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John Glenn Elementary School in San Antonio, TX
(PK-03 • 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 22
Address
 7284 FM 1628
San Antonio, TX 78263
Telephone
(210) 649-2021
(make sure to verify first before calling)
City-data.com school rating
22
Students
626
Classroom Teachers (FTE)
39.5
Free lunch eligible students
285
Reduced-price lunch
eligible students
54
School district
EAST CENTRAL 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:
OAK CREST INT (2.5 miles):

37
EAST CENTRAL H S (0.1 miles):

35
EAST CENTRAL HERITAGE MIDDLE (2.4 miles):

26
John Glenn Elementary School:

22
HARMONY EL (6.1 miles):

17
SALADO INT (6.5 miles):

15
ATHLOS LEADERSHIP ACADEMY (6.9 miles):

13
HIRSCH EL (7.2 miles):

10
LEGACY MIDDLE (6.4 miles):

9
John Glenn Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Bexar County:

48
San Antonio:

48
John Glenn Elementary School:

22

Students & Teachers


Total enrollment:
Enrollment in 2016: 626
Enrollment in 2015: 615
Enrollment in 2014: 515
Enrollment in 2013: 515
Enrollment in 2012: 537
Enrollment in 2011: 549
Enrollment in 2010: 562
Enrollment in 2009: 535
Enrollment in 2008: 523
Enrollment in 2007: 547
Enrollment in 2006: 716
Enrollment in 2005: 696
Enrollment in 2004: 697
Enrollment in 2003: 679
Enrollment in 2002: 684
Enrollment in 2001: 690
Enrollment in 2000: 676
Enrollment in 1999: 613

John Glenn Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03Total
All students78127134141146626
Female students3365695970296
Male students4562658276330
Asian students - - 2136
Hispanic students4565788175344
Black students578111243
White students2353434251212
Two or More Races students5236521

Enrollment by grade:
Pre-Kindergarten enrollment: 78
Kindergarten enrollment: 127
1st grade enrollment: 134
2nd grade enrollment: 141
3rd grade enrollment: 146

John Glenn Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 296 (47.3%)
John Glenn Elementary School:

47.3%
State:

49.0%
Male enrollment: 330 (52.7%)
School:

52.7%
State:

50.1%

John Glenn Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 6 (1.0%)
Here:

1.0%
Texas:

3.1%
Hispanic enrollment: 344 (55.0%)
Here:

55.0%
Texas:

46.9%
Black enrollment: 43 (6.9%)
School:

6.9%
Texas:

11.6%
White enrollment: 212 (33.9%)
School:

33.9%
State:

32.3%
Two or More Races enrollment: 21 (3.4%)
Here:

3.4%
Texas:

2.1%

John Glenn Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 339 (54.2%)
John Glenn Elementary School:

54.2%
Texas:

61.6%
Free lunch eligible students: 285 (45.5%)
Here:

45.5%
Texas:

55.4%
Reduced-price lunch eligible students: 54 (8.6%)
Here:

8.6%
State:

6.2%

John Glenn Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 39.5

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 18
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
School:

15.8
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,139,396
  • Full-time Equivalency Count of Teachers: 39.5 (Salary Expenditures: $1,700,472)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $105,241)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $172,543)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $161,140)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $312,302
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,014,560
  • Salary Expenditures for Teachers: $2,212,958
  • Full-time Equivalency Count of Instructional Aides: 12 (Salary Expenditures: $280,155)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $414,607)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $161,140)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $312,302

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 63 (male: 31, female: 32)
  • Hispanic: 61 (male: 29, female: 32)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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: 52 (male: 35, female: 17)
  • Hispanic: 35 (male: 25, female: 10)
  • White: 17 (male: 10, female: 7)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic13
  • Black2
  • White10
  • Multirace2
  • LEP4
Students with disabilities served under Section 504: 27 (male: 20, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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 female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
Here:

1.5%
State:

6.1%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic16
  • Asian2
  • White10
  • Multirace2
  • LEP4
Gifted and Talented Student Enrollment: 30 (male: 12, female: 18)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all female)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

47.9
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)

  • All1,426
  • Males1,416
  • Females1,440
  • Hispanic1,403
  • Black1,319
  • White1,468
Math Average Scale Score:

1,426
State:

1,453
Math students tested: 125
Math # Answer Documents Submitted: 125

Math Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 7.6 (58%)
  • Reporting Category 3: 4 (56%)
  • Reporting Category 4: 2.4 (60%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 17%

34%
32%
17%
17%
Males: (Average Scale Score: 1,416, Tested: 71, Did Not Meet Grade Level Performance: 39%, Approaches: 27%, Meets: 14%, Masters: 20%)
39%
27%
14%
20%
Females: (Average Scale Score: 1,440, Tested: 54, Did Not Meet Grade Level Performance: 26%, Approaches: 39%, Meets: 22%, Masters: 13%)
26%
39%
22%
13%
Hispanic: (Average Scale Score: 1,403, Tested: 69, Did Not Meet Grade Level Performance: 46%, Approaches: 26%, Meets: 14%, Masters: 14%)
46%
26%
14%
14%
Black: (Average Scale Score: 1,319, Tested: 8, Did Not Meet Grade Level Performance: 63%, Approaches: 38%, Meets: 0%, Masters: 0%)
63%
38%
White: (Average Scale Score: 1,468, Tested: 42, Did Not Meet Grade Level Performance: 12%, Approaches: 40%, Meets: 27%, Masters: 21%)
12%
40%
27%
21%

    Reading Average Scale Score
    (3rd Grade)

  • All1,398
  • Males1,371
  • Females1,433
  • Hispanic1,381
  • Black1,333
  • White1,424
Reading Average Scale Score:

1,398
State:

1,423
Reading students tested: 126
Reading # Answer Documents Submitted: 126

Reading Avg Items Correct:
  • Reporting Category 1: 4 (79%)
  • Reporting Category 2: 8.8 (59%)
  • Reporting Category 3: 8 (57%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 15%

33%
36%
16%
15%
Males: (Average Scale Score: 1,371, Tested: 72, Did Not Meet Grade Level Performance: 39%, Approaches: 37%, Meets: 17%, Masters: 7%)
39%
37%
17%
7%
Females: (Average Scale Score: 1,433, Tested: 54, Did Not Meet Grade Level Performance: 24%, Approaches: 35%, Meets: 15%, Masters: 26%)
24%
35%
15%
26%
Hispanic: (Average Scale Score: 1,381, Tested: 70, Did Not Meet Grade Level Performance: 41%, Approaches: 33%, Meets: 10%, Masters: 16%)
41%
33%
10%
16%
Black: (Average Scale Score: 1,333, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 50%, Meets: 13%, Masters: 0%)
38%
50%
13%
White: (Average Scale Score: 1,424, Tested: 42, Did Not Meet Grade Level Performance: 21%, Approaches: 41%, Meets: 21%, Masters: 17%)
21%
41%
21%
17%
3rd Grade (Spanish)

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

  • All1,437
  • Males1,452
  • Females1,426
  • Hispanic1,435
Math Average Scale Score:

1,437
State:

510
Math students tested: 19
Math # Answer Documents Submitted: 19

Math Avg Items Correct:
  • Reporting Category 1: 4.6 (58%)
  • Reporting Category 2: 8.1 (62%)
  • Reporting Category 3: 4.2 (60%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 16%

26%
42%
16%
16%
Males: (Average Scale Score: 1,452, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 50%, Meets: 0%, Masters: 25%)
25%
50%
25%
Females: (Average Scale Score: 1,426, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 37%, Meets: 27%, Masters: 9%)
27%
37%
27%
9%
Hispanic: (Average Scale Score: 1,435, Tested: 18, Did Not Meet Grade Level Performance: 28%, Approaches: 39%, Meets: 16%, Masters: 17%)
28%
39%
16%
17%

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

  • All1,348
  • Males1,346
  • Females1,349
  • Hispanic1,350
Reading Average Scale Score:

1,348
State:

956
Reading students tested: 18
Reading # Answer Documents Submitted: 18

Reading Avg Items Correct:
  • Reporting Category 1: 3.2 (64%)
  • Reporting Category 2: 7.6 (51%)
  • Reporting Category 3: 7.6 (54%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 11%

39%
39%
11%
11%
Males: (Average Scale Score: 1,346, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 57%, Meets: 0%, Masters: 14%)
29%
57%
14%
Females: (Average Scale Score: 1,349, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 28%, Meets: 18%, Masters: 9%)
45%
28%
18%
9%
Hispanic: (Average Scale Score: 1,350, Tested: 17, Did Not Meet Grade Level Performance: 41%, Approaches: 35%, Meets: 12%, Masters: 12%)
41%
35%
12%
12%

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

  • Hispanic31
  • Black2
  • White28
  • Multirace2
  • LEP2
  • IDEA10
  • 5044
Chronic Student Absenteeism: 63 (male: 33, female: 30)
  • Hispanic: 31 (male: 14, female: 17)
  • Black: 2 (all female)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
John Glenn Elementary School:

100.6
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

  • Hispanic9
  • Black2
  • LEP3
  • IDEA2
School days missed due to out-of-school suspension: 11 (all male)
  • Hispanic: 9
  • Black: 2
  • Limited English Proficiency (LEP): 3
  • Individuals With Disabilities Education Act (IDEA): 2
Instances of out-of-school suspension (All preschool students): 1

Instances of out-of-school suspension per 1,000 students (All preschool students)
Here:

1.6
State:

1.4
Preschool children receiving only one out-of-school suspension: 2 (all female)
  • Black: 2
Instances of out-of-school suspension (Students without disabilities): 8

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

12.8
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic22
  • Black10
  • White13
  • LEP7
Students without disabilities receiving one or more in-school suspension: 45 (male: 39, female: 6)
  • Hispanic: 22 (male: 20, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 2

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
John Glenn Elementary School:

3.2
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 2

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

3.2
State:

12.0
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2

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