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Goliad Elementary School in Odessa, 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 9
Address
 501 E 52ND ST
Odessa, TX 79762
Telephone
(432) 456-1109
(make sure to verify first before calling)
City-data.com school rating
9
Students
485
Classroom Teachers (FTE)
33.0
Free lunch eligible students
330
Reduced-price lunch
eligible students
31
School district
ECTOR COUNTY 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:
IRELAND EL (1.1 miles):

30
BURLESON EL (1.4 miles):

23
BURNET EL (1.5 miles):

22
WILSON & YOUNG MEDAL OF HONOR MIDDLE (0.9 miles):

18
ROSS EL (0.5 miles):

17
SAM HOUSTON EL (1.2 miles):

14
Goliad Elementary School:

9
ECTOR CO YOUTH CTR (1.3 miles):

5
ALTER ED CTR (1.3 miles):

3
Goliad Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Ector County:

35
Odessa:

35
Goliad Elementary School:

9

Students & Teachers


Total enrollment:
Enrollment in 2016: 485
Enrollment in 2015: 518
Enrollment in 2014: 558
Enrollment in 2013: 575
Enrollment in 2012: 655
Enrollment in 2011: 676
Enrollment in 2010: 628
Enrollment in 2009: 597
Enrollment in 2008: 540
Enrollment in 2007: 541
Enrollment in 2006: 483
Enrollment in 2005: 500
Enrollment in 2004: 472
Enrollment in 2003: 416
Enrollment in 2002: 422
Enrollment in 2001: 451
Enrollment in 2000: 498
Enrollment in 1999: 520

Goliad Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students7382931048053485
Female students334652593529254
Male students403641454524231
American Indian/Alaska Native students - - - - 112
Hispanic students586374835540373
Black students22224517
White students1017151920788
Two or More Races students3 - 2 - - - 5

Enrollment by grade:
Kindergarten enrollment: 73
1st grade enrollment: 82
2nd grade enrollment: 93
3rd grade enrollment: 104
4th grade enrollment: 80
5th grade enrollment: 53

Goliad Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 254 (52.4%)
Goliad Elementary School:

52.4%
Texas:

49.0%
Male enrollment: 231 (47.6%)
School:

47.6%
Texas:

50.1%

Goliad Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.4%)
Goliad Elementary School:

0.4%
State:

0.4%
Hispanic enrollment: 373 (76.9%)
Goliad Elementary School:

76.9%
Texas:

46.9%
Black enrollment: 17 (3.5%)
Goliad Elementary School:

3.5%
State:

11.6%
White enrollment: 88 (18.1%)
School:

18.1%
Texas:

32.3%
Two or More Races enrollment: 5 (1.0%)
School:

1.0%
Texas:

2.1%

Goliad Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 361 (74.4%)
School:

74.4%
Texas:

61.6%
Free lunch eligible students: 330 (68.0%)
Goliad Elementary School:

68.0%
State:

55.4%
Reduced-price lunch eligible students: 31 (6.4%)
Goliad Elementary School:

6.4%
State:

6.2%

Goliad Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 33

Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1.3
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE sworn law enforcement officers: 0.1
Number of FTE nurses: 0.5

Student/Teacher Ratio
School:

14.7
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,859,716
  • Full-time Equivalency Count of Teachers: 39.4 (Salary Expenditures: $1,545,456)
  • Full-time Equivalency Count of Instructional Aides: 0.5 (Salary Expenditures: $14,483)
  • Full-time Equivalency Count of Support Services Staff: 6.1 (Salary Expenditures: $168,237)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $131,541)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $91,126
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,168,980
  • Salary Expenditures for Teachers: $1,706,702
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $50,132)
  • Full-time Equivalency Count of Support Services Staff: 10.9 (Salary Expenditures: $280,605)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $131,541)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $382,844

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 90 (male: 40, female: 50)
  • Hispanic: 88 (male: 38, female: 50)
  • American Indian / Alaska Native: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 36 (male: 23, female: 13)
  • Hispanic: 29 (male: 16, female: 13)
  • White: 7 (all male)
Students with disabilities served under Section 504: 2 (all male)
  • White: 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 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 2nd grade students retained
Goliad Elementary School:

4.3%
State:

4.8%
Total number of students retained in 3rd grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 3rd grade students retained
Here:

1.9%
State:

4.1%

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

  • Hispanic16
  • American Indian2
  • Black4
  • White4
  • LEP4
Gifted and Talented Student Enrollment: 26 (male: 14, female: 12)
  • Hispanic: 16 (male: 8, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

53.6
Texas:

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)

  • All1,342
  • Males1,377
  • Females1,313
  • Hispanic1,332
  • Black1,343
  • White1,381
Math Average Scale Score:

1,342
State:

1,453
Math students tested: 82
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 83

Math Avg Items Correct:
  • Reporting Category 1: 4 (51%)
  • Reporting Category 2: 5.9 (45%)
  • Reporting Category 3: 2.8 (40%)
  • Reporting Category 4: 2 (49%)

Did Not Meet Grade Level Performance: 56%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 4%

56%
28%
12%
4%
Males: (Average Scale Score: 1,377, Tested: 38, Did Not Meet Grade Level Performance: 50%, Approaches: 32%, Meets: 10%, Masters: 8%)
50%
32%
10%
8%
Females: (Average Scale Score: 1,313, Tested: 44, Did Not Meet Grade Level Performance: 61%, Approaches: 25%, Meets: 14%, Masters: 0%)
61%
25%
14%
Hispanic: (Average Scale Score: 1,332, Tested: 58, Did Not Meet Grade Level Performance: 60%, Approaches: 26%, Meets: 11%, Masters: 3%)
60%
26%
11%
3%
Black: (Average Scale Score: 1,343, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 0%, Meets: 40%, Masters: 0%)
60%
40%
White: (Average Scale Score: 1,381, Tested: 18, Did Not Meet Grade Level Performance: 39%, Approaches: 44%, Meets: 11%, Masters: 6%)
39%
44%
11%
6%

    Reading Average Scale Score
    (3rd Grade)

  • All1,338
  • Males1,344
  • Females1,333
  • Hispanic1,324
  • Black1,291
  • White1,401
Reading Average Scale Score:

1,338
State:

1,423
Reading students tested: 83
Reading # Answer Documents Submitted: 83

Reading Avg Items Correct:
  • Reporting Category 1: 3 (60%)
  • Reporting Category 2: 7.6 (51%)
  • Reporting Category 3: 6.6 (47%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 4%

51%
31%
14%
4%
Males: (Average Scale Score: 1,344, Tested: 38, Did Not Meet Grade Level Performance: 50%, Approaches: 32%, Meets: 15%, Masters: 3%)
50%
32%
15%
3%
Females: (Average Scale Score: 1,333, Tested: 45, Did Not Meet Grade Level Performance: 51%, Approaches: 31%, Meets: 14%, Masters: 4%)
51%
31%
14%
4%
Hispanic: (Average Scale Score: 1,324, Tested: 59, Did Not Meet Grade Level Performance: 56%, Approaches: 30%, Meets: 12%, Masters: 2%)
56%
30%
12%
2%
Black: (Average Scale Score: 1,291, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 40%, Meets: 0%, Masters: 0%)
60%
40%
White: (Average Scale Score: 1,401, Tested: 18, Did Not Meet Grade Level Performance: 28%, Approaches: 33%, Meets: 28%, Masters: 11%)
28%
33%
28%
11%
3rd Grade (Spanish)

    Math Average Scale Score
    (3rd Grade (Spanish))

  • All1,461
  • Females1,444
  • Hispanic1,461
Math Average Scale Score:

1,461
Texas:

510
Math students tested: 11
Math # Answer Documents Submitted: 11

Math Avg Items Correct:
  • Reporting Category 1: 5.5 (68%)
  • Reporting Category 2: 9 (69%)
  • Reporting Category 3: 4.5 (64%)
  • Reporting Category 4: 2.5 (64%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 9%

27%
28%
36%
9%
Females: (Average Scale Score: 1,444, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 13%, Meets: 50%, Masters: 0%)
38%
13%
50%
Hispanic: (Average Scale Score: 1,461, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 36%, Masters: 9%)
27%
28%
36%
9%

    Reading Average Scale Score
    (3rd Grade (Spanish))

  • All1,427
  • Females1,392
  • Hispanic1,427
Reading Average Scale Score:

1,427
Texas:

956
Reading students tested: 11
Reading # Answer Documents Submitted: 11

Reading Avg Items Correct:
  • Reporting Category 1: 3.5 (69%)
  • Reporting Category 2: 9.8 (65%)
  • Reporting Category 3: 9.1 (65%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 27%

27%
28%
18%
27%
Females: (Average Scale Score: 1,392, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 25%, Meets: 25%, Masters: 13%)
38%
25%
25%
13%
Hispanic: (Average Scale Score: 1,427, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 18%, Masters: 27%)
27%
28%
18%
27%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,491
  • Males1,479
  • Females1,499
  • Hispanic1,475
  • White1,576
Math Average Scale Score:

1,491
Texas:

1,546
Math students tested: 78
Math # Answer Documents Submitted: 78

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (59%)
  • Reporting Category 2: 6.1 (55%)
  • Reporting Category 3: 5 (50%)
  • Reporting Category 4: 2.2 (54%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 6%

41%
31%
22%
6%
Males: (Average Scale Score: 1,479, Tested: 33, Did Not Meet Grade Level Performance: 42%, Approaches: 40%, Meets: 15%, Masters: 3%)
42%
40%
15%
3%
Females: (Average Scale Score: 1,499, Tested: 45, Did Not Meet Grade Level Performance: 40%, Approaches: 24%, Meets: 27%, Masters: 9%)
40%
24%
27%
9%
Hispanic: (Average Scale Score: 1,475, Tested: 59, Did Not Meet Grade Level Performance: 44%, Approaches: 29%, Meets: 22%, Masters: 5%)
44%
29%
22%
5%
White: (Average Scale Score: 1,576, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 39%, Meets: 23%, Masters: 15%)
23%
39%
23%
15%

    Reading Average Scale Score
    (4th Grade)

  • All1,440
  • Males1,415
  • Females1,458
  • Hispanic1,436
  • White1,492
Reading Average Scale Score:

1,440
Texas:

1,496
Reading students tested: 78
Reading # Answer Documents Submitted: 78

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 8.4 (56%)
  • Reporting Category 3: 6.5 (50%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 12%

51%
26%
11%
12%
Males: (Average Scale Score: 1,415, Tested: 33, Did Not Meet Grade Level Performance: 64%, Approaches: 24%, Meets: 6%, Masters: 6%)
64%
24%
6%
6%
Females: (Average Scale Score: 1,458, Tested: 45, Did Not Meet Grade Level Performance: 42%, Approaches: 27%, Meets: 15%, Masters: 16%)
42%
27%
15%
16%
Hispanic: (Average Scale Score: 1,436, Tested: 59, Did Not Meet Grade Level Performance: 49%, Approaches: 27%, Meets: 14%, Masters: 10%)
49%
27%
14%
10%
White: (Average Scale Score: 1,492, Tested: 13, Did Not Meet Grade Level Performance: 54%, Approaches: 15%, Meets: 8%, Masters: 23%)
54%
15%
8%
23%

    Writing Average Scale Score
    (4th Grade)

  • All3,474
  • Males3,220
  • Females3,665
  • Hispanic3,463
  • White3,603
Writing Average Scale Score:

3,474
Texas:

3,570
Writing students tested: 77
Writing # Answer Documents Submitted: 77

Writing Avg Items Correct:
  • Reporting Category 1: 2.9 (37%)
  • Reporting Category 2: 3.6 (45%)
  • Reporting Category 3: 9.6 (60%)

Did Not Meet Grade Level Performance: 58%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 5%

58%
23%
14%
5%
Males: (Average Scale Score: 3,220, Tested: 33, Did Not Meet Grade Level Performance: 85%, Approaches: 9%, Meets: 0%, Masters: 6%)
85%
9%
6%
Females: (Average Scale Score: 3,665, Tested: 44, Did Not Meet Grade Level Performance: 39%, Approaches: 31%, Meets: 25%, Masters: 5%)
39%
31%
25%
5%
Hispanic: (Average Scale Score: 3,463, Tested: 60, Did Not Meet Grade Level Performance: 58%, Approaches: 24%, Meets: 15%, Masters: 3%)
58%
24%
15%
3%
White: (Average Scale Score: 3,603, Tested: 13, Did Not Meet Grade Level Performance: 54%, Approaches: 15%, Meets: 16%, Masters: 15%)
54%
15%
16%
15%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,526
  • Males1,518
  • Females1,535
  • Hispanic1,531
  • White1,516
Math Average Scale Score:

1,526
State:

1,603
Math students tested: 100
Math # Answer Documents Submitted: 100

Math Avg Items Correct:
  • Reporting Category 1: 3.2 (53%)
  • Reporting Category 2: 9 (53%)
  • Reporting Category 3: 4.6 (51%)
  • Reporting Category 4: 1.7 (43%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 5%

40%
40%
15%
5%
Males: (Average Scale Score: 1,518, Tested: 50, Did Not Meet Grade Level Performance: 50%, Approaches: 30%, Meets: 12%, Masters: 8%)
50%
30%
12%
8%
Females: (Average Scale Score: 1,535, Tested: 50, Did Not Meet Grade Level Performance: 30%, Approaches: 50%, Meets: 18%, Masters: 2%)
30%
50%
18%
2%
Hispanic: (Average Scale Score: 1,531, Tested: 76, Did Not Meet Grade Level Performance: 37%, Approaches: 42%, Meets: 14%, Masters: 7%)
37%
42%
14%
7%
White: (Average Scale Score: 1,516, Tested: 20, Did Not Meet Grade Level Performance: 45%, Approaches: 40%, Meets: 15%, Masters: 0%)
45%
40%
15%

    Reading Average Scale Score
    (5th Grade)

  • All1,467
  • Males1,453
  • Females1,480
  • Hispanic1,460
  • White1,517
Reading Average Scale Score:

1,467
Texas:

1,546
Reading students tested: 98
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 99

Reading Avg Items Correct:
  • Reporting Category 1: 4.3 (54%)
  • Reporting Category 2: 9 (56%)
  • Reporting Category 3: 6.6 (47%)

Did Not Meet Grade Level Performance: 54%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 7%

54%
25%
14%
7%
Males: (Average Scale Score: 1,453, Tested: 48, Did Not Meet Grade Level Performance: 63%, Approaches: 17%, Meets: 19%, Masters: 2%)
63%
17%
19%
2%
Females: (Average Scale Score: 1,480, Tested: 50, Did Not Meet Grade Level Performance: 46%, Approaches: 32%, Meets: 10%, Masters: 12%)
46%
32%
10%
12%
Hispanic: (Average Scale Score: 1,460, Tested: 74, Did Not Meet Grade Level Performance: 55%, Approaches: 26%, Meets: 11%, Masters: 8%)
55%
26%
11%
8%
White: (Average Scale Score: 1,517, Tested: 20, Did Not Meet Grade Level Performance: 40%, Approaches: 25%, Meets: 30%, Masters: 5%)
40%
25%
30%
5%

    Science Average Scale Score
    (5th Grade)

  • All3,528
  • Males3,523
  • Females3,533
  • Hispanic3,501
  • White3,673
Science Average Scale Score:

3,528
State:

3,771
Science students tested: 99
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 100

Science Avg Items Correct:
  • Reporting Category 1: 3.3 (56%)
  • Reporting Category 2: 4.8 (60%)
  • Reporting Category 3: 5.8 (58%)
  • Reporting Category 4: 6.6 (55%)

Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 4%

53%
33%
10%
4%
Males: (Average Scale Score: 3,523, Tested: 49, Did Not Meet Grade Level Performance: 47%, Approaches: 43%, Meets: 8%, Masters: 2%)
47%
43%
8%
2%
Females: (Average Scale Score: 3,533, Tested: 50, Did Not Meet Grade Level Performance: 58%, Approaches: 24%, Meets: 12%, Masters: 6%)
58%
24%
12%
6%
Hispanic: (Average Scale Score: 3,501, Tested: 76, Did Not Meet Grade Level Performance: 53%, Approaches: 34%, Meets: 10%, Masters: 3%)
53%
34%
10%
3%
White: (Average Scale Score: 3,673, Tested: 19, Did Not Meet Grade Level Performance: 47%, Approaches: 32%, Meets: 10%, Masters: 11%)
47%
32%
10%
11%
5th Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3

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

Science students tested: 3
Science # Answer Documents Submitted: 3

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.

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 physical attack or fight without a weapon: 11

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
School:

24.7
Texas:

38.0

Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic46
  • Black2
  • White13
  • Multirace2
  • LEP7
  • IDEA7
Chronic Student Absenteeism: 63 (male: 27, female: 36)
  • Hispanic: 46 (male: 17, female: 29)
  • Black: 2 (all female)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Goliad Elementary School:

129.9
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 Non-IDEA students subjected to mechanical restraint: 2 (all male)
  • Hispanic: 2

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

4.1
Texas:

3.1
Total Number of Non-IDEA students subjected to physical restraint: 2 (all male)
  • Hispanic: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Goliad Elementary School:

4.1
Texas:

2.1

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic4
  • Black3
  • White2
  • Multirace3
  • IDEA4
School days missed due to out-of-school suspension: 12 (all male)
  • Hispanic: 4
  • Black: 3
  • White: 2
  • Two or More Races: 3
  • Individuals With Disabilities Education Act (IDEA): 4
Instances of out-of-school suspension (Students without disabilities): 5

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

10.3
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)
Students without disabilities receiving only one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 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 with Disabilities who received an expulsion with educational services: 2 (all male)
  • Two or More Races: 2

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

4.1
State:

10.5

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