaches: 23%, Meets: 17%, Masters: 14%)
46%
23%
17%
14%
White: (Average Scale Score: 1,508, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 14%, Masters: 29%)
29%
28%
14%
29%

    Writing Average Scale Score
    (4th Grade)

  • All3,614
  • Males3,554
  • Females3,690
  • Hispanic3,739
  • Black3,515
  • White3,593
Writing Average Scale Score:

3,614
Texas:

3,570
Writing students tested: 142
Writing # Answer Documents Submitted: 142

Writing Avg Items Correct:
  • Reporting Category 1: 3.4 (42%)
  • Reporting Category 2: 3.7 (46%)
  • Reporting Category 3: 10.5 (65%)

Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 11%

49%
26%
14%
11%
Males: (Average Scale Score: 3,554, Tested: 80, Did Not Meet Grade Level Performance: 50%, Approaches: 25%, Meets: 16%, Masters: 9%)
50%
25%
16%
9%
Females: (Average Scale Score: 3,690, Tested: 62, Did Not Meet Grade Level Performance: 47%, Approaches: 27%, Meets: 13%, Masters: 13%)
47%
27%
13%
13%
Hispanic: (Average Scale Score: 3,739, Tested: 62, Did Not Meet Grade Level Performance: 40%, Approaches: 28%, Meets: 14%, Masters: 18%)
40%
28%
14%
18%
Black: (Average Scale Score: 3,515, Tested: 71, Did Not Meet Grade Level Performance: 55%, Approaches: 24%, Meets: 15%, Masters: 6%)
55%
24%
15%
6%
White: (Average Scale Score: 3,593, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 17%, Masters: 0%)
50%
33%
17%
4th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

Writing students tested: 1
Writing # Answer Documents Submitted: 1

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,561
  • Males1,551
  • Females1,573
  • Hispanic1,589
  • Black1,541
Math Average Scale Score:

1,561
State:

1,603
Math students tested: 125
Math # Answer Documents Submitted: 125

Math Avg Items Correct:
  • Reporting Category 1: 3.2 (53%)
  • Reporting Category 2: 9.9 (58%)
  • Reporting Category 3: 5.3 (59%)
  • Reporting Category 4: 2.2 (54%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 13%

28%
38%
21%
13%
Males: (Average Scale Score: 1,551, Tested: 67, Did Not Meet Grade Level Performance: 25%, Approaches: 47%, Meets: 18%, Masters: 10%)
25%
47%
18%
10%
Females: (Average Scale Score: 1,573, Tested: 58, Did Not Meet Grade Level Performance: 31%, Approaches: 28%, Meets: 25%, Masters: 16%)
31%
28%
25%
16%
Hispanic: (Average Scale Score: 1,589, Tested: 43, Did Not Meet Grade Level Performance: 23%, Approaches: 33%, Meets: 25%, Masters: 19%)
23%
33%
25%
19%
Black: (Average Scale Score: 1,541, Tested: 74, Did Not Meet Grade Level Performance: 34%, Approaches: 39%, Meets: 16%, Masters: 11%)
34%
39%
16%
11%

    Reading Average Scale Score
    (5th Grade)

  • All1,524
  • Males1,509
  • Females1,541
  • Hispanic1,549
  • Black1,507
Reading Average Scale Score:

1,524
State:

1,546
Reading students tested: 125
Reading # Answer Documents Submitted: 125

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 10.3 (64%)
  • Reporting Category 3: 8.1 (58%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 13%

37%
27%
23%
13%
Males: (Average Scale Score: 1,509, Tested: 67, Did Not Meet Grade Level Performance: 42%, Approaches: 25%, Meets: 24%, Masters: 9%)
42%
25%
24%
9%
Females: (Average Scale Score: 1,541, Tested: 58, Did Not Meet Grade Level Performance: 31%, Approaches: 29%, Meets: 23%, Masters: 17%)
31%
29%
23%
17%
Hispanic: (Average Scale Score: 1,549, Tested: 43, Did Not Meet Grade Level Performance: 35%, Approaches: 23%, Meets: 23%, Masters: 19%)
35%
23%
23%
19%
Black: (Average Scale Score: 1,507, Tested: 74, Did Not Meet Grade Level Performance: 39%, Approaches: 27%, Meets: 26%, Masters: 8%)
39%
27%
26%
8%

    Science Average Scale Score
    (5th Grade)

  • All3,500
  • Males3,474
  • Females3,530
  • Hispanic3,559
  • Black3,452
Science Average Scale Score:

3,500
State:

3,771
Science students tested: 124
Science # Answer Documents Submitted: 124

Science Avg Items Correct:
  • Reporting Category 1: 3.4 (56%)
  • Reporting Category 2: 5 (62%)
  • Reporting Category 3: 5.1 (51%)
  • Reporting Category 4: 6.6 (55%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 3%

51%
36%
10%
3%
Males: (Average Scale Score: 3,474, Tested: 67, Did Not Meet Grade Level Performance: 54%, Approaches: 34%, Meets: 8%, Masters: 4%)
54%
34%
8%
4%
Females: (Average Scale Score: 3,530, Tested: 57, Did Not Meet Grade Level Performance: 47%, Approaches: 39%, Meets: 12%, Masters: 2%)
47%
39%
12%
2%
Hispanic: (Average Scale Score: 3,559, Tested: 43, Did Not Meet Grade Level Performance: 51%, Approaches: 30%, Meets: 12%, Masters: 7%)
51%
30%
12%
7%
Black: (Average Scale Score: 3,452, Tested: 73, Did Not Meet Grade Level Performance: 53%, Approaches: 39%, Meets: 7%, Masters: 1%)
53%
39%
7%
1%
5th Grade (Spanish)
Math students tested: 4
Math # Answer Documents Submitted: 4

Reading students tested: 4
Reading # Answer Documents Submitted: 4

Science students tested: 4
Science # Answer Documents Submitted: 4

Health & Safety


Harassment & Bullying:
Show data for

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

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

1.3
Texas:

1.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Black: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Black: 2


Corporal Punishment:
Show data for
This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 5
Students without disabilities who received corporal punishment: 5 (all male)
  • Black: 5

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

  • Hispanic25
  • Black34
  • White7
  • Multirace2
  • LEP13
  • 50413
Chronic Student Absenteeism: 68 (male: 36, female: 32)
  • Hispanic: 25 (male: 14, female: 11)
  • Black: 34 (male: 20, female: 14)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Section 504: 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

87.2
Texas:

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 students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • White: 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Here:

2.6
Texas:

0.9

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

  • Hispanic22
  • Black196
  • White5
  • Multirace3
  • LEP2
  • IDEA12
  • 50425
School days missed due to out-of-school suspension: 226 (male: 174, female: 52)
  • Hispanic: 22 (male: 12, female: 10)
  • Black: 196 (male: 154, female: 42)
  • White: 5 (all male)
  • Two or More Races: 3 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 12 (male: 11, female: 1)
  • Section 504: 25 (all male)
Instances of out-of-school suspension (Students without disabilities): 75

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

96.2
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic19
  • Black142
  • White7
  • Multirace2
  • LEP7
Students without disabilities receiving one or more in-school suspension: 170 (male: 122, female: 48)
  • Hispanic: 19 (male: 14, female: 5)
  • Black: 142 (male: 101, female: 41)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

  • Hispanic4
  • Black37
  • White2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 43 (male: 30, female: 13)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 37 (male: 26, female: 11)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic4
  • Black31
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 39 (male: 29, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 31 (male: 23, female: 8)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 8

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

10.3
State:

27.5
Instances of out-of-school suspension (Section 504 only): 4

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

5.1
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black16
  • LEP2
  • 5048
Students with disabilities receiving one or more in-school suspension: 18 (male: 16, female: 2)
  • Hispanic: 2 (all male)
  • Black: 16 (male: 14, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 8 (all male)
Students with disabilities receiving only one out-of-school suspension: 5 (all male)
  • Black: 5
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • Section 504: 2 (all male)

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

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

2.6
Texas:

26.6

Comments

Review, comment, or add new information about this topic:

Discuss Glenn Heights, Texas (TX) on our hugely popular Texas forum.

  1. All Cities
  2. Texas
  3. Glenn Heights main city page
  4. Schools in Texas
  5. Frank D Moates Elementary School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents