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


Humble Middle School in Humble, 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 32
Address
 11207 WILL CLAYTON
Humble, TX 77346
Telephone
(281) 641-4000
(make sure to verify first before calling)
Website
http://www.humbleisd.net/hms
City-data.com school rating
32
Students
1,144
Classroom Teachers (FTE)
74.3
Free lunch eligible students
732
Reduced-price lunch
eligible students
109
School district
HUMBLE 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:
EAGLE SPRINGS EL (1.5 miles):

88
ATASCOCITA SPRINGS EL (1.7 miles):

84
TIMBERWOOD MIDDLE (1.3 miles):

60
ATASCOCITA H S (2.2 miles):

60
RIDGE CREEK EL (2.6 miles):

48
WHISPERING PINES EL (0.4 miles):

38
Humble Middle School:

32
RIVER PINES EL (2.1 miles):

29
HUMBLE H S (2.2 miles):

23
Humble Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Humble:

50
Humble Middle School:

32

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,144
Enrollment in 2015: 1,113
Enrollment in 2014: 1,166
Enrollment in 2013: 1,069
Enrollment in 2012: 1,126
Enrollment in 2011: 1,071
Enrollment in 2010: 1,044
Enrollment in 2009: 988
Enrollment in 2008: 985
Enrollment in 2007: 1,193
Enrollment in 2006: 1,213
Enrollment in 2005: 1,203
Enrollment in 2004: 1,161
Enrollment in 2003: 1,067
Enrollment in 2002: 1,037
Enrollment in 2001: 991
Enrollment in 2000: 875
Enrollment in 1999: 890

Humble Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students3793504151,144
Female students184169185538
Male students195181230606
American Indian/Alaska Native students3115
Asian students63817
Hispanic students208199233640
Black students120122150392
White students34191871
Hawaiian Native/Pacific Islander students22 - 4
Two or More Races students64515

Enrollment by grade:
6th grade enrollment: 379
7th grade enrollment: 350
8th grade enrollment: 415

Humble Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 538 (47.0%)
Humble Middle School:

47.0%
Texas:

49.0%
Male enrollment: 606 (53.0%)
Humble Middle School:

53.0%
Texas:

50.1%

Humble Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 5 (0.4%)
Here:

0.4%
State:

0.4%
Asian enrollment: 17 (1.5%)
Humble Middle School:

1.5%
State:

3.1%
Hispanic enrollment: 640 (55.9%)
Humble Middle School:

55.9%
Texas:

46.9%
Black enrollment: 392 (34.3%)
School:

34.3%
Texas:

11.6%
White enrollment: 71 (6.2%)
Humble Middle School:

6.2%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 4 (0.3%)
Humble Middle School:

0.3%
State:

0.1%
Two or More Races enrollment: 15 (1.3%)
School:

1.3%
Texas:

2.1%

Humble Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 841 (73.5%)
Here:

73.5%
Texas:

61.6%
Free lunch eligible students: 732 (64.0%)
School:

64.0%
State:

55.4%
Reduced-price lunch eligible students: 109 (9.5%)
Humble Middle School:

9.5%
State:

6.2%

Humble Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 74.3

Number of FTE teachers in their first year of teaching: 5.5
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 38
Number of FTE sworn law enforcement officers: 1

Student/Teacher Ratio
School:

15.4
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,700,518
  • Full-time Equivalency Count of Teachers: 65 (Salary Expenditures: $3,456,225)
  • Full-time Equivalency Count of Support Services Staff: 14 (Salary Expenditures: $602,737)
  • Full-time Equivalency Count of School Administration Staff: 8 (Salary Expenditures: $326,683)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $112,782
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,749,206
  • Salary Expenditures for Teachers: $4,153,470
  • Full-time Equivalency Count of Instructional Aides: 9.6 (Salary Expenditures: $178,160)
  • Full-time Equivalency Count of Support Services Staff: 20 (Salary Expenditures: $775,086)
  • Full-time Equivalency Count of School Administration Staff: 8 (Salary Expenditures: $326,683)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $650,068

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 233 (male: 124, female: 109)
  • Hispanic: 229 (male: 122, female: 107)
  • Asian: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

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

  • Hispanic41
  • Black50
  • White11
  • LEP17
Students with disabilities served under IDEA: 102 (male: 66, female: 36)
  • Hispanic: 41 (male: 25, female: 16)
  • Black: 50 (male: 37, female: 13)
  • White: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 17 (male: 10, female: 7)

    Students with disabilities served under Section 504

  • Hispanic22
  • Black19
  • White10
  • Multirace2
  • LEP10
Students with disabilities served under Section 504: 53 (male: 38, female: 15)
  • Hispanic: 22 (male: 17, female: 5)
  • Black: 19 (male: 14, female: 5)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 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

  • Hispanic25
  • Asian2
  • Black7
  • White4
  • Multirace2
  • IDEA2
Gifted and Talented Student Enrollment: 40 (male: 20, female: 20)
  • Hispanic: 25 (male: 14, female: 11)
  • Asian: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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

35.0
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

  • All4,291
  • Males4,316
  • Females4,261
  • Hispanic4,369
  • Black4,184
  • White4,327
Algebra I Average Scale Score:

4,291
Texas:

4,001
Algebra I students tested: 72
Algebra I # Answer Documents Submitted: 99

Algebra I Avg Items Correct:
  • Reporting Category 1: 8 (73%)
  • Reporting Category 2: 8.8 (73%)
  • Reporting Category 3: 9.5 (68%)
  • Reporting Category 4: 7.8 (71%)
  • Reporting Category 5: 4.5 (76%)

Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 50%

4%
15%
31%
50%
Males: (Average Scale Score: 4,316, Tested: 40, Did Not Meet Grade Level Performance: 5%, Approaches: 15%, Meets: 32%, Masters: 48%)
5%
15%
32%
48%
Females: (Average Scale Score: 4,261, Tested: 32, Did Not Meet Grade Level Performance: 3%, Approaches: 16%, Meets: 28%, Masters: 53%)
3%
16%
28%
53%
Hispanic: (Average Scale Score: 4,369, Tested: 36, Did Not Meet Grade Level Performance: 3%, Approaches: 16%, Meets: 31%, Masters: 50%)
3%
16%
31%
50%
Black: (Average Scale Score: 4,184, Tested: 29, Did Not Meet Grade Level Performance: 7%, Approaches: 14%, Meets: 31%, Masters: 48%)
7%
14%
31%
48%
White: (Average Scale Score: 4,327, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,604
  • Males1,598
  • Females1,609
  • Hispanic1,598
  • Asian1,744
  • Black1,599
  • White1,671
Math Average Scale Score:

1,604
Texas:

1,546
Math students tested: 389
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 390

Math Avg Items Correct:
  • Reporting Category 1: 5.2 (52%)
  • Reporting Category 2: 7.5 (50%)
  • Reporting Category 3: 2.7 (45%)
  • Reporting Category 4: 3.4 (48%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 8%

28%
40%
24%
8%
Males: (Average Scale Score: 1,598, Tested: 184, Did Not Meet Grade Level Performance: 30%, Approaches: 40%, Meets: 23%, Masters: 7%)
30%
40%
23%
7%
Females: (Average Scale Score: 1,609, Tested: 205, Did Not Meet Grade Level Performance: 26%, Approaches: 40%, Meets: 25%, Masters: 9%)
26%
40%
25%
9%
Hispanic: (Average Scale Score: 1,598, Tested: 208, Did Not Meet Grade Level Performance: 27%, Approaches: 43%, Meets: 24%, Masters: 6%)
27%
43%
24%
6%
Asian: (Average Scale Score: 1,744, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 66%, Masters: 17%)
17%
66%
17%
Black: (Average Scale Score: 1,599, Tested: 154, Did Not Meet Grade Level Performance: 32%, Approaches: 37%, Meets: 23%, Masters: 8%)
32%
37%
23%
8%
White: (Average Scale Score: 1,671, Tested: 14, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 36%, Masters: 21%)
14%
29%
36%
21%

    Reading Average Scale Score
    (6th Grade)

  • All1,536
  • Males1,514
  • Females1,555
  • Hispanic1,530
  • Asian1,534
  • Black1,541
  • White1,579
Reading Average Scale Score:

1,536
Texas:

1,457
Reading students tested: 389
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 390

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 11 (64%)
  • Reporting Category 3: 8 (53%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 10%

47%
27%
16%
10%
Males: (Average Scale Score: 1,514, Tested: 184, Did Not Meet Grade Level Performance: 53%, Approaches: 30%, Meets: 12%, Masters: 5%)
53%
30%
12%
5%
Females: (Average Scale Score: 1,555, Tested: 205, Did Not Meet Grade Level Performance: 41%, Approaches: 26%, Meets: 19%, Masters: 14%)
41%
26%
19%
14%
Hispanic: (Average Scale Score: 1,530, Tested: 208, Did Not Meet Grade Level Performance: 49%, Approaches: 29%, Meets: 13%, Masters: 9%)
49%
29%
13%
9%
Asian: (Average Scale Score: 1,534, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 0%, Meets: 50%, Masters: 0%)
50%
50%
Black: (Average Scale Score: 1,541, Tested: 154, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 19%, Masters: 10%)
43%
28%
19%
10%
White: (Average Scale Score: 1,579, Tested: 14, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 0%, Masters: 29%)
57%
14%
29%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,623
  • Males1,626
  • Females1,620
  • Hispanic1,619
  • Asian1,744
  • Black1,619
  • White1,660
  • Multirace1,613
Math Average Scale Score:

1,623
Texas:

1,571
Math students tested: 421
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 423

Math Avg Items Correct:
  • Reporting Category 1: 3.3 (54%)
  • Reporting Category 2: 7.6 (51%)
  • Reporting Category 3: 5.7 (48%)
  • Reporting Category 4: 2.7 (39%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 11%

40%
33%
16%
11%
Males: (Average Scale Score: 1,626, Tested: 228, Did Not Meet Grade Level Performance: 43%, Approaches: 27%, Meets: 17%, Masters: 13%)
43%
27%
17%
13%
Females: (Average Scale Score: 1,620, Tested: 193, Did Not Meet Grade Level Performance: 37%, Approaches: 40%, Meets: 14%, Masters: 9%)
37%
40%
14%
9%
Hispanic: (Average Scale Score: 1,619, Tested: 242, Did Not Meet Grade Level Performance: 40%, Approaches: 34%, Meets: 16%, Masters: 10%)
40%
34%
16%
10%
Asian: (Average Scale Score: 1,744, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 0%, Meets: 57%, Masters: 29%)
14%
57%
29%
Black: (Average Scale Score: 1,619, Tested: 142, Did Not Meet Grade Level Performance: 44%, Approaches: 29%, Meets: 16%, Masters: 11%)
44%
29%
16%
11%
White: (Average Scale Score: 1,660, Tested: 22, Did Not Meet Grade Level Performance: 32%, Approaches: 41%, Meets: 13%, Masters: 14%)
32%
41%
13%
14%
Multirace: (Average Scale Score: 1,613, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 0%, Masters: 17%)
33%
50%
17%

    Reading Average Scale Score
    (7th Grade)

  • All1,613
  • Males1,595
  • Females1,635
  • Hispanic1,609
  • Asian1,691
  • Black1,611
  • White1,638
  • Multirace1,636
Reading Average Scale Score:

1,613
Texas:

1,550
Reading students tested: 421
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 423

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 10.9 (61%)
  • Reporting Category 3: 9.5 (59%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 18%

36%
28%
18%
18%
Males: (Average Scale Score: 1,595, Tested: 228, Did Not Meet Grade Level Performance: 40%, Approaches: 29%, Meets: 17%, Masters: 14%)
40%
29%
17%
14%
Females: (Average Scale Score: 1,635, Tested: 193, Did Not Meet Grade Level Performance: 32%, Approaches: 27%, Meets: 19%, Masters: 22%)
32%
27%
19%
22%
Hispanic: (Average Scale Score: 1,609, Tested: 242, Did Not Meet Grade Level Performance: 37%, Approaches: 28%, Meets: 18%, Masters: 17%)
37%
28%
18%
17%
Asian: (Average Scale Score: 1,691, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 43%, Masters: 14%)
14%
29%
43%
14%
Black: (Average Scale Score: 1,611, Tested: 142, Did Not Meet Grade Level Performance: 37%, Approaches: 30%, Meets: 15%, Masters: 18%)
37%
30%
15%
18%
White: (Average Scale Score: 1,638, Tested: 22, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 27%, Masters: 18%)
27%
28%
27%
18%
Multirace: (Average Scale Score: 1,636, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 0%, Masters: 50%)
33%
17%
50%

    Writing Average Scale Score
    (7th Grade)

  • All3,627
  • Males3,537
  • Females3,733
  • Hispanic3,582
  • Asian4,072
  • Black3,665
  • White3,748
  • Multirace3,717
Writing Average Scale Score:

3,627
Texas:

3,515
Writing students tested: 423
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 424

Writing Avg Items Correct:
  • Reporting Category 1: 7.3 (46%)
  • Reporting Category 2: 8.1 (62%)
  • Reporting Category 3: 10.8 (63%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 6%

39%
34%
21%
6%
Males: (Average Scale Score: 3,537, Tested: 228, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 19%, Masters: 4%)
46%
31%
19%
4%
Females: (Average Scale Score: 3,733, Tested: 195, Did Not Meet Grade Level Performance: 31%, Approaches: 37%, Meets: 24%, Masters: 8%)
31%
37%
24%
8%
Hispanic: (Average Scale Score: 3,582, Tested: 243, Did Not Meet Grade Level Performance: 42%, Approaches: 32%, Meets: 22%, Masters: 4%)
42%
32%
22%
4%
Asian: (Average Scale Score: 4,072, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 43%, Meets: 43%, Masters: 14%)
43%
43%
14%
Black: (Average Scale Score: 3,665, Tested: 143, Did Not Meet Grade Level Performance: 36%, Approaches: 37%, Meets: 19%, Masters: 8%)
36%
37%
19%
8%
White: (Average Scale Score: 3,748, Tested: 22, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 27%, Masters: 9%)
36%
28%
27%
9%
Multirace: (Average Scale Score: 3,717, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 16%, Masters: 17%)
33%
34%
16%
17%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,651
  • Males1,636
  • Females1,667
  • Hispanic1,660
  • Black1,643
  • White1,630
Math Average Scale Score:

1,651
State:

1,539
Math students tested: 303
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 404

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (62%)
  • Reporting Category 2: 8.9 (56%)
  • Reporting Category 3: 8.2 (54%)
  • Reporting Category 4: 3.6 (51%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 4%

32%
34%
30%
4%
Males: (Average Scale Score: 1,636, Tested: 150, Did Not Meet Grade Level Performance: 35%, Approaches: 36%, Meets: 26%, Masters: 3%)
35%
36%
26%
3%
Females: (Average Scale Score: 1,667, Tested: 153, Did Not Meet Grade Level Performance: 29%, Approaches: 32%, Meets: 34%, Masters: 5%)
29%
32%
34%
5%
Hispanic: (Average Scale Score: 1,660, Tested: 155, Did Not Meet Grade Level Performance: 30%, Approaches: 34%, Meets: 31%, Masters: 5%)
30%
34%
31%
5%
Black: (Average Scale Score: 1,643, Tested: 122, Did Not Meet Grade Level Performance: 34%, Approaches: 34%, Meets: 31%, Masters: 1%)
34%
34%
31%
1%
White: (Average Scale Score: 1,630, Tested: 16, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 12%, Masters: 13%)
38%
38%
12%
13%

    Reading Average Scale Score
    (8th Grade)

  • All1,647
  • Males1,639
  • Females1,657
  • Hispanic1,651
  • Black1,634
  • White1,696
  • Multirace1,678
Reading Average Scale Score:

1,647
State:

1,561
Reading students tested: 402
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 404

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 12.8 (67%)
  • Reporting Category 3: 10.3 (61%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 16%

34%
30%
20%
16%
Males: (Average Scale Score: 1,639, Tested: 210, Did Not Meet Grade Level Performance: 38%, Approaches: 28%, Meets: 19%, Masters: 15%)
38%
28%
19%
15%
Females: (Average Scale Score: 1,657, Tested: 192, Did Not Meet Grade Level Performance: 29%, Approaches: 33%, Meets: 21%, Masters: 17%)
29%
33%
21%
17%
Hispanic: (Average Scale Score: 1,651, Tested: 211, Did Not Meet Grade Level Performance: 33%, Approaches: 30%, Meets: 21%, Masters: 16%)
33%
30%
21%
16%
Black: (Average Scale Score: 1,634, Tested: 154, Did Not Meet Grade Level Performance: 38%, Approaches: 31%, Meets: 19%, Masters: 12%)
38%
31%
19%
12%
White: (Average Scale Score: 1,696, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 21%, Meets: 20%, Masters: 38%)
21%
21%
20%
38%
Multirace: (Average Scale Score: 1,678, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 20%, Masters: 20%)
60%
20%
20%

    Science Average Scale Score
    (8th Grade)

  • All3,740
  • Males3,737
  • Females3,743
  • Hispanic3,762
  • Black3,684
  • White3,935
  • Multirace3,792
Science Average Scale Score:

3,740
State:

3,634
Science students tested: 397
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 401

Science Avg Items Correct:
  • Reporting Category 1: 6.5 (59%)
  • Reporting Category 2: 5.6 (63%)
  • Reporting Category 3: 6.3 (57%)
  • Reporting Category 4: 6.9 (63%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 10%

35%
34%
21%
10%
Males: (Average Scale Score: 3,737, Tested: 206, Did Not Meet Grade Level Performance: 36%, Approaches: 31%, Meets: 21%, Masters: 12%)
36%
31%
21%
12%
Females: (Average Scale Score: 3,743, Tested: 191, Did Not Meet Grade Level Performance: 32%, Approaches: 39%, Meets: 22%, Masters: 7%)
32%
39%
22%
7%
Hispanic: (Average Scale Score: 3,762, Tested: 208, Did Not Meet Grade Level Performance: 34%, Approaches: 32%, Meets: 23%, Masters: 11%)
34%
32%
23%
11%
Black: (Average Scale Score: 3,684, Tested: 153, Did Not Meet Grade Level Performance: 37%, Approaches: 38%, Meets: 18%, Masters: 7%)
37%
38%
18%
7%
White: (Average Scale Score: 3,935, Tested: 23, Did Not Meet Grade Level Performance: 26%, Approaches: 39%, Meets: 13%, Masters: 22%)
26%
39%
13%
22%
Multirace: (Average Scale Score: 3,792, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 40%, Masters: 0%)
20%
40%
40%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,499
  • Males3,518
  • Females3,479
  • Hispanic3,494
  • Black3,471
  • White3,669
  • Multirace3,598
Social Studies Average Scale Score:

3,499
State:

3,461
Social Studies students tested: 397
# Absent - Not Tested: 4
Social Studies # Answer Documents Submitted: 401

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.5 (50%)
  • Reporting Category 2: 4.5 (45%)
  • Reporting Category 3: 5 (50%)
  • Reporting Category 4: 3.7 (53%)

Did Not Meet Grade Level Performance: 54%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 3%

54%
34%
9%
3%
Males: (Average Scale Score: 3,518, Tested: 206, Did Not Meet Grade Level Performance: 50%, Approaches: 35%, Meets: 11%, Masters: 4%)
50%
35%
11%
4%
Females: (Average Scale Score: 3,479, Tested: 191, Did Not Meet Grade Level Performance: 59%, Approaches: 32%, Meets: 7%, Masters: 2%)
59%
32%
7%
2%
Hispanic: (Average Scale Score: 3,494, Tested: 207, Did Not Meet Grade Level Performance: 56%, Approaches: 29%, Meets: 13%, Masters: 2%)
56%
29%
13%
2%
Black: (Average Scale Score: 3,471, Tested: 154, Did Not Meet Grade Level Performance: 56%, Approaches: 36%, Meets: 5%, Masters: 3%)
56%
36%
5%
3%
White: (Average Scale Score: 3,669, Tested: 23, Did Not Meet Grade Level Performance: 35%, Approaches: 52%, Meets: 4%, Masters: 9%)
35%
52%
4%
9%
Multirace: (Average Scale Score: 3,598, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 60%, Meets: 0%, Masters: 0%)
40%
60%

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 (all female)
  • Asian: 2
  • Black: 2

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

3.5
State:

17.4
Students without disabilities who received a school-related arrest: 4 (all female)
  • Asian: 2
  • Black: 2

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

3.5
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

  • Hispanic46
  • American Indian2
  • Native Hawaiian2
  • Black31
  • White13
  • Multirace2
  • LEP13
  • IDEA22
Chronic Student Absenteeism: 96 (male: 46, female: 50)
  • Hispanic: 46 (male: 20, female: 26)
  • American Indian / Alaska Native: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 31 (male: 17, female: 14)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 13 (male: 2, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
Chronic Student Absenteeism per 1,000 students
School:

83.9
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
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 physical restraint: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

5.2
Texas:

3.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Black: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School:

1.7
State:

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

  • Hispanic386
  • American Indian1
  • Asian3
  • Native Hawaiian12
  • Black292
  • White23
  • Multirace21
  • LEP179
  • IDEA144
School days missed due to out-of-school suspension: 738 (male: 523, female: 215)
  • Hispanic: 386 (male: 267, female: 119)
  • American Indian / Alaska Native: 1 (all male)
  • Asian: 3 (all female)
  • Native Hawaiian / Pacific Islander: 12 (all male)
  • Black: 292 (male: 220, female: 72)
  • White: 23 (all male)
  • Two or More Races: 21 (all female)
  • Limited English Proficiency (LEP): 179 (male: 139, female: 40)
  • Individuals With Disabilities Education Act (IDEA): 144 (male: 106, female: 38)
Instances of out-of-school suspension (Students without disabilities): 305

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

266.6
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic142
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black109
  • White13
  • Multirace4
  • LEP70
Students without disabilities receiving one or more in-school suspension: 276 (male: 161, female: 115)
  • Hispanic: 142 (male: 80, female: 62)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 109 (male: 65, female: 44)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 70 (male: 38, female: 32)

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

  • Hispanic28
  • Asian2
  • Black37
  • White5
  • LEP13
Students without disabilities receiving only one out-of-school suspension: 72 (male: 42, female: 30)
  • Hispanic: 28 (male: 17, female: 11)
  • Asian: 2 (all female)
  • Black: 37 (male: 20, female: 17)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)

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

  • Hispanic40
  • Native Hawaiian2
  • Black25
  • White2
  • Multirace2
  • LEP22
Students without disabilities receiving more than one out-of-school suspension: 71 (male: 53, female: 18)
  • Hispanic: 40 (male: 29, female: 11)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 25 (male: 20, female: 5)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 22 (male: 17, female: 5)
Instances of out-of-school suspension (Students with disabilities): 74

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

64.7
Texas:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic10
  • Black25
  • White4
  • Multirace2
  • LEP4
Students with disabilities receiving one or more in-school suspension: 41 (male: 24, female: 17)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 25 (male: 17, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic4
  • American Indian2
  • Black13
  • LEP2
Students with disabilities receiving only one out-of-school suspension: 19 (male: 15, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • Black10
  • White2
  • Multirace2
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 21 (male: 15, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic79
  • Asian7
  • Black43
  • White7
  • Multirace2
  • LEP10
  • IDEA2
8th grade student enrollment in Algebra I: 138 (male: 59, female: 79)
  • Hispanic: 79 (male: 29, female: 50)
  • Asian: 7 (male: 5, female: 2)
  • Black: 43 (male: 23, female: 20)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    8th grade studenst who passed Algebra I

  • Hispanic77
  • Asian4
  • Black41
  • White4
  • LEP8
8th grade studenst who passed Algebra I: 126 (male: 54, female: 72)
  • Hispanic: 77 (male: 28, female: 49)
  • Asian: 4 (all male)
  • Black: 41 (male: 22, female: 19)
  • White: 4 (all female)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Humble Middle School:

91.3%
State:

87.0%

Comments

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

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

  1. All Cities
  2. Texas
  3. Humble main city page
  4. Schools in Texas
  5. Humble Middle School


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

Table of Contents