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John W Armstrong Elementary School in Sachse, 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 92
Address
 4750 BEN DAVIS RD
Sachse, TX 75048
Telephone
(972) 414-7480
(make sure to verify first before calling)
Website
http://www.garlandisd.net/armstrong
City-data.com school rating
92
Students
804
Classroom Teachers (FTE)
47.3
Free lunch eligible students
252
Reduced-price lunch
eligible students
36
School district
GARLAND 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:
DON WHITT EL (1.8 miles):

95
MILLER EL (2.0 miles):

95
John W Armstrong Elementary School:

92
ROBERT B SEWELL EL (1.3 miles):

87
B G HUDSON MIDDLE (1.2 miles):

86
LUNA EL (1.3 miles):

73
HARMONY SCIENCE ACADEMY - GARLAND (2.2 miles):

71
SACHSE H S (0.9 miles):

64
VERNAL LISTER EL (1.8 miles):

16
John W Armstrong Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Sachse:

73
John W Armstrong Elementary:

92

Students & Teachers


Total enrollment:
Enrollment in 2016: 804
Enrollment in 2015: 792
Enrollment in 2014: 808
Enrollment in 2013: 843
Enrollment in 2012: 801
Enrollment in 2011: 785
Enrollment in 2010: 755
Enrollment in 2009: 732
Enrollment in 2008: 751
Enrollment in 2007: 726
Enrollment in 2006: 742
Enrollment in 2005: 609
Enrollment in 2004: 688
Enrollment in 2003: 521

John W Armstrong Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students66122124121127122122804
Female students29596650616166392
Male students37635871666156412
American Indian/Alaska Native students - 97 - 11220
Asian students31192222201416144
Hispanic students14202327333925181
Black students375151312762
White students15636053545470369
Two or More Races students347462228

Enrollment by grade:
Pre-Kindergarten enrollment: 66
Kindergarten enrollment: 122
1st grade enrollment: 124
2nd grade enrollment: 121
3rd grade enrollment: 127
4th grade enrollment: 122
5th grade enrollment: 122

John W Armstrong Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 392 (48.8%)
School:

48.8%
State:

49.0%
Male enrollment: 412 (51.2%)
John W Armstrong Elementary School:

51.2%
State:

50.1%

John W Armstrong Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 20 (2.5%)
School:

2.5%
State:

0.4%
Asian enrollment: 144 (17.9%)
John W Armstrong Elementary School:

17.9%
Texas:

3.1%
Hispanic enrollment: 181 (22.5%)
John W Armstrong Elementary School:

22.5%
Texas:

46.9%
Black enrollment: 62 (7.7%)
School:

7.7%
Texas:

11.6%
White enrollment: 369 (45.9%)
School:

45.9%
Texas:

32.3%
Two or More Races enrollment: 28 (3.5%)
School:

3.5%
Texas:

2.1%

John W Armstrong Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 288 (35.8%)
John W Armstrong Elementary School:

35.8%
Texas:

61.6%
Free lunch eligible students: 252 (31.3%)
School:

31.3%
State:

55.4%
Reduced-price lunch eligible students: 36 (4.5%)
Here:

4.5%
Texas:

6.2%

John W Armstrong Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 47.3

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE nurses: 1

Student/Teacher Ratio
John W Armstrong Elementary School:

17.0
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,143,916
  • Full-time Equivalency Count of Teachers: 44.5 (Salary Expenditures: $2,441,938)
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $125,269)
  • Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $407,558)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $169,151)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $207,773
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $176,528
  • Salary Expenditures for Teachers: $159,314
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $17,214)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $220,869

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic103
  • Asian91
  • Black13
  • White10
  • Multirace2
  • IDEA13
Students Enrolled in LEP Programs: 219 (male: 119, female: 100)
  • Hispanic: 103 (male: 59, female: 44)
  • Asian: 91 (male: 50, female: 41)
  • Black: 13 (male: 5, female: 8)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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

  • Hispanic20
  • Asian7
  • White29
  • LEP14
Students with disabilities served under IDEA: 56 (male: 39, female: 17)
  • Hispanic: 20 (male: 13, female: 7)
  • Asian: 7 (all male)
  • White: 29 (male: 19, female: 10)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • Black4
  • White7
  • LEP2
Students with disabilities served under Section 504: 15 (male: 8, female: 7)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 2,844 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

Percent of Kindergarten students retained
John W Armstrong Elementary School:

1.6%
Texas:

5.2%

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

  • Hispanic7
  • American Indian2
  • Asian7
  • Black4
  • White43
  • Multirace7
  • LEP4
  • IDEA4
Gifted and Talented Student Enrollment: 70 (male: 37, female: 33)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 43 (male: 23, female: 20)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

87.1
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,493
  • Males1,491
  • Females1,496
  • Hispanic1,469
  • Asian1,543
  • Black1,479
  • White1,480
  • Multirace1,520
Math Average Scale Score:

1,493
Texas:

1,453
Math students tested: 129
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 130

Math Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 9.1 (70%)
  • Reporting Category 3: 4.7 (67%)
  • Reporting Category 4: 2.9 (72%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 27%

16%
31%
26%
27%
Males: (Average Scale Score: 1,491, Tested: 66, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 21%, Masters: 29%)
17%
33%
21%
29%
Females: (Average Scale Score: 1,496, Tested: 63, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 31%, Masters: 25%)
16%
28%
31%
25%
Hispanic: (Average Scale Score: 1,469, Tested: 30, Did Not Meet Grade Level Performance: 30%, Approaches: 20%, Meets: 27%, Masters: 23%)
30%
20%
27%
23%
Asian: (Average Scale Score: 1,543, Tested: 28, Did Not Meet Grade Level Performance: 4%, Approaches: 28%, Meets: 29%, Masters: 39%)
4%
28%
29%
39%
Black: (Average Scale Score: 1,479, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 36%, Meets: 46%, Masters: 9%)
9%
36%
46%
9%
White: (Average Scale Score: 1,480, Tested: 53, Did Not Meet Grade Level Performance: 19%, Approaches: 34%, Meets: 21%, Masters: 26%)
19%
34%
21%
26%
Multirace: (Average Scale Score: 1,520, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 57%, Meets: 14%, Masters: 29%)
57%
14%
29%

    Reading Average Scale Score
    (3rd Grade)

  • All1,476
  • Males1,461
  • Females1,493
  • Hispanic1,465
  • Asian1,498
  • Black1,447
  • White1,477
  • Multirace1,483
Reading Average Scale Score:

1,476
Texas:

1,423
Reading students tested: 129
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 130

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (84%)
  • Reporting Category 2: 10.5 (70%)
  • Reporting Category 3: 9.8 (70%)

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

16%
31%
24%
29%
Males: (Average Scale Score: 1,461, Tested: 66, Did Not Meet Grade Level Performance: 18%, Approaches: 32%, Meets: 26%, Masters: 24%)
18%
32%
26%
24%
Females: (Average Scale Score: 1,493, Tested: 63, Did Not Meet Grade Level Performance: 14%, Approaches: 30%, Meets: 23%, Masters: 33%)
14%
30%
23%
33%
Hispanic: (Average Scale Score: 1,465, Tested: 30, Did Not Meet Grade Level Performance: 23%, Approaches: 27%, Meets: 20%, Masters: 30%)
23%
27%
20%
30%
Asian: (Average Scale Score: 1,498, Tested: 28, Did Not Meet Grade Level Performance: 7%, Approaches: 36%, Meets: 28%, Masters: 29%)
7%
36%
28%
29%
Black: (Average Scale Score: 1,447, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 55%, Meets: 27%, Masters: 9%)
9%
55%
27%
9%
White: (Average Scale Score: 1,477, Tested: 53, Did Not Meet Grade Level Performance: 21%, Approaches: 26%, Meets: 19%, Masters: 34%)
21%
26%
19%
34%
Multirace: (Average Scale Score: 1,483, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 57%, Masters: 14%)
29%
57%
14%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,640
  • Males1,667
  • Females1,611
  • Hispanic1,613
  • Asian1,705
  • Black1,552
  • White1,654
Math Average Scale Score:

1,640
Texas:

1,546
Math students tested: 132
Math # Answer Documents Submitted: 132

Math Avg Items Correct:
  • Reporting Category 1: 6.8 (75%)
  • Reporting Category 2: 8.3 (75%)
  • Reporting Category 3: 7.8 (78%)
  • Reporting Category 4: 3 (75%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 44%

14%
21%
21%
44%
Males: (Average Scale Score: 1,667, Tested: 68, Did Not Meet Grade Level Performance: 10%, Approaches: 22%, Meets: 14%, Masters: 54%)
10%
22%
14%
54%
Females: (Average Scale Score: 1,611, Tested: 64, Did Not Meet Grade Level Performance: 17%, Approaches: 20%, Meets: 30%, Masters: 33%)
17%
20%
30%
33%
Hispanic: (Average Scale Score: 1,613, Tested: 25, Did Not Meet Grade Level Performance: 12%, Approaches: 32%, Meets: 24%, Masters: 32%)
12%
32%
24%
32%
Asian: (Average Scale Score: 1,705, Tested: 25, Did Not Meet Grade Level Performance: 0%, Approaches: 24%, Meets: 12%, Masters: 64%)
24%
12%
64%
Black: (Average Scale Score: 1,552, Tested: 23, Did Not Meet Grade Level Performance: 26%, Approaches: 26%, Meets: 26%, Masters: 22%)
26%
26%
26%
22%
White: (Average Scale Score: 1,654, Tested: 55, Did Not Meet Grade Level Performance: 15%, Approaches: 14%, Meets: 24%, Masters: 47%)
15%
14%
24%
47%

    Reading Average Scale Score
    (4th Grade)

  • All1,546
  • Males1,548
  • Females1,543
  • Hispanic1,505
  • Asian1,570
  • Black1,532
  • White1,554
Reading Average Scale Score:

1,546
State:

1,496
Reading students tested: 132
Reading # Answer Documents Submitted: 132

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 10.6 (71%)
  • Reporting Category 3: 9 (69%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 28%

20%
25%
27%
28%
Males: (Average Scale Score: 1,548, Tested: 68, Did Not Meet Grade Level Performance: 22%, Approaches: 19%, Meets: 25%, Masters: 34%)
22%
19%
25%
34%
Females: (Average Scale Score: 1,543, Tested: 64, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 28%, Masters: 22%)
17%
33%
28%
22%
Hispanic: (Average Scale Score: 1,505, Tested: 25, Did Not Meet Grade Level Performance: 28%, Approaches: 36%, Meets: 12%, Masters: 24%)
28%
36%
12%
24%
Asian: (Average Scale Score: 1,570, Tested: 25, Did Not Meet Grade Level Performance: 16%, Approaches: 24%, Meets: 28%, Masters: 32%)
16%
24%
28%
32%
Black: (Average Scale Score: 1,532, Tested: 23, Did Not Meet Grade Level Performance: 26%, Approaches: 31%, Meets: 26%, Masters: 17%)
26%
31%
26%
17%
White: (Average Scale Score: 1,554, Tested: 55, Did Not Meet Grade Level Performance: 16%, Approaches: 20%, Meets: 35%, Masters: 29%)
16%
20%
35%
29%

    Writing Average Scale Score
    (4th Grade)

  • All3,927
  • Males3,935
  • Females3,919
  • Hispanic3,800
  • Asian4,049
  • Black3,815
  • White3,969
Writing Average Scale Score:

3,927
Texas:

3,570
Writing students tested: 132
Writing # Answer Documents Submitted: 132

Writing Avg Items Correct:
  • Reporting Category 1: 3.9 (49%)
  • Reporting Category 2: 4.8 (60%)
  • Reporting Category 3: 12.1 (76%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 39%
Masters Grade Level Performance: 11%

23%
27%
39%
11%
Males: (Average Scale Score: 3,935, Tested: 68, Did Not Meet Grade Level Performance: 21%, Approaches: 30%, Meets: 36%, Masters: 13%)
21%
30%
36%
13%
Females: (Average Scale Score: 3,919, Tested: 64, Did Not Meet Grade Level Performance: 25%, Approaches: 23%, Meets: 44%, Masters: 8%)
25%
23%
44%
8%
Hispanic: (Average Scale Score: 3,800, Tested: 25, Did Not Meet Grade Level Performance: 28%, Approaches: 24%, Meets: 40%, Masters: 8%)
28%
24%
40%
8%
Asian: (Average Scale Score: 4,049, Tested: 25, Did Not Meet Grade Level Performance: 8%, Approaches: 40%, Meets: 36%, Masters: 16%)
8%
40%
36%
16%
Black: (Average Scale Score: 3,815, Tested: 23, Did Not Meet Grade Level Performance: 35%, Approaches: 17%, Meets: 44%, Masters: 4%)
35%
17%
44%
4%
White: (Average Scale Score: 3,969, Tested: 55, Did Not Meet Grade Level Performance: 22%, Approaches: 29%, Meets: 36%, Masters: 13%)
22%
29%
36%
13%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,695
  • Males1,713
  • Females1,674
  • Hispanic1,655
  • Asian1,759
  • Black1,600
  • White1,700
  • Multirace1,765
Math Average Scale Score:

1,695
Texas:

1,603
Math students tested: 109
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 110

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (74%)
  • Reporting Category 2: 13 (76%)
  • Reporting Category 3: 7.3 (81%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 45%

5%
15%
35%
45%
Males: (Average Scale Score: 1,713, Tested: 58, Did Not Meet Grade Level Performance: 3%, Approaches: 13%, Meets: 36%, Masters: 48%)
3%
13%
36%
48%
Females: (Average Scale Score: 1,674, Tested: 51, Did Not Meet Grade Level Performance: 6%, Approaches: 19%, Meets: 34%, Masters: 41%)
6%
19%
34%
41%
Hispanic: (Average Scale Score: 1,655, Tested: 19, Did Not Meet Grade Level Performance: 5%, Approaches: 37%, Meets: 26%, Masters: 32%)
5%
37%
26%
32%
Asian: (Average Scale Score: 1,759, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 15%, Masters: 74%)
11%
15%
74%
Black: (Average Scale Score: 1,600, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 31%, Meets: 23%, Masters: 23%)
23%
31%
23%
23%
White: (Average Scale Score: 1,700, Tested: 50, Did Not Meet Grade Level Performance: 2%, Approaches: 6%, Meets: 54%, Masters: 38%)
2%
6%
54%
38%
Multirace: (Average Scale Score: 1,765, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 0%, Masters: 86%)
14%
86%

    Reading Average Scale Score
    (5th Grade)

  • All1,645
  • Males1,671
  • Females1,616
  • Hispanic1,587
  • Asian1,678
  • Black1,559
  • White1,655
  • Multirace1,818
Reading Average Scale Score:

1,645
Texas:

1,546
Reading students tested: 109
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 110

Reading Avg Items Correct:
  • Reporting Category 1: 6.6 (83%)
  • Reporting Category 2: 13.1 (82%)
  • Reporting Category 3: 10.5 (75%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 43%

5%
22%
30%
43%
Males: (Average Scale Score: 1,671, Tested: 58, Did Not Meet Grade Level Performance: 3%, Approaches: 21%, Meets: 28%, Masters: 48%)
3%
21%
28%
48%
Females: (Average Scale Score: 1,616, Tested: 51, Did Not Meet Grade Level Performance: 6%, Approaches: 23%, Meets: 34%, Masters: 37%)
6%
23%
34%
37%
Hispanic: (Average Scale Score: 1,587, Tested: 19, Did Not Meet Grade Level Performance: 16%, Approaches: 31%, Meets: 21%, Masters: 32%)
16%
31%
21%
32%
Asian: (Average Scale Score: 1,678, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 16%, Meets: 26%, Masters: 58%)
16%
26%
58%
Black: (Average Scale Score: 1,559, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 31%, Meets: 39%, Masters: 15%)
15%
31%
39%
15%
White: (Average Scale Score: 1,655, Tested: 50, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 36%, Masters: 42%)
22%
36%
42%
Multirace: (Average Scale Score: 1,818, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%

    Science Average Scale Score
    (5th Grade)

  • All4,045
  • Males4,153
  • Females3,920
  • Hispanic3,896
  • Asian4,319
  • Black3,550
  • White4,072
  • Multirace4,480
Science Average Scale Score:

4,045
State:

3,771
Science students tested: 110
Science # Answer Documents Submitted: 110

Science Avg Items Correct:
  • Reporting Category 1: 4.6 (77%)
  • Reporting Category 2: 6.2 (77%)
  • Reporting Category 3: 7.5 (75%)
  • Reporting Category 4: 9.2 (77%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 28%

12%
33%
27%
28%
Males: (Average Scale Score: 4,153, Tested: 59, Did Not Meet Grade Level Performance: 7%, Approaches: 30%, Meets: 24%, Masters: 39%)
7%
30%
24%
39%
Females: (Average Scale Score: 3,920, Tested: 51, Did Not Meet Grade Level Performance: 18%, Approaches: 35%, Meets: 31%, Masters: 16%)
18%
35%
31%
16%
Hispanic: (Average Scale Score: 3,896, Tested: 20, Did Not Meet Grade Level Performance: 15%, Approaches: 45%, Meets: 25%, Masters: 15%)
15%
45%
25%
15%
Asian: (Average Scale Score: 4,319, Tested: 19, Did Not Meet Grade Level Performance: 5%, Approaches: 16%, Meets: 37%, Masters: 42%)
5%
16%
37%
42%
Black: (Average Scale Score: 3,550, Tested: 13, Did Not Meet Grade Level Performance: 46%, Approaches: 39%, Meets: 7%, Masters: 8%)
46%
39%
7%
8%
White: (Average Scale Score: 4,072, Tested: 50, Did Not Meet Grade Level Performance: 6%, Approaches: 36%, Meets: 32%, Masters: 26%)
6%
36%
32%
26%
Multirace: (Average Scale Score: 4,480, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 14%, Masters: 86%)
14%
86%

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 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 race, color, or national origin: 7
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
John W Armstrong Elementary School:

8.7
State:

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

  • Hispanic19
  • American Indian2
  • Asian7
  • Black7
  • White28
  • Multirace5
  • LEP19
  • IDEA13
  • 5042
Chronic Student Absenteeism: 68 (male: 35, female: 33)
  • Hispanic: 19 (male: 11, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 5 (all female)
  • Limited English Proficiency (LEP): 19 (male: 14, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
John W Armstrong Elementary School:

84.6
Texas:

147.9

Suspensions:
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(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)
  • Black: 16
  • White: 4
  • Individuals With Disabilities Education Act (IDEA): 17
Instances of out-of-school suspension (Students without disabilities): 1

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

1.2
State:

102.7
Students without disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 9

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

11.2
Texas:

27.5
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2

Expulsions:
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(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 with Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
School:

2.5
Texas:

5.4

Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Black: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
John W Armstrong Elementary School:

2.5
State:

5.9

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