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Irene Clinkscale Elementary School in Burleson, 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 79
Address
 600 BLAYKE ST
Burleson, TX 76028
Telephone
(817) 245-3900
(make sure to verify first before calling)
Website
http://clinkscale.burlesonisd.net/
City-data.com school rating
79
Students
600
Classroom Teachers (FTE)
37.2
Free lunch eligible students
139
Reduced-price lunch
eligible students
56
School district
BURLESON ISD
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Irene Clinkscale Elementary School:

79
JACK TAYLOR EL (2.3 miles):

78
FRAZIER EL (0.6 miles):

75
MOUND EL (1.6 miles):

66
BURLESON H S (0.6 miles):

65
STEAM MIDDLE (0.7 miles):

62
NORWOOD EL (1.9 miles):

57
HUGHES MIDDLE (1.4 miles):

53
NICK KERR MIDDLE (1.4 miles):

52
Irene Clinkscale Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Johnson County:

55
Burleson:

72
Irene Clinkscale Elementary:

79

Students & Teachers


Total enrollment:
Enrollment in 2016: 600
Enrollment in 2015: 589
Enrollment in 2014: 566
Enrollment in 2013: 500
Enrollment in 2012: 491
Enrollment in 2011: 454
Enrollment in 2010: 465

Irene Clinkscale Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students3831011159610399600
Female students - 374858514547286
Male students3465357455852314
American Indian/Alaska Native students - - 43 - - - 7
Asian students - - - 3 - 1 - 4
Hispanic students - 91726181515100
Black students - 34654224
White students3677276707877443
Hawaiian Native/Pacific Islander students - - - - - 1 - 1
Two or More Races students - 44134521

Enrollment by grade:
Pre-Kindergarten enrollment: 3
Kindergarten enrollment: 83
1st grade enrollment: 101
2nd grade enrollment: 115
3rd grade enrollment: 96
4th grade enrollment: 103
5th grade enrollment: 99

Irene Clinkscale Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 286 (47.7%)
Irene Clinkscale Elementary School:

47.7%
Texas:

49.0%
Male enrollment: 314 (52.3%)
Here:

52.3%
Texas:

50.1%

Irene Clinkscale Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 7 (1.2%)
Irene Clinkscale Elementary School:

1.2%
State:

0.4%
Asian enrollment: 4 (0.7%)
Irene Clinkscale Elementary School:

0.7%
Texas:

3.1%
Hispanic enrollment: 100 (16.7%)
Here:

16.7%
Texas:

46.9%
Black enrollment: 24 (4.0%)
Here:

4.0%
Texas:

11.6%
White enrollment: 443 (73.8%)
School:

73.8%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
Here:

0.2%
Texas:

0.1%
Two or More Races enrollment: 21 (3.5%)
Irene Clinkscale Elementary School:

3.5%
Texas:

2.1%

Irene Clinkscale Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 195 (32.5%)
Here:

32.5%
Texas:

61.6%
Free lunch eligible students: 139 (23.2%)
Here:

23.2%
State:

55.4%
Reduced-price lunch eligible students: 56 (9.3%)
School:

9.3%
State:

6.2%

Irene Clinkscale Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 37.2

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE nurses: 1
Number of FTE psychologists: 0.2

Student/Teacher Ratio
Irene Clinkscale Elementary School:

16.1
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,963,892
  • Full-time Equivalency Count of Teachers: 37.2 (Salary Expenditures: $1,643,134)
  • Full-time Equivalency Count of Instructional Aides: 1.9 (Salary Expenditures: $28,872)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $157,996)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $133,490)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $36,773
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,195,090
  • Salary Expenditures for Teachers: $1,796,594
  • Full-time Equivalency Count of Instructional Aides: 6.7 (Salary Expenditures: $106,610)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $157,996)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $133,490)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $36,808

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 51 (male: 41, female: 10)
  • Hispanic: 13 (all male)
  • White: 38 (male: 28, female: 10)
Students with disabilities served under Section 504: 35 (male: 19, female: 16)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 31 (male: 17, female: 14)

Retention:
Show data for

(State average from 3,201 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
School:

2.4%
Texas:

5.2%
Total number of students retained in 1st grade: 2 (all male)
  • American Indian / Alaska Native: 2

Percent of 1st grade students retained
Irene Clinkscale Elementary School:

2.0%
Texas:

6.1%
Total number of students retained in 2nd grade: 2 (all female)
  • White: 2

Percent of 2nd grade students retained
Irene Clinkscale Elementary School:

1.7%
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: 25 (male: 18, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 19 (male: 14, female: 5)

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

41.7
State:

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)

  • All1,485
  • Males1,485
  • Females1,485
  • Hispanic1,441
  • White1,491
  • Multirace1,553
Math Average Scale Score:

1,485
State:

1,453
Math students tested: 115
Math # Answer Documents Submitted: 115

Math Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 8.7 (67%)
  • Reporting Category 3: 4.3 (62%)
  • Reporting Category 4: 2.8 (69%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 27%

23%
28%
22%
27%
Males: (Average Scale Score: 1,485, Tested: 60, Did Not Meet Grade Level Performance: 22%, Approaches: 28%, Meets: 23%, Masters: 27%)
22%
28%
23%
27%
Females: (Average Scale Score: 1,485, Tested: 55, Did Not Meet Grade Level Performance: 24%, Approaches: 29%, Meets: 20%, Masters: 27%)
24%
29%
20%
27%
Hispanic: (Average Scale Score: 1,441, Tested: 23, Did Not Meet Grade Level Performance: 22%, Approaches: 39%, Meets: 26%, Masters: 13%)
22%
39%
26%
13%
White: (Average Scale Score: 1,491, Tested: 74, Did Not Meet Grade Level Performance: 24%, Approaches: 27%, Meets: 18%, Masters: 31%)
24%
27%
18%
31%
Multirace: (Average Scale Score: 1,553, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 67%, Masters: 22%)
11%
67%
22%

    Reading Average Scale Score
    (3rd Grade)

  • All1,453
  • Males1,439
  • Females1,468
  • Hispanic1,435
  • White1,453
  • Multirace1,488
Reading Average Scale Score:

1,453
State:

1,423
Reading students tested: 115
Reading # Answer Documents Submitted: 115

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (82%)
  • Reporting Category 2: 10 (67%)
  • Reporting Category 3: 9.4 (67%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 24%

18%
39%
19%
24%
Males: (Average Scale Score: 1,439, Tested: 60, Did Not Meet Grade Level Performance: 23%, Approaches: 34%, Meets: 21%, Masters: 22%)
23%
34%
21%
22%
Females: (Average Scale Score: 1,468, Tested: 55, Did Not Meet Grade Level Performance: 13%, Approaches: 43%, Meets: 17%, Masters: 27%)
13%
43%
17%
27%
Hispanic: (Average Scale Score: 1,435, Tested: 23, Did Not Meet Grade Level Performance: 13%, Approaches: 48%, Meets: 17%, Masters: 22%)
13%
48%
17%
22%
White: (Average Scale Score: 1,453, Tested: 74, Did Not Meet Grade Level Performance: 23%, Approaches: 35%, Meets: 19%, Masters: 23%)
23%
35%
19%
23%
Multirace: (Average Scale Score: 1,488, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 44%, Meets: 12%, Masters: 44%)
44%
12%
44%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,589
  • Males1,599
  • Females1,578
  • Hispanic1,592
  • Black1,497
  • White1,594
Math Average Scale Score:

1,589
Texas:

1,546
Math students tested: 117
Math # Answer Documents Submitted: 117

Math Avg Items Correct:
  • Reporting Category 1: 6.3 (70%)
  • Reporting Category 2: 7.5 (68%)
  • Reporting Category 3: 7 (70%)
  • Reporting Category 4: 3 (76%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 26%

15%
34%
25%
26%
Males: (Average Scale Score: 1,599, Tested: 61, Did Not Meet Grade Level Performance: 15%, Approaches: 31%, Meets: 26%, Masters: 28%)
15%
31%
26%
28%
Females: (Average Scale Score: 1,578, Tested: 56, Did Not Meet Grade Level Performance: 16%, Approaches: 36%, Meets: 23%, Masters: 25%)
16%
36%
23%
25%
Hispanic: (Average Scale Score: 1,592, Tested: 28, Did Not Meet Grade Level Performance: 11%, Approaches: 39%, Meets: 25%, Masters: 25%)
11%
39%
25%
25%
Black: (Average Scale Score: 1,497, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 25%, Meets: 12%, Masters: 13%)
50%
25%
12%
13%
White: (Average Scale Score: 1,594, Tested: 74, Did Not Meet Grade Level Performance: 15%, Approaches: 31%, Meets: 27%, Masters: 27%)
15%
31%
27%
27%

    Reading Average Scale Score
    (4th Grade)

  • All1,520
  • Males1,525
  • Females1,514
  • Hispanic1,491
  • Black1,499
  • White1,537
Reading Average Scale Score:

1,520
State:

1,496
Reading students tested: 117
Reading # Answer Documents Submitted: 117

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 10.1 (68%)
  • Reporting Category 3: 8.7 (67%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 22%

26%
28%
24%
22%
Males: (Average Scale Score: 1,525, Tested: 61, Did Not Meet Grade Level Performance: 26%, Approaches: 23%, Meets: 25%, Masters: 26%)
26%
23%
25%
26%
Females: (Average Scale Score: 1,514, Tested: 56, Did Not Meet Grade Level Performance: 27%, Approaches: 32%, Meets: 23%, Masters: 18%)
27%
32%
23%
18%
Hispanic: (Average Scale Score: 1,491, Tested: 28, Did Not Meet Grade Level Performance: 32%, Approaches: 36%, Meets: 21%, Masters: 11%)
32%
36%
21%
11%
Black: (Average Scale Score: 1,499, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 25%, Masters: 25%)
25%
25%
25%
25%
White: (Average Scale Score: 1,537, Tested: 74, Did Not Meet Grade Level Performance: 23%, Approaches: 26%, Meets: 23%, Masters: 28%)
23%
26%
23%
28%
Writing students tested: 1
Writing # Answer Documents Submitted: 1

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,650
  • Males1,634
  • Females1,668
  • Hispanic1,648
  • White1,650
  • Multirace1,657
Math Average Scale Score:

1,650
State:

1,603
Math students tested: 99
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 101

Math Avg Items Correct:
  • Reporting Category 1: 4.3 (71%)
  • Reporting Category 2: 11.8 (70%)
  • Reporting Category 3: 6.8 (76%)
  • Reporting Category 4: 3 (75%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 36%

8%
27%
29%
36%
Males: (Average Scale Score: 1,634, Tested: 52, Did Not Meet Grade Level Performance: 13%, Approaches: 31%, Meets: 21%, Masters: 35%)
13%
31%
21%
35%
Females: (Average Scale Score: 1,668, Tested: 47, Did Not Meet Grade Level Performance: 2%, Approaches: 24%, Meets: 36%, Masters: 38%)
2%
24%
36%
38%
Hispanic: (Average Scale Score: 1,648, Tested: 17, Did Not Meet Grade Level Performance: 6%, Approaches: 29%, Meets: 24%, Masters: 41%)
6%
29%
24%
41%
White: (Average Scale Score: 1,650, Tested: 74, Did Not Meet Grade Level Performance: 8%, Approaches: 27%, Meets: 30%, Masters: 35%)
8%
27%
30%
35%
Multirace: (Average Scale Score: 1,657, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 40%, Masters: 40%)
20%
40%
40%

    Reading Average Scale Score
    (5th Grade)

  • All1,596
  • Males1,586
  • Females1,608
  • Hispanic1,615
  • White1,598
  • Multirace1,519
Reading Average Scale Score:

1,596
State:

1,546
Reading students tested: 99
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 101

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: 11%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 29%

11%
31%
29%
29%
Males: (Average Scale Score: 1,586, Tested: 52, Did Not Meet Grade Level Performance: 12%, Approaches: 38%, Meets: 25%, Masters: 25%)
12%
38%
25%
25%
Females: (Average Scale Score: 1,608, Tested: 47, Did Not Meet Grade Level Performance: 11%, Approaches: 23%, Meets: 32%, Masters: 34%)
11%
23%
32%
34%
Hispanic: (Average Scale Score: 1,615, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 41%, Meets: 18%, Masters: 41%)
41%
18%
41%
White: (Average Scale Score: 1,598, Tested: 74, Did Not Meet Grade Level Performance: 12%, Approaches: 27%, Meets: 33%, Masters: 28%)
12%
27%
33%
28%
Multirace: (Average Scale Score: 1,519, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%

    Science Average Scale Score
    (5th Grade)

  • All3,892
  • Males3,922
  • Females3,859
  • Hispanic3,922
  • White3,885
Science Average Scale Score:

3,892
State:

3,771
Science students tested: 98
# Absent - Not Tested: 3
Science # Answer Documents Submitted: 101

Science Avg Items Correct:
  • Reporting Category 1: 4.4 (73%)
  • Reporting Category 2: 6.2 (78%)
  • Reporting Category 3: 6.9 (69%)
  • Reporting Category 4: 8.5 (71%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 12%

18%
39%
31%
12%
Males: (Average Scale Score: 3,922, Tested: 51, Did Not Meet Grade Level Performance: 18%, Approaches: 39%, Meets: 25%, Masters: 18%)
18%
39%
25%
18%
Females: (Average Scale Score: 3,859, Tested: 47, Did Not Meet Grade Level Performance: 19%, Approaches: 38%, Meets: 37%, Masters: 6%)
19%
38%
37%
6%
Hispanic: (Average Scale Score: 3,922, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 35%, Meets: 29%, Masters: 18%)
18%
35%
29%
18%
White: (Average Scale Score: 3,885, Tested: 74, Did Not Meet Grade Level Performance: 19%, Approaches: 39%, Meets: 31%, Masters: 11%)
19%
39%
31%
11%

Health & Safety


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.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. 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. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Irene Clinkscale Elementary School:

1.7
Texas:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • White: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • White: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

1.7
Texas:

1.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all female)
  • White: 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

  • Hispanic7
  • American Indian2
  • Black4
  • White31
  • Multirace2
  • IDEA7
  • 5044
Chronic Student Absenteeism: 46 (male: 20, female: 26)
  • Hispanic: 7 (male: 2, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 31 (male: 14, female: 17)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

76.7
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 students with disabilities (IDEA) subjected to physical restraint: 4 (all male)
  • Hispanic: 2
  • White: 2

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

6.7
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: 20 (all male)
  • Hispanic: 1
  • White: 19
Instances of out-of-school suspension (Students without disabilities): 6

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

10.0
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • White: 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 17 (all male)
  • White: 17
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
  • Section 504: 2

Expulsions:
Show data for

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

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

3.3
Texas:

26.6

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