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Haas Middle School in Corpus Christi, 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 21
Address
 6630 MCARDLE RD
Corpus Christi, TX 78412
Telephone
(361) 878-4240
(make sure to verify first before calling)
City-data.com school rating
21
Students
417
Classroom Teachers (FTE)
28.1
Free lunch eligible students
275
School district
CORPUS CHRISTI 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:
WOODLAWN EL (0.2 miles):

90
SMITH EL (0.7 miles):

88
EARLY CHILDHOOD DEVELOPMENT CTR (1.7 miles):

62
MOORE EL (1.9 miles):

56
KING H S (1.7 miles):

51
MONTCLAIR EL (1.4 miles):

49
CULLEN MIDDLE (1.1 miles):

41
MEADOWBROOK EL (1.6 miles):

34
Haas Middle School:

21
Haas Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Nueces County:

54
Corpus Christi:

52
Haas Middle School:

21

Students & Teachers


Total enrollment:
Enrollment in 2016: 417
Enrollment in 2015: 598
Enrollment in 2014: 587
Enrollment in 2013: 574
Enrollment in 2012: 556
Enrollment in 2011: 594
Enrollment in 2010: 596
Enrollment in 2009: 484
Enrollment in 2008: 496
Enrollment in 2007: 512
Enrollment in 2006: 531
Enrollment in 2005: 536
Enrollment in 2004: 476
Enrollment in 2003: 480
Enrollment in 2002: 485
Enrollment in 2001: 486
Enrollment in 2000: 537
Enrollment in 1999: 560

Haas Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students130135152417
Female students616864193
Male students696788224
Asian students - 426
Hispanic students103105124332
Black students1011223
White students14142250
Hawaiian Native/Pacific Islander students11 - 2
Two or More Races students2 - 24

Enrollment by grade:
6th grade enrollment: 130
7th grade enrollment: 135
8th grade enrollment: 152

Haas Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 193 (46.3%)
Haas Middle School:

46.3%
Texas:

49.0%
Male enrollment: 224 (53.7%)
School:

53.7%
Texas:

50.1%

Haas Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 6 (1.4%)
Haas Middle School:

1.4%
Texas:

3.1%
Hispanic enrollment: 332 (79.6%)
Haas Middle School:

79.6%
Texas:

46.9%
Black enrollment: 23 (5.5%)
School:

5.5%
State:

11.6%
White enrollment: 50 (12.0%)
School:

12.0%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.5%)
Here:

0.5%
State:

0.1%
Two or More Races enrollment: 4 (1.0%)
Here:

1.0%
State:

2.1%

Haas Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 275 (65.9%)
School:

65.9%
Texas:

61.6%
Free lunch eligible students: 275 (65.9%)
Here:

65.9%
State:

55.4%
Reduced-price lunch eligible students: 0 (0.0%)
Haas Middle School:

0.0%
State:

6.2%

Haas Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 28.1

Number of FTE teachers in their first year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 12
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1

Student/Teacher Ratio
School:

14.9
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,571,190
  • Full-time Equivalency Count of Teachers: 26 (Salary Expenditures: $1,038,543)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $31,313)
  • Full-time Equivalency Count of Support Services Staff: 7.1 (Salary Expenditures: $266,493)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $234,842)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $126,799
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $682,391
  • Salary Expenditures for Teachers: $1,378,953
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $113,711)
  • Full-time Equivalency Count of Support Services Staff: 9.1 (Salary Expenditures: $333,838)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $234,842)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $167,805

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic10
  • Asian2
  • Native Hawaiian2
  • White2
Students Enrolled in LEP Programs: 16 (male: 7, female: 9)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 2 (all female)

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: 45 (male: 32, female: 13)
  • Hispanic: 41 (male: 28, female: 13)
  • White: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic25
  • Black2
  • White7
  • LEP2
Students with disabilities served under Section 504: 34 (male: 24, female: 10)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

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 female)
  • Hispanic: 2

Percent of 6th grade students retained
Here:

1.5%
State:

6.3%
Total number of students retained in 8th grade: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Percent of 8th grade students retained
Haas Middle School:

1.3%
Texas:

7.0%

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

  • All4,427
  • Males4,540
  • Females4,266
  • Hispanic4,395
Algebra I Average Scale Score:

4,427
Texas:

4,001
Algebra I students tested: 29
Algebra I # Answer Documents Submitted: 29

Algebra I Avg Items Correct:
  • Reporting Category 1: 7.1 (65%)
  • Reporting Category 2: 9.9 (82%)
  • Reporting Category 3: 11.1 (79%)
  • Reporting Category 4: 8.8 (80%)
  • Reporting Category 5: 4.8 (80%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 62%

14%
24%
62%
Males: (Average Scale Score: 4,540, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 17%, Masters: 71%)
12%
17%
71%
Females: (Average Scale Score: 4,266, Tested: 12, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 33%, Masters: 50%)
17%
33%
50%
Hispanic: (Average Scale Score: 4,395, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 18%, Meets: 18%, Masters: 64%)
18%
18%
64%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,580
  • Males1,584
  • Females1,576
  • Hispanic1,572
  • Black1,565
  • White1,598
Math Average Scale Score:

1,580
Texas:

1,546
Math students tested: 135
Math # Answer Documents Submitted: 135

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (48%)
  • Reporting Category 2: 6.7 (44%)
  • Reporting Category 3: 2.8 (47%)
  • Reporting Category 4: 2.9 (41%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 5%

39%
38%
18%
5%
Males: (Average Scale Score: 1,584, Tested: 74, Did Not Meet Grade Level Performance: 38%, Approaches: 39%, Meets: 19%, Masters: 4%)
38%
39%
19%
4%
Females: (Average Scale Score: 1,576, Tested: 61, Did Not Meet Grade Level Performance: 39%, Approaches: 38%, Meets: 16%, Masters: 7%)
39%
38%
16%
7%
Hispanic: (Average Scale Score: 1,572, Tested: 108, Did Not Meet Grade Level Performance: 44%, Approaches: 34%, Meets: 17%, Masters: 5%)
44%
34%
17%
5%
Black: (Average Scale Score: 1,565, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 12%, Masters: 13%)
38%
38%
12%
13%
White: (Average Scale Score: 1,598, Tested: 14, Did Not Meet Grade Level Performance: 14%, Approaches: 72%, Meets: 14%, Masters: 0%)
14%
72%
14%

    Reading Average Scale Score
    (6th Grade)

  • All1,545
  • Males1,524
  • Females1,572
  • Hispanic1,534
  • Black1,569
  • White1,558
Reading Average Scale Score:

1,545
Texas:

1,457
Reading students tested: 135
Reading # Answer Documents Submitted: 135

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (59%)
  • Reporting Category 2: 11.4 (67%)
  • Reporting Category 3: 8 (53%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 10%

41%
34%
15%
10%
Males: (Average Scale Score: 1,524, Tested: 74, Did Not Meet Grade Level Performance: 47%, Approaches: 34%, Meets: 14%, Masters: 5%)
47%
34%
14%
5%
Females: (Average Scale Score: 1,572, Tested: 61, Did Not Meet Grade Level Performance: 34%, Approaches: 33%, Meets: 17%, Masters: 16%)
34%
33%
17%
16%
Hispanic: (Average Scale Score: 1,534, Tested: 108, Did Not Meet Grade Level Performance: 45%, Approaches: 32%, Meets: 16%, Masters: 7%)
45%
32%
16%
7%
Black: (Average Scale Score: 1,569, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 62%, Meets: 0%, Masters: 13%)
25%
62%
13%
White: (Average Scale Score: 1,558, Tested: 14, Did Not Meet Grade Level Performance: 36%, Approaches: 43%, Meets: 7%, Masters: 14%)
36%
43%
7%
14%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,590
  • Males1,597
  • Females1,584
  • Hispanic1,588
  • Black1,537
  • White1,616
Math Average Scale Score:

1,590
State:

1,571
Math students tested: 127
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 128

Math Avg Items Correct:
  • Reporting Category 1: 2.9 (48%)
  • Reporting Category 2: 6.7 (45%)
  • Reporting Category 3: 5 (41%)
  • Reporting Category 4: 2.6 (37%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 3%

48%
35%
14%
3%
Males: (Average Scale Score: 1,597, Tested: 62, Did Not Meet Grade Level Performance: 50%, Approaches: 27%, Meets: 20%, Masters: 3%)
50%
27%
20%
3%
Females: (Average Scale Score: 1,584, Tested: 65, Did Not Meet Grade Level Performance: 46%, Approaches: 43%, Meets: 8%, Masters: 3%)
46%
43%
8%
3%
Hispanic: (Average Scale Score: 1,588, Tested: 98, Did Not Meet Grade Level Performance: 46%, Approaches: 38%, Meets: 14%, Masters: 2%)
46%
38%
14%
2%
Black: (Average Scale Score: 1,537, Tested: 9, Did Not Meet Grade Level Performance: 78%, Approaches: 22%, Meets: 0%, Masters: 0%)
78%
22%
White: (Average Scale Score: 1,616, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 0%, Masters: 14%)
43%
43%
14%

    Reading Average Scale Score
    (7th Grade)

  • All1,593
  • Males1,595
  • Females1,591
  • Hispanic1,587
  • Black1,606
  • White1,575
Reading Average Scale Score:

1,593
State:

1,550
Reading students tested: 127
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 128

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 10.3 (57%)
  • Reporting Category 3: 8.6 (54%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 14%

46%
27%
13%
14%
Males: (Average Scale Score: 1,595, Tested: 62, Did Not Meet Grade Level Performance: 44%, Approaches: 25%, Meets: 15%, Masters: 16%)
44%
25%
15%
16%
Females: (Average Scale Score: 1,591, Tested: 65, Did Not Meet Grade Level Performance: 48%, Approaches: 29%, Meets: 11%, Masters: 12%)
48%
29%
11%
12%
Hispanic: (Average Scale Score: 1,587, Tested: 98, Did Not Meet Grade Level Performance: 46%, Approaches: 30%, Meets: 10%, Masters: 14%)
46%
30%
10%
14%
Black: (Average Scale Score: 1,606, Tested: 9, Did Not Meet Grade Level Performance: 44%, Approaches: 23%, Meets: 22%, Masters: 11%)
44%
23%
22%
11%
White: (Average Scale Score: 1,575, Tested: 14, Did Not Meet Grade Level Performance: 50%, Approaches: 14%, Meets: 29%, Masters: 7%)
50%
14%
29%
7%

    Writing Average Scale Score
    (7th Grade)

  • All3,523
  • Males3,432
  • Females3,614
  • Hispanic3,508
  • Black3,544
  • White3,610
Writing Average Scale Score:

3,523
Texas:

3,515
Writing students tested: 128
Writing # Answer Documents Submitted: 128

Writing Avg Items Correct:
  • Reporting Category 1: 6.8 (42%)
  • Reporting Category 2: 7.6 (59%)
  • Reporting Category 3: 10.1 (60%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 2%

50%
34%
14%
2%
Males: (Average Scale Score: 3,432, Tested: 64, Did Not Meet Grade Level Performance: 52%, Approaches: 35%, Meets: 11%, Masters: 2%)
52%
35%
11%
2%
Females: (Average Scale Score: 3,614, Tested: 64, Did Not Meet Grade Level Performance: 48%, Approaches: 33%, Meets: 16%, Masters: 3%)
48%
33%
16%
3%
Hispanic: (Average Scale Score: 3,508, Tested: 99, Did Not Meet Grade Level Performance: 51%, Approaches: 35%, Meets: 11%, Masters: 3%)
51%
35%
11%
3%
Black: (Average Scale Score: 3,544, Tested: 9, Did Not Meet Grade Level Performance: 56%, Approaches: 33%, Meets: 11%, Masters: 0%)
56%
33%
11%
White: (Average Scale Score: 3,610, Tested: 14, Did Not Meet Grade Level Performance: 36%, Approaches: 43%, Meets: 21%, Masters: 0%)
36%
43%
21%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,628
  • Males1,633
  • Females1,624
  • Hispanic1,629
  • Black1,618
  • White1,631
Math Average Scale Score:

1,628
State:

1,539
Math students tested: 92
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 121

Math Avg Items Correct:
  • Reporting Category 1: 2.2 (54%)
  • Reporting Category 2: 8.4 (53%)
  • Reporting Category 3: 7.7 (51%)
  • Reporting Category 4: 3.3 (47%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 0%

37%
40%
23%
Males: (Average Scale Score: 1,633, Tested: 44, Did Not Meet Grade Level Performance: 30%, Approaches: 50%, Meets: 20%, Masters: 0%)
30%
50%
20%
Females: (Average Scale Score: 1,624, Tested: 48, Did Not Meet Grade Level Performance: 44%, Approaches: 31%, Meets: 25%, Masters: 0%)
44%
31%
25%
Hispanic: (Average Scale Score: 1,629, Tested: 72, Did Not Meet Grade Level Performance: 39%, Approaches: 36%, Meets: 25%, Masters: 0%)
39%
36%
25%
Black: (Average Scale Score: 1,618, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 29%, Masters: 0%)
57%
14%
29%
White: (Average Scale Score: 1,631, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 77%, Meets: 8%, Masters: 0%)
15%
77%
8%

    Reading Average Scale Score
    (8th Grade)

  • All1,638
  • Males1,637
  • Females1,638
  • Hispanic1,642
  • Black1,635
  • White1,605
Reading Average Scale Score:

1,638
Texas:

1,561
Reading students tested: 119
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 121

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 12.7 (67%)
  • Reporting Category 3: 10.2 (60%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 12%

36%
32%
20%
12%
Males: (Average Scale Score: 1,637, Tested: 59, Did Not Meet Grade Level Performance: 36%, Approaches: 32%, Meets: 20%, Masters: 12%)
36%
32%
20%
12%
Females: (Average Scale Score: 1,638, Tested: 60, Did Not Meet Grade Level Performance: 37%, Approaches: 31%, Meets: 20%, Masters: 12%)
37%
31%
20%
12%
Hispanic: (Average Scale Score: 1,642, Tested: 92, Did Not Meet Grade Level Performance: 36%, Approaches: 29%, Meets: 22%, Masters: 13%)
36%
29%
22%
13%
Black: (Average Scale Score: 1,635, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 62%, Meets: 13%, Masters: 0%)
25%
62%
13%
White: (Average Scale Score: 1,605, Tested: 17, Did Not Meet Grade Level Performance: 47%, Approaches: 29%, Meets: 18%, Masters: 6%)
47%
29%
18%
6%

    Science Average Scale Score
    (8th Grade)

  • All3,652
  • Males3,764
  • Females3,541
  • Hispanic3,656
  • Black3,479
  • White3,621
Science Average Scale Score:

3,652
State:

3,634
Science students tested: 120
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 121

Science Avg Items Correct:
  • Reporting Category 1: 6.1 (55%)
  • Reporting Category 2: 5.3 (58%)
  • Reporting Category 3: 5.7 (52%)
  • Reporting Category 4: 6.6 (60%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 10%

48%
28%
15%
10%
Males: (Average Scale Score: 3,764, Tested: 60, Did Not Meet Grade Level Performance: 40%, Approaches: 27%, Meets: 21%, Masters: 12%)
40%
27%
21%
12%
Females: (Average Scale Score: 3,541, Tested: 60, Did Not Meet Grade Level Performance: 55%, Approaches: 28%, Meets: 9%, Masters: 8%)
55%
28%
9%
8%
Hispanic: (Average Scale Score: 3,656, Tested: 93, Did Not Meet Grade Level Performance: 48%, Approaches: 27%, Meets: 17%, Masters: 8%)
48%
27%
17%
8%
Black: (Average Scale Score: 3,479, Tested: 9, Did Not Meet Grade Level Performance: 56%, Approaches: 22%, Meets: 11%, Masters: 11%)
56%
22%
11%
11%
White: (Average Scale Score: 3,621, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 37%, Meets: 6%, Masters: 13%)
44%
37%
6%
13%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,486
  • Males3,579
  • Females3,386
  • Hispanic3,480
  • Black3,430
  • White3,505
Social Studies Average Scale Score:

3,486
Texas:

3,461
Social Studies students tested: 118
# Absent - Not Tested: 3
Social Studies # Answer Documents Submitted: 121

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.3 (49%)
  • Reporting Category 2: 4.6 (46%)
  • Reporting Category 3: 4.8 (48%)
  • Reporting Category 4: 3.6 (52%)

Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 2%
Masters Grade Level Performance: 8%

57%
33%
2%
8%
Males: (Average Scale Score: 3,579, Tested: 61, Did Not Meet Grade Level Performance: 41%, Approaches: 48%, Meets: 1%, Masters: 10%)
41%
48%
1%
10%
Females: (Average Scale Score: 3,386, Tested: 57, Did Not Meet Grade Level Performance: 74%, Approaches: 17%, Meets: 4%, Masters: 5%)
74%
17%
4%
5%
Hispanic: (Average Scale Score: 3,480, Tested: 91, Did Not Meet Grade Level Performance: 58%, Approaches: 31%, Meets: 3%, Masters: 8%)
58%
31%
3%
8%
Black: (Average Scale Score: 3,430, Tested: 9, Did Not Meet Grade Level Performance: 44%, Approaches: 56%, Meets: 0%, Masters: 0%)
44%
56%
White: (Average Scale Score: 3,505, Tested: 16, Did Not Meet Grade Level Performance: 63%, Approaches: 25%, Meets: 0%, Masters: 13%)
63%
25%
13%

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.
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 with a weapon: 1
Incidents of physical attack or fight without a weapon: 1


Total incidents per 1,000 students
Here:

4.8
State:

38.0

Referrals and Arrests:
Show data for

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

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

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

31.2
Texas:

17.4
Students without disabilities who received a school-related arrest: 2 (all male)
  • Black: 2

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

4.8
State:

13.1
Students with disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

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

14.4
State:

5.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2
  • Section 504: 4

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

4.8
Texas:

4.1

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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 6
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

14.4
Texas:

2.5

    Students reported as harassed or bullied on the basis of sex

  • Hispanic4
  • White2
  • LEP2
  • IDEA2
Students reported as harassed or bullied on the basis of sex: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2


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

  • Hispanic58
  • Native Hawaiian2
  • Black2
  • White10
  • IDEA10
  • 50410
Chronic Student Absenteeism: 72 (male: 34, female: 38)
  • Hispanic: 58 (male: 26, female: 32)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all female)
  • White: 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

172.7
Texas:

147.9

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic57
  • Black7
  • White7
  • IDEA6
  • 50420
School days missed due to out-of-school suspension: 71 (male: 53, female: 18)
  • Hispanic: 57 (male: 41, female: 16)
  • Black: 7 (all male)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 6 (all male)
  • Section 504: 20 (male: 15, female: 5)
Instances of out-of-school suspension (Students without disabilities): 37

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

88.7
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic37
  • Black7
  • White7
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 53 (male: 36, female: 17)
  • Hispanic: 37 (male: 26, female: 11)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
Students without disabilities receiving only one out-of-school suspension: 22 (male: 18, female: 4)
  • Hispanic: 16 (male: 14, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 4

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

9.6
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 17

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

40.8
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Section 504: 13 (male: 8, female: 5)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 7
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 4

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic13
  • Asian2
  • Black2
  • White4
8th grade student enrollment in Algebra I: 21 (male: 9, female: 12)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 18 (male: 8, female: 10)
  • Hispanic: 14 (male: 4, female: 10)
  • White: 4 (all male)
Percent of 8th grade students who passed
School:

85.7%
State:

87.0%

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