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John P Ojeda J H School in Austin, TX
(06-09 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 21
Address
 4900 MCKINNEY FALLS PKWY
Austin, TX 78744
Telephone
(512) 386-3500
(make sure to verify first before calling)
Website
http://del-valle.k12.tx.us
City-data.com school rating
21
Students
886
Classroom Teachers (FTE)
73.6
Free lunch eligible students
723
Reduced-price lunch
eligible students
76
School district
DEL VALLE 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:
IDEA ALLAN ACADEMY (2.6 miles):

77
IDEA ALLAN COLLEGE PREPARATORY (2.6 miles):

75
SMITH EL (0.4 miles):

61
BATY EL (2.5 miles):

51
RODRIGUEZ EL (2.2 miles):

27
John P Ojeda J H School:

21
HILLCREST EL (2.0 miles):

19
WIDEN EL (1.7 miles):

17
MENDEZ M S (1.8 miles):

11
John P Ojeda J H School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
John P Ojeda J H School:

21

Students & Teachers


Total enrollment:
Enrollment in 2016: 886
Enrollment in 2015: 963
Enrollment in 2014: 1,002
Enrollment in 2013: 946
Enrollment in 2012: 907
Enrollment in 2011: 815
Enrollment in 2010: 953
Enrollment in 2009: 871
Enrollment in 2008: 569
Enrollment in 2007: 594
Enrollment in 2006: 586
Enrollment in 2005: 583
Enrollment in 2004: 590

John P Ojeda J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students298295293886
Female students158148156462
Male students140147137424
American Indian/Alaska Native students3 - 14
Asian students - 213
Hispanic students266251250767
Black students12262260
White students12131843
Two or More Races students5319

Enrollment by grade:
6th grade enrollment: 298
7th grade enrollment: 295
8th grade enrollment: 293

John P Ojeda J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 462 (52.1%)
John P Ojeda J H School:

52.1%
Texas:

49.0%
Male enrollment: 424 (47.9%)
Here:

47.9%
Texas:

50.1%

John P Ojeda J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 4 (0.5%)
School:

0.5%
State:

0.4%
Asian enrollment: 3 (0.3%)
School:

0.3%
Texas:

3.1%
Hispanic enrollment: 767 (86.6%)
Here:

86.6%
State:

46.9%
Black enrollment: 60 (6.8%)
Here:

6.8%
Texas:

11.6%
White enrollment: 43 (4.9%)
School:

4.9%
State:

32.3%
Two or More Races enrollment: 9 (1.0%)
John P Ojeda J H School:

1.0%
Texas:

2.1%

John P Ojeda J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 799 (90.2%)
Here:

90.2%
State:

61.6%
Free lunch eligible students: 723 (81.6%)
Here:

81.6%
State:

55.4%
Reduced-price lunch eligible students: 76 (8.6%)
School:

8.6%
Texas:

6.2%

John P Ojeda J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 73.6

Number of FTE teachers in their second year of teaching: 15
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 26.2

Student/Teacher Ratio
School:

12.0
State:

15.6

John P Ojeda J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,196,540
  • Full-time Equivalency Count of Teachers: 81.6 (Salary Expenditures: $3,617,036)
  • Full-time Equivalency Count of Instructional Aides: 8.2 (Salary Expenditures: $196,308)
  • Full-time Equivalency Count of Support Services Staff: 15.8 (Salary Expenditures: $770,539)
  • Full-time Equivalency Count of School Administration Staff: 5.8 (Salary Expenditures: $207,367)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $218,774
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,889,905
  • Salary Expenditures for Teachers: $3,664,172
  • Full-time Equivalency Count of Instructional Aides: 7.2 (Salary Expenditures: $152,308)
  • Full-time Equivalency Count of Support Services Staff: 11.3 (Salary Expenditures: $2,232,758)
  • Full-time Equivalency Count of School Administration Staff: 9.5 (Salary Expenditures: $406,044)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $303,786

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic271
  • Asian4
  • Black4
  • IDEA28
Students Enrolled in LEP Programs: 279 (male: 144, female: 135)
  • Hispanic: 271 (male: 140, female: 131)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 17, female: 11)

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: 103 (male: 62, female: 41)
  • Hispanic: 92 (male: 55, female: 37)
  • Black: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 29 (male: 16, female: 13)

    Students with disabilities served under Section 504

  • Hispanic37
  • Black4
  • White4
  • LEP10
Students with disabilities served under Section 504: 45 (male: 30, female: 15)
  • Hispanic: 37 (male: 26, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • 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

  • Hispanic37
  • Black2
  • White7
  • Multirace2
  • LEP2
Gifted and Talented Student Enrollment: 48 (male: 26, female: 22)
  • Hispanic: 37 (male: 17, female: 20)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

54.2
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

  • All4,409
  • Males4,308
  • Females4,507
  • Hispanic4,397
  • White4,521
Algebra I Average Scale Score:

4,409
State:

4,001
Algebra I students tested: 49
Algebra I # Answer Documents Submitted: 49

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.3 (75%)
  • Reporting Category 2: 9.3 (77%)
  • Reporting Category 3: 10.2 (73%)
  • Reporting Category 4: 8.3 (76%)
  • Reporting Category 5: 5 (84%)

Did Not Meet Grade Level Performance: 2%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 59%

2%
12%
27%
59%
Males: (Average Scale Score: 4,308, Tested: 24, Did Not Meet Grade Level Performance: 4%, Approaches: 13%, Meets: 29%, Masters: 54%)
4%
13%
29%
54%
Females: (Average Scale Score: 4,507, Tested: 25, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 24%, Masters: 64%)
12%
24%
64%
Hispanic: (Average Scale Score: 4,397, Tested: 42, Did Not Meet Grade Level Performance: 2%, Approaches: 15%, Meets: 26%, Masters: 57%)
2%
15%
26%
57%
White: (Average Scale Score: 4,521, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 17%, Masters: 83%)
17%
83%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,560
  • Males1,566
  • Females1,552
  • Hispanic1,564
  • Black1,488
  • White1,544
  • Multirace1,589
Math Average Scale Score:

1,560
State:

1,546
Math students tested: 307
Math # Answer Documents Submitted: 307

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (44%)
  • Reporting Category 2: 6.5 (43%)
  • Reporting Category 3: 2.4 (40%)
  • Reporting Category 4: 2.5 (35%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 4%

45%
37%
14%
4%
Males: (Average Scale Score: 1,566, Tested: 168, Did Not Meet Grade Level Performance: 44%, Approaches: 35%, Meets: 15%, Masters: 6%)
44%
35%
15%
6%
Females: (Average Scale Score: 1,552, Tested: 139, Did Not Meet Grade Level Performance: 47%, Approaches: 39%, Meets: 13%, Masters: 1%)
47%
39%
13%
1%
Hispanic: (Average Scale Score: 1,564, Tested: 275, Did Not Meet Grade Level Performance: 44%, Approaches: 37%, Meets: 15%, Masters: 4%)
44%
37%
15%
4%
Black: (Average Scale Score: 1,488, Tested: 16, Did Not Meet Grade Level Performance: 75%, Approaches: 25%, Meets: 0%, Masters: 0%)
75%
25%
White: (Average Scale Score: 1,544, Tested: 10, Did Not Meet Grade Level Performance: 50%, Approaches: 20%, Meets: 30%, Masters: 0%)
50%
20%
30%
Multirace: (Average Scale Score: 1,589, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 0%, Masters: 20%)
40%
40%
20%

    Reading Average Scale Score
    (6th Grade)

  • All1,523
  • Males1,505
  • Females1,544
  • Hispanic1,521
  • Black1,489
  • White1,600
  • Multirace1,593
Reading Average Scale Score:

1,523
Texas:

1,457
Reading students tested: 308
Reading # Answer Documents Submitted: 308

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 10.2 (60%)
  • Reporting Category 3: 7.7 (52%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 9%

50%
28%
13%
9%
Males: (Average Scale Score: 1,505, Tested: 169, Did Not Meet Grade Level Performance: 59%, Approaches: 20%, Meets: 12%, Masters: 9%)
59%
20%
12%
9%
Females: (Average Scale Score: 1,544, Tested: 139, Did Not Meet Grade Level Performance: 40%, Approaches: 38%, Meets: 12%, Masters: 10%)
40%
38%
12%
10%
Hispanic: (Average Scale Score: 1,521, Tested: 276, Did Not Meet Grade Level Performance: 50%, Approaches: 29%, Meets: 12%, Masters: 9%)
50%
29%
12%
9%
Black: (Average Scale Score: 1,489, Tested: 16, Did Not Meet Grade Level Performance: 69%, Approaches: 12%, Meets: 13%, Masters: 6%)
69%
12%
13%
6%
White: (Average Scale Score: 1,600, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 40%, Meets: 10%, Masters: 20%)
30%
40%
10%
20%
Multirace: (Average Scale Score: 1,593, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 0%, Masters: 40%)
40%
20%
40%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,556
  • Males1,547
  • Females1,568
  • Hispanic1,560
  • Black1,519
  • White1,531
Math Average Scale Score:

1,556
Texas:

1,571
Math students tested: 224
# Absent - Not Tested: 4
Math # Answer Documents Submitted: 297

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (42%)
  • Reporting Category 2: 5.9 (39%)
  • Reporting Category 3: 4.2 (35%)
  • Reporting Category 4: 1.9 (27%)

Did Not Meet Grade Level Performance: 66%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 2%

66%
26%
6%
2%
Males: (Average Scale Score: 1,547, Tested: 128, Did Not Meet Grade Level Performance: 71%, Approaches: 21%, Meets: 6%, Masters: 2%)
71%
21%
6%
2%
Females: (Average Scale Score: 1,568, Tested: 96, Did Not Meet Grade Level Performance: 58%, Approaches: 34%, Meets: 7%, Masters: 1%)
58%
34%
7%
1%
Hispanic: (Average Scale Score: 1,560, Tested: 197, Did Not Meet Grade Level Performance: 64%, Approaches: 27%, Meets: 7%, Masters: 2%)
64%
27%
7%
2%
Black: (Average Scale Score: 1,519, Tested: 18, Did Not Meet Grade Level Performance: 78%, Approaches: 16%, Meets: 6%, Masters: 0%)
78%
16%
6%
White: (Average Scale Score: 1,531, Tested: 6, Did Not Meet Grade Level Performance: 83%, Approaches: 17%, Meets: 0%, Masters: 0%)
83%
17%

    Reading Average Scale Score
    (7th Grade)

  • All1,584
  • Males1,547
  • Females1,626
  • Hispanic1,587
  • Black1,556
  • White1,582
Reading Average Scale Score:

1,584
State:

1,550
Reading students tested: 294
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 296

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (59%)
  • Reporting Category 2: 10.2 (56%)
  • Reporting Category 3: 8.5 (53%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 10%

44%
32%
14%
10%
Males: (Average Scale Score: 1,547, Tested: 154, Did Not Meet Grade Level Performance: 55%, Approaches: 33%, Meets: 9%, Masters: 3%)
55%
33%
9%
3%
Females: (Average Scale Score: 1,626, Tested: 140, Did Not Meet Grade Level Performance: 33%, Approaches: 29%, Meets: 20%, Masters: 18%)
33%
29%
20%
18%
Hispanic: (Average Scale Score: 1,587, Tested: 256, Did Not Meet Grade Level Performance: 43%, Approaches: 32%, Meets: 15%, Masters: 10%)
43%
32%
15%
10%
Black: (Average Scale Score: 1,556, Tested: 23, Did Not Meet Grade Level Performance: 65%, Approaches: 13%, Meets: 9%, Masters: 13%)
65%
13%
9%
13%
White: (Average Scale Score: 1,582, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 19%, Meets: 18%, Masters: 18%)
45%
19%
18%
18%

    Writing Average Scale Score
    (7th Grade)

  • All3,473
  • Males3,284
  • Females3,677
  • Hispanic3,482
  • Black3,302
  • White3,553
Writing Average Scale Score:

3,473
State:

3,515
Writing students tested: 296
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 298

Writing Avg Items Correct:
  • Reporting Category 1: 6.8 (43%)
  • Reporting Category 2: 7.1 (55%)
  • Reporting Category 3: 9.8 (58%)

Did Not Meet Grade Level Performance: 55%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 4%

55%
24%
17%
4%
Males: (Average Scale Score: 3,284, Tested: 154, Did Not Meet Grade Level Performance: 68%, Approaches: 21%, Meets: 11%, Masters: 0%)
68%
21%
11%
Females: (Average Scale Score: 3,677, Tested: 142, Did Not Meet Grade Level Performance: 41%, Approaches: 28%, Meets: 23%, Masters: 8%)
41%
28%
23%
8%
Hispanic: (Average Scale Score: 3,482, Tested: 257, Did Not Meet Grade Level Performance: 54%, Approaches: 25%, Meets: 17%, Masters: 4%)
54%
25%
17%
4%
Black: (Average Scale Score: 3,302, Tested: 24, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 13%, Masters: 4%)
67%
16%
13%
4%
White: (Average Scale Score: 3,553, Tested: 11, Did Not Meet Grade Level Performance: 55%, Approaches: 18%, Meets: 27%, Masters: 0%)
55%
18%
27%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,620
  • Males1,602
  • Females1,633
  • Hispanic1,618
  • Black1,649
  • White1,635
Math Average Scale Score:

1,620
State:

1,539
Math students tested: 300
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 353

Math Avg Items Correct:
  • Reporting Category 1: 2.2 (55%)
  • Reporting Category 2: 7.6 (48%)
  • Reporting Category 3: 7.4 (49%)
  • Reporting Category 4: 3.5 (50%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 3%

43%
34%
20%
3%
Males: (Average Scale Score: 1,602, Tested: 125, Did Not Meet Grade Level Performance: 51%, Approaches: 30%, Meets: 17%, Masters: 2%)
51%
30%
17%
2%
Females: (Average Scale Score: 1,633, Tested: 175, Did Not Meet Grade Level Performance: 37%, Approaches: 37%, Meets: 23%, Masters: 3%)
37%
37%
23%
3%
Hispanic: (Average Scale Score: 1,618, Tested: 268, Did Not Meet Grade Level Performance: 44%, Approaches: 34%, Meets: 19%, Masters: 3%)
44%
34%
19%
3%
Black: (Average Scale Score: 1,649, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 13%, Meets: 47%, Masters: 0%)
40%
13%
47%
White: (Average Scale Score: 1,635, Tested: 14, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 29%, Masters: 0%)
29%
42%
29%

    Reading Average Scale Score
    (8th Grade)

  • All1,633
  • Males1,622
  • Females1,641
  • Hispanic1,626
  • Black1,623
  • White1,724
Reading Average Scale Score:

1,633
State:

1,561
Reading students tested: 278
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 353

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 12.2 (64%)
  • Reporting Category 3: 10 (59%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 13%

38%
32%
17%
13%
Males: (Average Scale Score: 1,622, Tested: 121, Did Not Meet Grade Level Performance: 45%, Approaches: 26%, Meets: 16%, Masters: 13%)
45%
26%
16%
13%
Females: (Average Scale Score: 1,641, Tested: 157, Did Not Meet Grade Level Performance: 33%, Approaches: 36%, Meets: 18%, Masters: 13%)
33%
36%
18%
13%
Hispanic: (Average Scale Score: 1,626, Tested: 249, Did Not Meet Grade Level Performance: 40%, Approaches: 32%, Meets: 16%, Masters: 12%)
40%
32%
16%
12%
Black: (Average Scale Score: 1,623, Tested: 10, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 40%, Masters: 0%)
40%
20%
40%
White: (Average Scale Score: 1,724, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 23%, Meets: 12%, Masters: 47%)
18%
23%
12%
47%

    Science Average Scale Score
    (8th Grade)

  • All3,629
  • Males3,679
  • Females3,590
  • Hispanic3,598
  • Black3,669
  • White4,098
Science Average Scale Score:

3,629
State:

3,634
Science students tested: 276
# Absent - Not Tested: 2
Science # Answer Documents Submitted: 279

Science Avg Items Correct:
  • Reporting Category 1: 6 (55%)
  • Reporting Category 2: 4.9 (55%)
  • Reporting Category 3: 5.7 (52%)
  • Reporting Category 4: 6.8 (62%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 10%

47%
26%
17%
10%
Males: (Average Scale Score: 3,679, Tested: 122, Did Not Meet Grade Level Performance: 44%, Approaches: 25%, Meets: 20%, Masters: 11%)
44%
25%
20%
11%
Females: (Average Scale Score: 3,590, Tested: 154, Did Not Meet Grade Level Performance: 49%, Approaches: 27%, Meets: 16%, Masters: 8%)
49%
27%
16%
8%
Hispanic: (Average Scale Score: 3,598, Tested: 250, Did Not Meet Grade Level Performance: 48%, Approaches: 27%, Meets: 17%, Masters: 8%)
48%
27%
17%
8%
Black: (Average Scale Score: 3,669, Tested: 10, Did Not Meet Grade Level Performance: 40%, Approaches: 30%, Meets: 30%, Masters: 0%)
40%
30%
30%
White: (Average Scale Score: 4,098, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 15%, Meets: 24%, Masters: 38%)
23%
15%
24%
38%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,407
  • Males3,409
  • Females3,405
  • Hispanic3,379
  • Black3,476
  • White3,814
Social Studies Average Scale Score:

3,407
State:

3,461
Social Studies students tested: 276
# Absent - Not Tested: 3
Social Studies # Answer Documents Submitted: 279

Social Studies Avg Items Correct:
  • Reporting Category 1: 7.5 (44%)
  • Reporting Category 2: 4.6 (46%)
  • Reporting Category 3: 4.5 (45%)
  • Reporting Category 4: 3.2 (46%)

Did Not Meet Grade Level Performance: 64%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 5%

64%
24%
7%
5%
Males: (Average Scale Score: 3,409, Tested: 123, Did Not Meet Grade Level Performance: 64%, Approaches: 24%, Meets: 7%, Masters: 5%)
64%
24%
7%
5%
Females: (Average Scale Score: 3,405, Tested: 153, Did Not Meet Grade Level Performance: 65%, Approaches: 23%, Meets: 6%, Masters: 6%)
65%
23%
6%
6%
Hispanic: (Average Scale Score: 3,379, Tested: 250, Did Not Meet Grade Level Performance: 66%, Approaches: 24%, Meets: 6%, Masters: 4%)
66%
24%
6%
4%
Black: (Average Scale Score: 3,476, Tested: 10, Did Not Meet Grade Level Performance: 70%, Approaches: 10%, Meets: 20%, Masters: 0%)
70%
10%
20%
White: (Average Scale Score: 3,814, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 23%, Meets: 15%, Masters: 31%)
31%
23%
15%
31%

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: 2 (all male)
  • Hispanic: 2

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

2.3
Texas:

17.4

Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 14
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

15.8
State:

2.5

    Students reported as harassed or bullied on the basis of sex

  • Hispanic10
  • Black2
  • White2
  • Multirace2
Students reported as harassed or bullied on the basis of sex: 16 (male: 2, female: 14)
  • Hispanic: 10 (male: 2, female: 8)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 2 (all female)

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic8
  • American Indian2
  • Black2
  • Multirace2
  • LEP5
  • IDEA2
  • 5042
Students disciplined for bullying or harassment on the basis of sex: 14 (all male)
  • Hispanic: 8
  • American Indian / Alaska Native: 2
  • Black: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 5
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 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

  • Hispanic274
  • American Indian2
  • Black16
  • White10
  • Multirace7
  • LEP88
  • IDEA55
  • 50437
Chronic Student Absenteeism: 309 (male: 151, female: 158)
  • Hispanic: 274 (male: 128, female: 146)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 16 (male: 11, female: 5)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 88 (male: 47, female: 41)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 35, female: 20)
  • Section 504: 37 (male: 29, female: 8)
Chronic Student Absenteeism per 1,000 students
John P Ojeda J H School:

348.8
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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 mechanical restraint

  • Hispanic7
  • American Indian2
  • Black2
  • White2
  • LEP4
  • 5042
Total Number of Non-IDEA students subjected to mechanical restraint: 13 (male: 11, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Non-IDEA students subjected to mechanical restraint per 1,000 students
Here:

14.7
Texas:

5.4
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

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

4.5
Texas:

1.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all female)
  • Hispanic: 2

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

2.3
Texas:

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

  • Hispanic1,141
  • American Indian61
  • Black94
  • White5
  • LEP503
  • IDEA373
  • 504188
School days missed due to out-of-school suspension: 1,301 (male: 944, female: 357)
  • Hispanic: 1,141 (male: 786, female: 355)
  • American Indian / Alaska Native: 61 (all male)
  • Black: 94 (male: 92, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 503 (male: 404, female: 99)
  • Individuals With Disabilities Education Act (IDEA): 373 (male: 212, female: 161)
  • Section 504: 188 (male: 186, female: 2)
Instances of out-of-school suspension (Students without disabilities): 153

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

172.7
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic196
  • American Indian2
  • Black16
  • White7
  • Multirace7
  • LEP82
Students without disabilities receiving one or more in-school suspension: 228 (male: 121, female: 107)
  • Hispanic: 196 (male: 98, female: 98)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 16 (male: 11, female: 5)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 82 (male: 41, female: 41)
Students without disabilities receiving only one out-of-school suspension: 35 (male: 19, female: 16)
  • Hispanic: 31 (male: 17, female: 14)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)

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

  • Hispanic28
  • American Indian2
  • Black2
  • White2
  • LEP13
Students without disabilities receiving more than one out-of-school suspension: 34 (male: 17, female: 17)
  • Hispanic: 28 (male: 11, female: 17)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
Instances of out-of-school suspension (Students with disabilities): 55

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

62.1
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 42

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

47.4
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic67
  • Black2
  • White2
  • LEP22
  • 50425
Students with disabilities receiving one or more in-school suspension: 71 (male: 54, female: 17)
  • Hispanic: 67 (male: 50, female: 17)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 22 (male: 17, female: 5)
  • Section 504: 25 (male: 23, female: 2)

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

  • Hispanic10
  • Black2
  • White2
  • LEP2
  • 5047
Students with disabilities receiving only one out-of-school suspension: 14 (male: 10, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 7 (male: 5, female: 2)

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

  • Hispanic19
  • Black2
  • LEP10
  • 5048
Students with disabilities receiving more than one out-of-school suspension: 21 (male: 19, female: 2)
  • Hispanic: 19 (male: 17, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Section 504: 8 (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

  • Hispanic67
  • Asian2
  • Black4
  • White4
  • LEP7
8th grade student enrollment in Algebra I: 77 (male: 30, female: 47)
  • Hispanic: 67 (male: 26, female: 41)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
8th grade studenst who passed Algebra I: 69 (male: 25, female: 44)
  • Hispanic: 65 (male: 25, female: 40)
  • White: 4 (all female)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 8th grade students who passed
Here:

89.6%
Texas:

87.0%

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