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G W Harby J H School in Alvin, 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 43
Address
 1500 HTS RD
Alvin, TX 77511
Telephone
(281) 585-6626
(make sure to verify first before calling)
Website
http://www.alvinisd.net/Domain/25
City-data.com school rating
43
Students
800
Classroom Teachers (FTE)
48.8
Free lunch eligible students
460
Reduced-price lunch
eligible students
59
School district
ALVIN 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:
HOOD-CASE EL (0.1 miles):

81
MELBA PASSMORE EL (1.4 miles):

75
SAVANNAH LAKES EL (1.6 miles):

72
BILL HASSE EL (1.9 miles):

59
ALVIN H S (1.5 miles):

57
MARK TWAIN EL (1.9 miles):

53
G W Harby J H School:

43
FAIRVIEW J H (1.1 miles):

36
ASSETS (1.5 miles):

10
G W Harby J H School rating compared to average state, county and city schools ratings:
Texas:

54
Brazoria County:

62
Alvin:

53
G W Harby J H School:

43

Students & Teachers


Total enrollment:
Enrollment in 2016: 800
Enrollment in 2015: 710
Enrollment in 2014: 680
Enrollment in 2013: 638
Enrollment in 2012: 688
Enrollment in 2011: 666
Enrollment in 2010: 665
Enrollment in 2009: 649
Enrollment in 2008: 773
Enrollment in 2007: 806
Enrollment in 2006: 843
Enrollment in 2005: 711
Enrollment in 2004: 696
Enrollment in 2003: 662
Enrollment in 2002: 613
Enrollment in 2001: 631
Enrollment in 2000: 667
Enrollment in 1999: 662

G W Harby J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students284271245800
Female students151128124403
Male students133143121397
American Indian/Alaska Native students13 - 4
Asian students - 2 - 2
Hispanic students172180150502
Black students145322
White students947590259
Two or More Races students36211

Enrollment by grade:
6th grade enrollment: 284
7th grade enrollment: 271
8th grade enrollment: 245

G W Harby J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 403 (50.4%)
G W Harby J H School:

50.4%
Texas:

49.0%
Male enrollment: 397 (49.6%)
G W Harby J H School:

49.6%
Texas:

50.1%

G W Harby J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 4 (0.5%)
Here:

0.5%
Texas:

0.4%
Asian enrollment: 2 (0.3%)
G W Harby J H School:

0.3%
Texas:

3.1%
Hispanic enrollment: 502 (62.8%)
Here:

62.8%
Texas:

46.9%
Black enrollment: 22 (2.8%)
G W Harby J H School:

2.8%
Texas:

11.6%
White enrollment: 259 (32.4%)
School:

32.4%
Texas:

32.3%
Two or More Races enrollment: 11 (1.4%)
School:

1.4%
State:

2.1%

G W Harby J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 519 (64.9%)
School:

64.9%
Texas:

61.6%
Free lunch eligible students: 460 (57.5%)
G W Harby J H School:

57.5%
Texas:

55.4%
Reduced-price lunch eligible students: 59 (7.4%)
G W Harby J H School:

7.4%
State:

6.2%

G W Harby J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 48.8

Number of FTE teachers in their first year of teaching: 5
Number of FTE teachers in their second year of teaching: 2.3
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
G W Harby J H School:

16.4
State:

15.6

G W Harby J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,880,298
  • Full-time Equivalency Count of Teachers: 48.8 (Salary Expenditures: $2,183,134)
  • Full-time Equivalency Count of Instructional Aides: 3.9 (Salary Expenditures: $77,749)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $362,231)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $257,184)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $2,904,692
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,369,257
  • Salary Expenditures for Teachers: $2,553,551
  • Full-time Equivalency Count of Instructional Aides: 9.8 (Salary Expenditures: $196,291)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $362,231)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $257,184)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $3,275,109

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 115 (male: 59, female: 56)
  • Hispanic: 115 (male: 59, female: 56)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, 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

  • Hispanic74
  • Black4
  • White41
  • LEP11
Students with disabilities served under IDEA: 119 (male: 72, female: 47)
  • Hispanic: 74 (male: 43, female: 31)
  • Black: 4 (all male)
  • White: 41 (male: 25, female: 16)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)

    Students with disabilities served under Section 504

  • Hispanic31
  • Black2
  • White16
  • Multirace4
  • LEP10
Students with disabilities served under Section 504: 53 (male: 32, female: 21)
  • Hispanic: 31 (male: 20, female: 11)
  • Black: 2 (all male)
  • White: 16 (male: 8, female: 8)
  • 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 1,054 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)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 6th grade students retained
School:

0.7%
Texas:

4.1%
Total number of students retained in 8th grade: 2 (all female)
  • Hispanic: 2

Percent of 8th grade students retained
G W Harby J H School:

0.8%
Texas:

7.2%

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

  • Hispanic49
  • American Indian2
  • Black4
  • White61
  • Multirace4
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 120 (male: 67, female: 53)
  • Hispanic: 49 (male: 29, female: 20)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 61 (male: 32, female: 29)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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

150.0
State:

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

  • All4,362
  • Males4,281
  • Females4,406
  • Hispanic4,424
  • White4,254
Algebra I Average Scale Score:

4,362
State:

4,001
Algebra I students tested: 60
Algebra I # Answer Documents Submitted: 60

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.6 (78%)
  • Reporting Category 2: 9.4 (79%)
  • Reporting Category 3: 10.4 (74%)
  • Reporting Category 4: 7.7 (70%)
  • Reporting Category 5: 4.4 (74%)

Did Not Meet Grade Level Performance: 2%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 53%

2%
15%
30%
53%
Males: (Average Scale Score: 4,281, Tested: 21, Did Not Meet Grade Level Performance: 5%, Approaches: 9%, Meets: 43%, Masters: 43%)
5%
9%
43%
43%
Females: (Average Scale Score: 4,406, Tested: 39, Did Not Meet Grade Level Performance: 0%, Approaches: 18%, Meets: 23%, Masters: 59%)
18%
23%
59%
Hispanic: (Average Scale Score: 4,424, Tested: 40, Did Not Meet Grade Level Performance: 0%, Approaches: 15%, Meets: 25%, Masters: 60%)
15%
25%
60%
White: (Average Scale Score: 4,254, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 44%, Masters: 39%)
17%
44%
39%
5th Grade
Math # Answer Documents Submitted: 1

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

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,567
  • Males1,572
  • Females1,561
  • Hispanic1,558
  • Black1,527
  • White1,591
Math Average Scale Score:

1,567
State:

1,546
Math students tested: 208
Math # Answer Documents Submitted: 245

Math Avg Items Correct:
  • Reporting Category 1: 4.3 (43%)
  • Reporting Category 2: 6.3 (42%)
  • Reporting Category 3: 2.6 (43%)
  • Reporting Category 4: 3 (43%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 3%

41%
39%
17%
3%
Males: (Average Scale Score: 1,572, Tested: 107, Did Not Meet Grade Level Performance: 38%, Approaches: 40%, Meets: 17%, Masters: 5%)
38%
40%
17%
5%
Females: (Average Scale Score: 1,561, Tested: 101, Did Not Meet Grade Level Performance: 45%, Approaches: 38%, Meets: 15%, Masters: 2%)
45%
38%
15%
2%
Hispanic: (Average Scale Score: 1,558, Tested: 141, Did Not Meet Grade Level Performance: 46%, Approaches: 38%, Meets: 12%, Masters: 4%)
46%
38%
12%
4%
Black: (Average Scale Score: 1,527, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 67%, Meets: 0%, Masters: 0%)
33%
67%
White: (Average Scale Score: 1,591, Tested: 59, Did Not Meet Grade Level Performance: 32%, Approaches: 36%, Meets: 29%, Masters: 3%)
32%
36%
29%
3%

    Reading Average Scale Score
    (6th Grade)

  • All1,549
  • Males1,541
  • Females1,557
  • Hispanic1,548
  • Black1,489
  • White1,555
Reading Average Scale Score:

1,549
State:

1,457
Reading students tested: 245
Reading # Answer Documents Submitted: 245

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (59%)
  • Reporting Category 2: 11.4 (67%)
  • Reporting Category 3: 8.5 (57%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 6%

40%
30%
24%
6%
Males: (Average Scale Score: 1,541, Tested: 126, Did Not Meet Grade Level Performance: 40%, Approaches: 35%, Meets: 19%, Masters: 6%)
40%
35%
19%
6%
Females: (Average Scale Score: 1,557, Tested: 119, Did Not Meet Grade Level Performance: 39%, Approaches: 27%, Meets: 29%, Masters: 5%)
39%
27%
29%
5%
Hispanic: (Average Scale Score: 1,548, Tested: 168, Did Not Meet Grade Level Performance: 40%, Approaches: 33%, Meets: 20%, Masters: 7%)
40%
33%
20%
7%
Black: (Average Scale Score: 1,489, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 29%, Meets: 14%, Masters: 0%)
57%
29%
14%
White: (Average Scale Score: 1,555, Tested: 67, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 32%, Masters: 4%)
36%
28%
32%
4%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,597
  • Males1,589
  • Females1,605
  • Hispanic1,598
  • Black1,589
  • White1,593
Math Average Scale Score:

1,597
State:

1,571
Math students tested: 199
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 272

Math Avg Items Correct:
  • Reporting Category 1: 3.2 (53%)
  • Reporting Category 2: 6.3 (42%)
  • Reporting Category 3: 5.4 (45%)
  • Reporting Category 4: 2.6 (37%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 4%

42%
43%
11%
4%
Males: (Average Scale Score: 1,589, Tested: 103, Did Not Meet Grade Level Performance: 47%, Approaches: 39%, Meets: 12%, Masters: 2%)
47%
39%
12%
2%
Females: (Average Scale Score: 1,605, Tested: 96, Did Not Meet Grade Level Performance: 38%, Approaches: 46%, Meets: 12%, Masters: 5%)
38%
46%
12%
5%
Hispanic: (Average Scale Score: 1,598, Tested: 132, Did Not Meet Grade Level Performance: 43%, Approaches: 41%, Meets: 14%, Masters: 2%)
43%
41%
14%
2%
Black: (Average Scale Score: 1,589, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 67%, Meets: 0%, Masters: 0%)
33%
67%
White: (Average Scale Score: 1,593, Tested: 55, Did Not Meet Grade Level Performance: 40%, Approaches: 45%, Meets: 10%, Masters: 5%)
40%
45%
10%
5%

    Reading Average Scale Score
    (7th Grade)

  • All1,615
  • Males1,586
  • Females1,644
  • Hispanic1,604
  • Black1,568
  • White1,641
Reading Average Scale Score:

1,615
Texas:

1,550
Reading students tested: 243
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 272

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 10.8 (60%)
  • Reporting Category 3: 9.8 (61%)

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

38%
25%
17%
20%
Males: (Average Scale Score: 1,586, Tested: 121, Did Not Meet Grade Level Performance: 49%, Approaches: 22%, Meets: 12%, Masters: 17%)
49%
22%
12%
17%
Females: (Average Scale Score: 1,644, Tested: 122, Did Not Meet Grade Level Performance: 28%, Approaches: 27%, Meets: 21%, Masters: 24%)
28%
27%
21%
24%
Hispanic: (Average Scale Score: 1,604, Tested: 157, Did Not Meet Grade Level Performance: 39%, Approaches: 30%, Meets: 13%, Masters: 18%)
39%
30%
13%
18%
Black: (Average Scale Score: 1,568, Tested: 8, Did Not Meet Grade Level Performance: 63%, Approaches: 25%, Meets: 0%, Masters: 13%)
63%
25%
13%
White: (Average Scale Score: 1,641, Tested: 73, Did Not Meet Grade Level Performance: 34%, Approaches: 14%, Meets: 29%, Masters: 23%)
34%
14%
29%
23%

    Writing Average Scale Score
    (7th Grade)

  • All3,562
  • Males3,457
  • Females3,666
  • Hispanic3,545
  • Black3,420
  • White3,588
Writing Average Scale Score:

3,562
Texas:

3,515
Writing students tested: 243
# Absent - Not Tested: 3
Writing # Answer Documents Submitted: 246

Writing Avg Items Correct:
  • Reporting Category 1: 7.1 (45%)
  • Reporting Category 2: 7.8 (60%)
  • Reporting Category 3: 10.3 (60%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 4%

48%
27%
21%
4%
Males: (Average Scale Score: 3,457, Tested: 121, Did Not Meet Grade Level Performance: 57%, Approaches: 22%, Meets: 19%, Masters: 2%)
57%
22%
19%
2%
Females: (Average Scale Score: 3,666, Tested: 122, Did Not Meet Grade Level Performance: 39%, Approaches: 31%, Meets: 25%, Masters: 5%)
39%
31%
25%
5%
Hispanic: (Average Scale Score: 3,545, Tested: 157, Did Not Meet Grade Level Performance: 49%, Approaches: 27%, Meets: 21%, Masters: 3%)
49%
27%
21%
3%
Black: (Average Scale Score: 3,420, Tested: 8, Did Not Meet Grade Level Performance: 75%, Approaches: 12%, Meets: 13%, Masters: 0%)
75%
12%
13%
White: (Average Scale Score: 3,588, Tested: 73, Did Not Meet Grade Level Performance: 45%, Approaches: 29%, Meets: 22%, Masters: 4%)
45%
29%
22%
4%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,675
  • Males1,669
  • Females1,681
  • Hispanic1,658
  • Black1,621
  • White1,714
Math Average Scale Score:

1,675
State:

1,539
Math students tested: 280
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 328

Math Avg Items Correct:
  • Reporting Category 1: 2.7 (67%)
  • Reporting Category 2: 9.2 (57%)
  • Reporting Category 3: 8.8 (58%)
  • Reporting Category 4: 4 (58%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 10%

27%
33%
30%
10%
Males: (Average Scale Score: 1,669, Tested: 135, Did Not Meet Grade Level Performance: 30%, Approaches: 30%, Meets: 31%, Masters: 9%)
30%
30%
31%
9%
Females: (Average Scale Score: 1,681, Tested: 145, Did Not Meet Grade Level Performance: 23%, Approaches: 38%, Meets: 29%, Masters: 10%)
23%
38%
29%
10%
Hispanic: (Average Scale Score: 1,658, Tested: 182, Did Not Meet Grade Level Performance: 32%, Approaches: 33%, Meets: 28%, Masters: 7%)
32%
33%
28%
7%
Black: (Average Scale Score: 1,621, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 83%, Meets: 0%, Masters: 0%)
17%
83%
White: (Average Scale Score: 1,714, Tested: 86, Did Not Meet Grade Level Performance: 16%, Approaches: 33%, Meets: 35%, Masters: 16%)
16%
33%
35%
16%

    Reading Average Scale Score
    (8th Grade)

  • All1,656
  • Males1,628
  • Females1,680
  • Hispanic1,636
  • Black1,686
  • White1,701
Reading Average Scale Score:

1,656
Texas:

1,561
Reading students tested: 260
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 329

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 12.9 (68%)
  • Reporting Category 3: 10.8 (63%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 21%

30%
31%
18%
21%
Males: (Average Scale Score: 1,628, Tested: 118, Did Not Meet Grade Level Performance: 44%, Approaches: 23%, Meets: 16%, Masters: 17%)
44%
23%
16%
17%
Females: (Average Scale Score: 1,680, Tested: 142, Did Not Meet Grade Level Performance: 19%, Approaches: 37%, Meets: 20%, Masters: 24%)
19%
37%
20%
24%
Hispanic: (Average Scale Score: 1,636, Tested: 171, Did Not Meet Grade Level Performance: 33%, Approaches: 35%, Meets: 16%, Masters: 16%)
33%
35%
16%
16%
Black: (Average Scale Score: 1,686, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 14%, Masters: 29%)
14%
43%
14%
29%
White: (Average Scale Score: 1,701, Tested: 78, Did Not Meet Grade Level Performance: 26%, Approaches: 18%, Meets: 25%, Masters: 31%)
26%
18%
25%
31%

    Science Average Scale Score
    (8th Grade)

  • All3,927
  • Males3,921
  • Females3,932
  • Hispanic3,823
  • Black3,996
  • White4,140
Science Average Scale Score:

3,927
Texas:

3,634
Science students tested: 263
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 264

Science Avg Items Correct:
  • Reporting Category 1: 7.3 (66%)
  • Reporting Category 2: 5.8 (65%)
  • Reporting Category 3: 6.9 (63%)
  • Reporting Category 4: 7.7 (70%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 21%

26%
26%
27%
21%
Males: (Average Scale Score: 3,921, Tested: 120, Did Not Meet Grade Level Performance: 27%, Approaches: 25%, Meets: 25%, Masters: 23%)
27%
25%
25%
23%
Females: (Average Scale Score: 3,932, Tested: 143, Did Not Meet Grade Level Performance: 25%, Approaches: 27%, Meets: 28%, Masters: 20%)
25%
27%
28%
20%
Hispanic: (Average Scale Score: 3,823, Tested: 171, Did Not Meet Grade Level Performance: 30%, Approaches: 30%, Meets: 25%, Masters: 15%)
30%
30%
25%
15%
Black: (Average Scale Score: 3,996, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 57%, Meets: 29%, Masters: 14%)
57%
29%
14%
White: (Average Scale Score: 4,140, Tested: 81, Did Not Meet Grade Level Performance: 19%, Approaches: 17%, Meets: 29%, Masters: 35%)
19%
17%
29%
35%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,591
  • Males3,557
  • Females3,619
  • Hispanic3,497
  • Black3,785
  • White3,769
Social Studies Average Scale Score:

3,591
Texas:

3,461
Social Studies students tested: 263
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 264

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.7 (51%)
  • Reporting Category 2: 5.7 (57%)
  • Reporting Category 3: 5.2 (52%)
  • Reporting Category 4: 3.7 (53%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 8%

50%
29%
13%
8%
Males: (Average Scale Score: 3,557, Tested: 120, Did Not Meet Grade Level Performance: 53%, Approaches: 29%, Meets: 12%, Masters: 7%)
53%
29%
12%
7%
Females: (Average Scale Score: 3,619, Tested: 143, Did Not Meet Grade Level Performance: 48%, Approaches: 30%, Meets: 13%, Masters: 9%)
48%
30%
13%
9%
Hispanic: (Average Scale Score: 3,497, Tested: 171, Did Not Meet Grade Level Performance: 60%, Approaches: 26%, Meets: 9%, Masters: 5%)
60%
26%
9%
5%
Black: (Average Scale Score: 3,785, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 57%, Meets: 15%, Masters: 14%)
14%
57%
15%
14%
White: (Average Scale Score: 3,769, Tested: 81, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 18%, Masters: 15%)
33%
34%
18%
15%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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

5.0
Texas:

17.4
Students without disabilities who received a school-related arrest: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Students without disabilities who received a school-related arrest per 1,000 students
G W Harby J H School:

5.0
State:

13.1

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

  • Hispanic70
  • White40
  • Multirace4
  • LEP10
  • IDEA34
  • 50410
Chronic Student Absenteeism: 114 (male: 57, female: 57)
  • Hispanic: 70 (male: 38, female: 32)
  • White: 40 (male: 17, female: 23)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 23, female: 11)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

142.5
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.


Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
G W Harby J H School:

5.0
Texas:

6.8

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

  • Hispanic54
  • Black8
  • White22
  • Multirace1
  • LEP25
  • IDEA12
  • 5044
School days missed due to out-of-school suspension: 85 (male: 60, female: 25)
  • Hispanic: 54 (male: 40, female: 14)
  • Black: 8 (all male)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 1 (all male)
  • Limited English Proficiency (LEP): 25 (male: 15, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 12 (male: 10, female: 2)
  • Section 504: 4 (all male)
Instances of out-of-school suspension (Students without disabilities): 51

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
G W Harby J H School:

63.8
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic67
  • Black5
  • White43
  • Multirace2
  • LEP13
Students without disabilities receiving one or more in-school suspension: 117 (male: 83, female: 34)
  • Hispanic: 67 (male: 50, female: 17)
  • Black: 5 (all male)
  • White: 43 (male: 26, female: 17)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)

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

  • Hispanic16
  • Black2
  • White4
  • Multirace2
  • LEP5
Students without disabilities receiving only one out-of-school suspension: 24 (male: 20, female: 4)
  • Hispanic: 16 (male: 14, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

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

  • Hispanic7
  • Black2
  • White4
  • LEP4
Students without disabilities receiving more than one out-of-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 9

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
G W Harby J H School:

11.3
Texas:

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:

5.0
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic19
  • Black2
  • White10
  • LEP4
  • 50413
Students with disabilities receiving one or more in-school suspension: 31 (male: 24, female: 7)
  • Hispanic: 19 (male: 14, female: 5)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 13 (male: 11, female: 2)

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

  • Hispanic4
  • White2
  • LEP4
  • 5042
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without Disabilities who received an expulsion with educational services per 1,000 students
G W Harby J H School:

5.0
State:

26.6

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.
7th grade student enrollment in Algebra I: 26
7th grade studenst who passed Algebra I: 25
Percent of 7th grade students who passed
G W Harby J H School:

96.2%
Texas:

102.7%
8th grade student enrollment in Algebra I: 17 (male: 7, female: 10)
  • Hispanic: 13 (male: 5, female: 8)
  • White: 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 18 (male: 4, female: 14)
  • Hispanic: 14 (male: 4, female: 10)
  • White: 4 (all female)
Percent of 8th grade students who passed
Here:

100.0%
Texas:

87.0%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
8th grade students enrolled in Geometry: 20

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