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Harry C Withers Elementary School in Dallas, TX
(PK-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 76
Address
 3959 NORTHAVEN RD
Dallas, TX 75229
Telephone
(972) 794-5000
(make sure to verify first before calling)
Website
http://www.dallasisd.org/withers
City-data.com school rating
76
Students
455
Classroom Teachers (FTE)
31.3
Free lunch eligible students
280
Reduced-price lunch
eligible students
10
School district
DALLAS 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:
WALNUT HILL EL (1.4 miles):

91
Harry C Withers Elementary School:

76
WILLIAM L CABELL EL (1.6 miles):

71
TOM C GOOCH EL (1.0 miles):

59
EVERETTE LEE DEGOLYER EL (0.9 miles):

51
EDWARD H CARY MIDDLE (1.4 miles):

43
THOMAS C MARSH MIDDLE (0.7 miles):

29
W T WHITE H S (1.3 miles):

24
THOMAS JEFFERSON H S (1.5 miles):

16
Harry C Withers Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Dallas:

53
Harry C Withers Elementary School:

76

Students & Teachers


Total enrollment:
Enrollment in 2016: 455
Enrollment in 2015: 438
Enrollment in 2014: 438
Enrollment in 2013: 444
Enrollment in 2012: 401
Enrollment in 2011: 422
Enrollment in 2010: 430
Enrollment in 2009: 391
Enrollment in 2008: 386
Enrollment in 2007: 387
Enrollment in 2006: 434
Enrollment in 2005: 473
Enrollment in 2004: 517
Enrollment in 2003: 515
Enrollment in 2002: 590
Enrollment in 2001: 520
Enrollment in 2000: 521
Enrollment in 1999: 517

Harry C Withers Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students49737169726061455
Female students20392936343433225
Male students29344233382628230
American Indian/Alaska Native students - 22 - - - - 4
Asian students - 3211 - 29
Hispanic students45393735424244284
Black students1131 - 219
White students3282730291513145
Hawaiian Native/Pacific Islander students - - - 1 - - - 1
Two or More Races students - - - 1 - 113

Enrollment by grade:
Pre-Kindergarten enrollment: 49
Kindergarten enrollment: 73
1st grade enrollment: 71
2nd grade enrollment: 69
3rd grade enrollment: 72
4th grade enrollment: 60
5th grade enrollment: 61

Harry C Withers Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 225 (49.5%)
School:

49.5%
Texas:

49.0%
Male enrollment: 230 (50.5%)
Here:

50.5%
State:

50.1%

Harry C Withers Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 4 (0.9%)
Harry C Withers Elementary School:

0.9%
State:

0.4%
Asian enrollment: 9 (2.0%)
Harry C Withers Elementary School:

2.0%
Texas:

3.1%
Hispanic enrollment: 284 (62.4%)
Here:

62.4%
State:

46.9%
Black enrollment: 9 (2.0%)
Harry C Withers Elementary School:

2.0%
Texas:

11.6%
White enrollment: 145 (31.9%)
Harry C Withers Elementary School:

31.9%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
Harry C Withers Elementary School:

0.2%
State:

0.1%
Two or More Races enrollment: 3 (0.7%)
School:

0.7%
State:

2.1%

Harry C Withers Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 290 (63.7%)
Here:

63.7%
State:

61.6%
Free lunch eligible students: 280 (61.5%)
Here:

61.5%
Texas:

55.4%
Reduced-price lunch eligible students: 10 (2.2%)
School:

2.2%
Texas:

6.2%

Harry C Withers Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 31.3

Number of FTE teachers in their second 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: 9
Number of FTE nurses: 1

Student/Teacher Ratio
Harry C Withers Elementary School:

14.5
State:

15.6

Harry C Withers Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,934,554
  • Full-time Equivalency Count of Teachers: 31.3 (Salary Expenditures: $1,500,672)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $74,934)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $180,852)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $178,096)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $40,766
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,299,861
  • Salary Expenditures for Teachers: $1,750,115
  • Full-time Equivalency Count of Instructional Aides: 5.9 (Salary Expenditures: $159,051)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $212,599)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $178,096)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $104,433

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic163
  • American Indian2
  • Asian2
  • White4
  • IDEA13
Students Enrolled in LEP Programs: 171 (male: 82, female: 89)
  • Hispanic: 163 (male: 80, female: 83)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 24 (male: 20, female: 4)
  • Hispanic: 20 (male: 16, female: 4)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 10 (all male)

    Students with disabilities served under Section 504

  • Hispanic22
  • Black2
  • White7
  • LEP10
Students with disabilities served under Section 504: 31 (male: 16, female: 15)
  • Hispanic: 22 (male: 11, female: 11)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 3,162 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 1st grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 1st grade students retained
Here:

2.8%
State:

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

Percent of 2nd grade students retained
Harry C Withers Elementary School:

2.9%
Texas:

4.8%

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

  • Hispanic25
  • Asian2
  • Black2
  • White52
  • LEP10
Gifted and Talented Student Enrollment: 81 (male: 44, female: 37)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 52 (male: 29, female: 23)
  • Limited English Proficiency (LEP): 10 (male: 2, female: 8)

Gifted and Talented Student Enrollment per 1,000 students
Harry C Withers Elementary School:

178.0
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)

  • All1,512
  • Males1,500
  • Females1,528
  • Hispanic1,432
  • White1,647
Math Average Scale Score:

1,512
State:

1,453
Math students tested: 58
Math # Answer Documents Submitted: 58

Math Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 9.2 (71%)
  • Reporting Category 3: 4.6 (65%)
  • Reporting Category 4: 3 (75%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 36%

22%
12%
30%
36%
Males: (Average Scale Score: 1,500, Tested: 33, Did Not Meet Grade Level Performance: 24%, Approaches: 9%, Meets: 37%, Masters: 30%)
24%
9%
37%
30%
Females: (Average Scale Score: 1,528, Tested: 25, Did Not Meet Grade Level Performance: 20%, Approaches: 16%, Meets: 20%, Masters: 44%)
20%
16%
20%
44%
Hispanic: (Average Scale Score: 1,432, Tested: 33, Did Not Meet Grade Level Performance: 36%, Approaches: 19%, Meets: 30%, Masters: 15%)
36%
19%
30%
15%
White: (Average Scale Score: 1,647, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 24%, Masters: 71%)
5%
24%
71%

    Reading Average Scale Score
    (3rd Grade)

  • All1,535
  • Males1,516
  • Females1,557
  • Hispanic1,426
  • White1,656
Reading Average Scale Score:

1,535
Texas:

1,423
Reading students tested: 42
Reading # Answer Documents Submitted: 42

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (89%)
  • Reporting Category 2: 11.1 (74%)
  • Reporting Category 3: 10.8 (77%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 40%

10%
23%
27%
40%
Males: (Average Scale Score: 1,516, Tested: 22, Did Not Meet Grade Level Performance: 14%, Approaches: 22%, Meets: 32%, Masters: 32%)
14%
22%
32%
32%
Females: (Average Scale Score: 1,557, Tested: 20, Did Not Meet Grade Level Performance: 5%, Approaches: 25%, Meets: 20%, Masters: 50%)
5%
25%
20%
50%
Hispanic: (Average Scale Score: 1,426, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 47%, Meets: 23%, Masters: 12%)
18%
47%
23%
12%
White: (Average Scale Score: 1,656, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 29%, Masters: 71%)
29%
71%
3rd Grade (Spanish)

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

  • All1,340
  • Males1,323
  • Females1,379
  • Hispanic1,340
Reading Average Scale Score:

1,340
State:

956
Reading students tested: 16
Reading # Answer Documents Submitted: 16

Reading Avg Items Correct:
  • Reporting Category 1: 3.7 (74%)
  • Reporting Category 2: 7.8 (52%)
  • Reporting Category 3: 7 (50%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 0%

38%
50%
13%
Males: (Average Scale Score: 1,323, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 46%, Meets: 9%, Masters: 0%)
45%
46%
9%
Females: (Average Scale Score: 1,379, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%
Hispanic: (Average Scale Score: 1,340, Tested: 16, Did Not Meet Grade Level Performance: 38%, Approaches: 50%, Meets: 13%, Masters: 0%)
38%
50%
13%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,616
  • Males1,664
  • Females1,581
  • Hispanic1,587
  • White1,657
Math Average Scale Score:

1,616
Texas:

1,546
Math students tested: 54
Math # Answer Documents Submitted: 54

Math Avg Items Correct:
  • Reporting Category 1: 6.5 (72%)
  • Reporting Category 2: 8.1 (74%)
  • Reporting Category 3: 7.5 (75%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 41%

9%
30%
20%
41%
Males: (Average Scale Score: 1,664, Tested: 23, Did Not Meet Grade Level Performance: 9%, Approaches: 13%, Meets: 21%, Masters: 57%)
9%
13%
21%
57%
Females: (Average Scale Score: 1,581, Tested: 31, Did Not Meet Grade Level Performance: 10%, Approaches: 42%, Meets: 19%, Masters: 29%)
10%
42%
19%
29%
Hispanic: (Average Scale Score: 1,587, Tested: 30, Did Not Meet Grade Level Performance: 13%, Approaches: 34%, Meets: 20%, Masters: 33%)
13%
34%
20%
33%
White: (Average Scale Score: 1,657, Tested: 22, Did Not Meet Grade Level Performance: 5%, Approaches: 27%, Meets: 13%, Masters: 55%)
5%
27%
13%
55%

    Reading Average Scale Score
    (4th Grade)

  • All1,591
  • Males1,615
  • Females1,574
  • Hispanic1,581
  • White1,601
Reading Average Scale Score:

1,591
State:

1,496
Reading students tested: 46
Reading # Answer Documents Submitted: 46

Reading Avg Items Correct:
  • Reporting Category 1: 6.3 (79%)
  • Reporting Category 2: 11.5 (77%)
  • Reporting Category 3: 10.3 (79%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 8%
Meets Grade Level Performance: 46%
Masters Grade Level Performance: 37%

9%
8%
46%
37%
Males: (Average Scale Score: 1,615, Tested: 19, Did Not Meet Grade Level Performance: 5%, Approaches: 11%, Meets: 42%, Masters: 42%)
5%
11%
42%
42%
Females: (Average Scale Score: 1,574, Tested: 27, Did Not Meet Grade Level Performance: 11%, Approaches: 8%, Meets: 48%, Masters: 33%)
11%
8%
48%
33%
Hispanic: (Average Scale Score: 1,581, Tested: 22, Did Not Meet Grade Level Performance: 14%, Approaches: 9%, Meets: 36%, Masters: 41%)
14%
9%
36%
41%
White: (Average Scale Score: 1,601, Tested: 22, Did Not Meet Grade Level Performance: 5%, Approaches: 9%, Meets: 54%, Masters: 32%)
5%
9%
54%
32%

    Writing Average Scale Score
    (4th Grade)

  • All3,963
  • Males4,058
  • Females3,893
  • Hispanic3,834
  • White4,103
Writing Average Scale Score:

3,963
Texas:

3,570
Writing students tested: 45
Writing # Answer Documents Submitted: 45

Writing Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 4.7 (58%)
  • Reporting Category 3: 12.4 (77%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 42%
Masters Grade Level Performance: 9%

16%
33%
42%
9%
Males: (Average Scale Score: 4,058, Tested: 19, Did Not Meet Grade Level Performance: 11%, Approaches: 31%, Meets: 47%, Masters: 11%)
11%
31%
47%
11%
Females: (Average Scale Score: 3,893, Tested: 26, Did Not Meet Grade Level Performance: 19%, Approaches: 35%, Meets: 38%, Masters: 8%)
19%
35%
38%
8%
Hispanic: (Average Scale Score: 3,834, Tested: 21, Did Not Meet Grade Level Performance: 24%, Approaches: 33%, Meets: 38%, Masters: 5%)
24%
33%
38%
5%
White: (Average Scale Score: 4,103, Tested: 22, Did Not Meet Grade Level Performance: 9%, Approaches: 27%, Meets: 50%, Masters: 14%)
9%
27%
50%
14%
4th Grade (Spanish)
Math students tested: 2
Math # Answer Documents Submitted: 2

    Reading Average Scale Score
    (4th Grade (Spanish))

  • All1,590
  • Males1,506
  • Females1,675
  • Hispanic1,590
Reading Average Scale Score:

1,590
Texas:

815
Reading students tested: 10
Reading # Answer Documents Submitted: 10

Reading Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 10.6 (71%)
  • Reporting Category 3: 9.4 (72%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 50%

30%
10%
10%
50%
Males: (Average Scale Score: 1,506, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 20%, Masters: 20%)
40%
20%
20%
20%
Females: (Average Scale Score: 1,675, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 0%, Masters: 80%)
20%
80%
Hispanic: (Average Scale Score: 1,590, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 10%, Meets: 10%, Masters: 50%)
30%
10%
10%
50%

    Writing Average Scale Score
    (4th Grade (Spanish))

  • All3,782
  • Males3,471
  • Females4,041
  • Hispanic3,782
Writing Average Scale Score:

3,782
State:

2,017
Writing students tested: 11
Writing # Answer Documents Submitted: 11

Writing Avg Items Correct:
  • Reporting Category 1: 4.1 (51%)
  • Reporting Category 2: 4.9 (61%)
  • Reporting Category 3: 10.5 (66%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 27%

45%
28%
27%
Males: (Average Scale Score: 3,471, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 0%, Meets: 20%, Masters: 20%)
60%
20%
20%
Females: (Average Scale Score: 4,041, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 0%, Meets: 34%, Masters: 33%)
33%
34%
33%
Hispanic: (Average Scale Score: 3,782, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 0%, Meets: 28%, Masters: 27%)
45%
28%
27%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,634
  • Males1,667
  • Females1,595
  • Hispanic1,594
  • White1,729
Math Average Scale Score:

1,634
State:

1,603
Math students tested: 57
Math # Answer Documents Submitted: 57

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 11.2 (66%)
  • Reporting Category 3: 6.3 (70%)
  • Reporting Category 4: 2.6 (64%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 40%

23%
21%
16%
40%
Males: (Average Scale Score: 1,667, Tested: 31, Did Not Meet Grade Level Performance: 16%, Approaches: 16%, Meets: 16%, Masters: 52%)
16%
16%
16%
52%
Females: (Average Scale Score: 1,595, Tested: 26, Did Not Meet Grade Level Performance: 31%, Approaches: 27%, Meets: 15%, Masters: 27%)
31%
27%
15%
27%
Hispanic: (Average Scale Score: 1,594, Tested: 40, Did Not Meet Grade Level Performance: 28%, Approaches: 28%, Meets: 17%, Masters: 28%)
28%
28%
17%
28%
White: (Average Scale Score: 1,729, Tested: 17, Did Not Meet Grade Level Performance: 12%, Approaches: 6%, Meets: 11%, Masters: 71%)
12%
6%
11%
71%

    Reading Average Scale Score
    (5th Grade)

  • All1,617
  • Males1,640
  • Females1,589
  • Hispanic1,561
  • White1,739
Reading Average Scale Score:

1,617
Texas:

1,546
Reading students tested: 54
Reading # Answer Documents Submitted: 54

Reading Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 11.7 (73%)
  • Reporting Category 3: 10.1 (72%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 35%

20%
21%
24%
35%
Males: (Average Scale Score: 1,640, Tested: 30, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 23%, Masters: 37%)
20%
20%
23%
37%
Females: (Average Scale Score: 1,589, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 21%, Meets: 25%, Masters: 33%)
21%
21%
25%
33%
Hispanic: (Average Scale Score: 1,561, Tested: 37, Did Not Meet Grade Level Performance: 27%, Approaches: 27%, Meets: 27%, Masters: 19%)
27%
27%
27%
19%
White: (Average Scale Score: 1,739, Tested: 17, Did Not Meet Grade Level Performance: 6%, Approaches: 6%, Meets: 17%, Masters: 71%)
6%
6%
17%
71%

    Science Average Scale Score
    (5th Grade)

  • All3,974
  • Males4,132
  • Females3,784
  • Hispanic3,793
  • White4,466
Science Average Scale Score:

3,974
State:

3,771
Science students tested: 55
Science # Answer Documents Submitted: 55

Science Avg Items Correct:
  • Reporting Category 1: 4.1 (69%)
  • Reporting Category 2: 6.1 (77%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 8.9 (74%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 29%

24%
31%
16%
29%
Males: (Average Scale Score: 4,132, Tested: 30, Did Not Meet Grade Level Performance: 17%, Approaches: 26%, Meets: 17%, Masters: 40%)
17%
26%
17%
40%
Females: (Average Scale Score: 3,784, Tested: 25, Did Not Meet Grade Level Performance: 32%, Approaches: 36%, Meets: 16%, Masters: 16%)
32%
36%
16%
16%
Hispanic: (Average Scale Score: 3,793, Tested: 38, Did Not Meet Grade Level Performance: 32%, Approaches: 36%, Meets: 16%, Masters: 16%)
32%
36%
16%
16%
White: (Average Scale Score: 4,466, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 19%, Meets: 18%, Masters: 63%)
19%
18%
63%
5th Grade (Spanish)
Reading students tested: 3
Reading # Answer Documents Submitted: 3

Science students tested: 2
Science # Answer Documents Submitted: 2

Health & Safety


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

  • Hispanic7
  • White4
  • LEP4
  • IDEA4
  • 5042
Chronic Student Absenteeism: 11 (male: 4, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

24.2
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).
School days missed due to out-of-school suspension: 17 (all male)
  • White: 13
  • Two or More Races: 4
  • Individuals With Disabilities Education Act (IDEA): 4
Instances of out-of-school suspension (Students without disabilities): 6

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

13.2
State:

102.7
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 3

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

6.6
State:

27.5
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Two or More Races: 2

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