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Kolter Elementary School in Houston, 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 95
Address
 9710 RUNNYMEADE DR
Houston, TX 77096
Telephone
(713) 726-3630
(make sure to verify first before calling)
Website
http://www.houstonisd.org
City-data.com school rating
95
Students
665
Classroom Teachers (FTE)
40.0
Free lunch eligible students
143
Reduced-price lunch
eligible students
26
School district
HOUSTON ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

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

95
LOVETT EL (0.7 miles):

91
BETA ACADEMY (1.3 miles):

88
PARKER EL (1.1 miles):

87
RED EL (0.9 miles):

84
BELLAIRE H S (1.3 miles):

74
HARMONY SCHOOL OF SCIENCE-HOUSTON (0.7 miles):

71
MEYERLAND MIDDLE (0.6 miles):

66
VARNETT CHARTER SCHOOL (1.2 miles):

28
Kolter Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Kolter Elementary School:

95

Students & Teachers


Total enrollment:
Enrollment in 2016: 665
Enrollment in 2015: 662
Enrollment in 2014: 614
Enrollment in 2013: 617
Enrollment in 2012: 581
Enrollment in 2011: 594
Enrollment in 2010: 580
Enrollment in 2009: 572
Enrollment in 2008: 541
Enrollment in 2007: 531
Enrollment in 2006: 543
Enrollment in 2005: 551
Enrollment in 2004: 528
Enrollment in 2003: 523
Enrollment in 2002: 555
Enrollment in 2001: 533
Enrollment in 2000: 532
Enrollment in 1999: 537

Kolter Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students231271111141108694665
Female students9645964564353348
Male students14635250544341317
American Indian/Alaska Native students - - - - 1 - - 1
Asian students2713131671169
Hispanic students5252431302428167
Black students112181313182297
White students12755150423528293
Two or More Races students385782538

Enrollment by grade:
Pre-Kindergarten enrollment: 23
Kindergarten enrollment: 127
1st grade enrollment: 111
2nd grade enrollment: 114
3rd grade enrollment: 110
4th grade enrollment: 86
5th grade enrollment: 94

Kolter Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 348 (52.3%)
School:

52.3%
Texas:

49.0%
Male enrollment: 317 (47.7%)
Kolter Elementary School:

47.7%
Texas:

50.1%

Kolter Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Kolter Elementary School:

0.2%
Texas:

0.4%
Asian enrollment: 69 (10.4%)
School:

10.4%
State:

3.1%
Hispanic enrollment: 167 (25.1%)
Here:

25.1%
Texas:

46.9%
Black enrollment: 97 (14.6%)
School:

14.6%
State:

11.6%
White enrollment: 293 (44.1%)
Here:

44.1%
Texas:

32.3%
Two or More Races enrollment: 38 (5.7%)
Kolter Elementary School:

5.7%
Texas:

2.1%

Kolter Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 169 (25.4%)
Kolter Elementary School:

25.4%
Texas:

61.6%
Free lunch eligible students: 143 (21.5%)
School:

21.5%
State:

55.4%
Reduced-price lunch eligible students: 26 (3.9%)
Kolter Elementary School:

3.9%
Texas:

6.2%

Kolter Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 40

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 36
Number of FTE nurses: 1

Student/Teacher Ratio
Kolter Elementary School:

16.6
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,543,436
  • Full-time Equivalency Count of Teachers: 43.5 (Salary Expenditures: $2,286,809)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $0)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $28,630)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $227,997)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $839,604
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,789,416
  • Salary Expenditures for Teachers: $2,460,831
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $71,934)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $28,654)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $227,997)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $872,244

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic52
  • Asian16
  • White4
  • IDEA10
Students Enrolled in LEP Programs: 72 (male: 36, female: 36)
  • Hispanic: 52 (male: 26, female: 26)
  • Asian: 16 (male: 8, female: 8)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, 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

  • Hispanic14
  • Asian4
  • Black11
  • White14
  • LEP7
Students with disabilities served under IDEA: 43 (male: 31, female: 12)
  • Hispanic: 14 (male: 10, female: 4)
  • Asian: 4 (all male)
  • Black: 11 (male: 7, female: 4)
  • White: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 7 (all male)

    Students with disabilities served under Section 504

  • Hispanic7
  • Asian2
  • Black4
  • White25
  • Multirace4
  • LEP4
Students with disabilities served under Section 504: 42 (male: 20, female: 22)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic5
  • Black2
  • White4
  • LEP2
  • IDEA4
Total number of students retained in Kindergarten: 11 (male: 9, female: 2)
  • Hispanic: 5 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of Kindergarten students retained
Kolter Elementary School:

8.7%
State:

5.2%

    Total number of students retained in 1st grade

  • Hispanic4
  • Black2
  • LEP2
  • IDEA2
Total number of students retained in 1st grade: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 1st grade students retained
Kolter Elementary School:

5.4%
State:

6.1%
Total number of students retained in 2nd grade: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 2nd grade students retained
Kolter Elementary School:

1.8%
State:

4.8%
Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 3rd grade students retained
Here:

3.6%
Texas:

4.1%
Total number of students retained in 4th grade: 2 (all female)
  • Black: 2

Percent of 4th grade students retained
School:

2.3%
Texas:

3.6%

    Total number of students retained in 5th grade

  • Asian2
  • White2
  • LEP2
  • 5042
Total number of students retained in 5th grade: 4 (all female)
  • Asian: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Percent of 5th grade students retained
School:

4.3%
Texas:

4.3%

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

  • Hispanic40
  • Asian40
  • Black22
  • White130
  • Multirace16
  • LEP10
  • IDEA5
Gifted and Talented Student Enrollment: 248 (male: 109, female: 139)
  • Hispanic: 40 (male: 20, female: 20)
  • Asian: 40 (male: 17, female: 23)
  • Black: 22 (male: 8, female: 14)
  • White: 130 (male: 56, female: 74)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 5 (all female)

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

372.9
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)

  • All1,577
  • Males1,579
  • Females1,576
  • Hispanic1,526
  • Asian1,644
  • Black1,522
  • White1,613
Math Average Scale Score:

1,577
Texas:

1,453
Math students tested: 102
Math # Answer Documents Submitted: 102

Math Avg Items Correct:
  • Reporting Category 1: 6.8 (85%)
  • Reporting Category 2: 10.4 (80%)
  • Reporting Category 3: 5.4 (77%)
  • Reporting Category 4: 3.2 (81%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 50%

5%
25%
20%
50%
Males: (Average Scale Score: 1,579, Tested: 43, Did Not Meet Grade Level Performance: 5%, Approaches: 25%, Meets: 21%, Masters: 49%)
5%
25%
21%
49%
Females: (Average Scale Score: 1,576, Tested: 59, Did Not Meet Grade Level Performance: 5%, Approaches: 26%, Meets: 18%, Masters: 51%)
5%
26%
18%
51%
Hispanic: (Average Scale Score: 1,526, Tested: 24, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 12%, Masters: 38%)
17%
33%
12%
38%
Asian: (Average Scale Score: 1,644, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 22%, Masters: 56%)
22%
22%
56%
Black: (Average Scale Score: 1,522, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 53%, Meets: 7%, Masters: 40%)
53%
7%
40%
White: (Average Scale Score: 1,613, Tested: 51, Did Not Meet Grade Level Performance: 2%, Approaches: 12%, Meets: 25%, Masters: 61%)
2%
12%
25%
61%

    Reading Average Scale Score
    (3rd Grade)

  • All1,544
  • Males1,508
  • Females1,570
  • Hispanic1,500
  • Asian1,574
  • Black1,479
  • White1,585
Reading Average Scale Score:

1,544
State:

1,423
Reading students tested: 102
Reading # Answer Documents Submitted: 102

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (88%)
  • Reporting Category 2: 11.8 (78%)
  • Reporting Category 3: 10.6 (76%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 51%

12%
22%
15%
51%
Males: (Average Scale Score: 1,508, Tested: 43, Did Not Meet Grade Level Performance: 14%, Approaches: 30%, Meets: 16%, Masters: 40%)
14%
30%
16%
40%
Females: (Average Scale Score: 1,570, Tested: 59, Did Not Meet Grade Level Performance: 10%, Approaches: 17%, Meets: 14%, Masters: 59%)
10%
17%
14%
59%
Hispanic: (Average Scale Score: 1,500, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 25%, Meets: 8%, Masters: 46%)
21%
25%
8%
46%
Asian: (Average Scale Score: 1,574, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 11%, Masters: 56%)
11%
22%
11%
56%
Black: (Average Scale Score: 1,479, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 40%, Meets: 27%, Masters: 20%)
13%
40%
27%
20%
White: (Average Scale Score: 1,585, Tested: 51, Did Not Meet Grade Level Performance: 8%, Approaches: 14%, Meets: 13%, Masters: 65%)
8%
14%
13%
65%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,676
  • Males1,710
  • Females1,650
  • Hispanic1,586
  • Asian1,741
  • Black1,571
  • White1,748
  • Multirace1,716
Math Average Scale Score:

1,676
State:

1,546
Math students tested: 97
Math # Answer Documents Submitted: 97

Math Avg Items Correct:
  • Reporting Category 1: 7.2 (80%)
  • Reporting Category 2: 8.8 (80%)
  • Reporting Category 3: 7.7 (77%)
  • Reporting Category 4: 3.3 (81%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 59%

11%
20%
10%
59%
Males: (Average Scale Score: 1,710, Tested: 42, Did Not Meet Grade Level Performance: 10%, Approaches: 19%, Meets: 4%, Masters: 67%)
10%
19%
4%
67%
Females: (Average Scale Score: 1,650, Tested: 55, Did Not Meet Grade Level Performance: 13%, Approaches: 20%, Meets: 14%, Masters: 53%)
13%
20%
14%
53%
Hispanic: (Average Scale Score: 1,586, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 29%, Meets: 4%, Masters: 42%)
25%
29%
4%
42%
Asian: (Average Scale Score: 1,741, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 18%, Masters: 82%)
18%
82%
Black: (Average Scale Score: 1,571, Tested: 16, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 13%, Masters: 25%)
25%
37%
13%
25%
White: (Average Scale Score: 1,748, Tested: 40, Did Not Meet Grade Level Performance: 3%, Approaches: 10%, Meets: 8%, Masters: 80%)
3%
10%
8%
80%
Multirace: (Average Scale Score: 1,716, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 34%, Masters: 33%)
33%
34%
33%

    Reading Average Scale Score
    (4th Grade)

  • All1,609
  • Males1,603
  • Females1,614
  • Hispanic1,537
  • Asian1,656
  • Black1,503
  • White1,672
  • Multirace1,678
Reading Average Scale Score:

1,609
State:

1,496
Reading students tested: 97
Reading # Answer Documents Submitted: 97

Reading Avg Items Correct:
  • Reporting Category 1: 6.5 (81%)
  • Reporting Category 2: 11.3 (75%)
  • Reporting Category 3: 10.4 (80%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 52%

14%
13%
21%
52%
Males: (Average Scale Score: 1,603, Tested: 42, Did Not Meet Grade Level Performance: 19%, Approaches: 14%, Meets: 15%, Masters: 52%)
19%
14%
15%
52%
Females: (Average Scale Score: 1,614, Tested: 55, Did Not Meet Grade Level Performance: 11%, Approaches: 11%, Meets: 27%, Masters: 51%)
11%
11%
27%
51%
Hispanic: (Average Scale Score: 1,537, Tested: 24, Did Not Meet Grade Level Performance: 29%, Approaches: 17%, Meets: 21%, Masters: 33%)
29%
17%
21%
33%
Asian: (Average Scale Score: 1,656, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 27%, Masters: 64%)
9%
27%
64%
Black: (Average Scale Score: 1,503, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 12%, Meets: 19%, Masters: 25%)
44%
12%
19%
25%
White: (Average Scale Score: 1,672, Tested: 40, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 22%, Masters: 68%)
10%
22%
68%
Multirace: (Average Scale Score: 1,678, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 16%, Masters: 67%)
17%
16%
67%

    Writing Average Scale Score
    (4th Grade)

  • All4,202
  • Males4,106
  • Females4,274
  • Hispanic3,892
  • Asian4,412
  • Black3,713
  • White4,508
  • Multirace4,380
Writing Average Scale Score:

4,202
State:

3,570
Writing students tested: 96
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 97

Writing Avg Items Correct:
  • Reporting Category 1: 4.8 (59%)
  • Reporting Category 2: 5.4 (68%)
  • Reporting Category 3: 12.8 (80%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 9%
Meets Grade Level Performance: 40%
Masters Grade Level Performance: 31%

20%
9%
40%
31%
Males: (Average Scale Score: 4,106, Tested: 41, Did Not Meet Grade Level Performance: 24%, Approaches: 8%, Meets: 41%, Masters: 27%)
24%
8%
41%
27%
Females: (Average Scale Score: 4,274, Tested: 55, Did Not Meet Grade Level Performance: 16%, Approaches: 11%, Meets: 38%, Masters: 35%)
16%
11%
38%
35%
Hispanic: (Average Scale Score: 3,892, Tested: 24, Did Not Meet Grade Level Performance: 42%, Approaches: 16%, Meets: 21%, Masters: 21%)
42%
16%
21%
21%
Asian: (Average Scale Score: 4,412, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 64%, Masters: 27%)
9%
64%
27%
Black: (Average Scale Score: 3,713, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 12%, Meets: 19%, Masters: 25%)
44%
12%
19%
25%
White: (Average Scale Score: 4,508, Tested: 39, Did Not Meet Grade Level Performance: 3%, Approaches: 5%, Meets: 48%, Masters: 44%)
3%
5%
48%
44%
Multirace: (Average Scale Score: 4,380, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 0%, Meets: 66%, Masters: 17%)
17%
66%
17%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,697
  • Males1,742
  • Females1,647
  • Hispanic1,568
  • Asian1,841
  • Black1,572
  • White1,769
  • Multirace1,682
Math Average Scale Score:

1,697
Texas:

1,603
Math students tested: 89
Math # Answer Documents Submitted: 89

Math Avg Items Correct:
  • Reporting Category 1: 4.6 (76%)
  • Reporting Category 2: 12.5 (73%)
  • Reporting Category 3: 6.9 (76%)
  • Reporting Category 4: 3.1 (77%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 48%

12%
16%
24%
48%
Males: (Average Scale Score: 1,742, Tested: 47, Did Not Meet Grade Level Performance: 6%, Approaches: 13%, Meets: 21%, Masters: 60%)
6%
13%
21%
60%
Females: (Average Scale Score: 1,647, Tested: 42, Did Not Meet Grade Level Performance: 19%, Approaches: 19%, Meets: 26%, Masters: 36%)
19%
19%
26%
36%
Hispanic: (Average Scale Score: 1,568, Tested: 22, Did Not Meet Grade Level Performance: 32%, Approaches: 27%, Meets: 32%, Masters: 9%)
32%
27%
32%
9%
Asian: (Average Scale Score: 1,841, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Black: (Average Scale Score: 1,572, Tested: 10, Did Not Meet Grade Level Performance: 40%, Approaches: 10%, Meets: 30%, Masters: 20%)
40%
10%
30%
20%
White: (Average Scale Score: 1,769, Tested: 38, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 26%, Masters: 63%)
11%
26%
63%
Multirace: (Average Scale Score: 1,682, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 37%, Meets: 13%, Masters: 50%)
37%
13%
50%

    Reading Average Scale Score
    (5th Grade)

  • All1,691
  • Males1,690
  • Females1,693
  • Hispanic1,595
  • Asian1,758
  • Black1,610
  • White1,750
  • Multirace1,694
Reading Average Scale Score:

1,691
Texas:

1,546
Reading students tested: 89
Reading # Answer Documents Submitted: 89

Reading Avg Items Correct:
  • Reporting Category 1: 6.8 (85%)
  • Reporting Category 2: 13.4 (84%)
  • Reporting Category 3: 11.3 (80%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 56%

7%
13%
24%
56%
Males: (Average Scale Score: 1,690, Tested: 47, Did Not Meet Grade Level Performance: 4%, Approaches: 15%, Meets: 26%, Masters: 55%)
4%
15%
26%
55%
Females: (Average Scale Score: 1,693, Tested: 42, Did Not Meet Grade Level Performance: 10%, Approaches: 11%, Meets: 22%, Masters: 57%)
10%
11%
22%
57%
Hispanic: (Average Scale Score: 1,595, Tested: 22, Did Not Meet Grade Level Performance: 14%, Approaches: 36%, Meets: 27%, Masters: 23%)
14%
36%
27%
23%
Asian: (Average Scale Score: 1,758, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 10%, Masters: 90%)
10%
90%
Black: (Average Scale Score: 1,610, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 10%, Meets: 30%, Masters: 40%)
20%
10%
30%
40%
White: (Average Scale Score: 1,750, Tested: 38, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 27%, Masters: 68%)
5%
27%
68%
Multirace: (Average Scale Score: 1,694, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 12%, Masters: 63%)
13%
13%
12%
63%

    Science Average Scale Score
    (5th Grade)

  • All4,492
  • Males4,576
  • Females4,397
  • Hispanic4,026
  • Asian5,016
  • Black4,038
  • White4,761
  • Multirace4,449
Science Average Scale Score:

4,492
Texas:

3,771
Science students tested: 89
Science # Answer Documents Submitted: 89

Science Avg Items Correct:
  • Reporting Category 1: 5.1 (84%)
  • Reporting Category 2: 6.7 (84%)
  • Reporting Category 3: 8.3 (83%)
  • Reporting Category 4: 10.6 (88%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 56%

7%
14%
23%
56%
Males: (Average Scale Score: 4,576, Tested: 47, Did Not Meet Grade Level Performance: 4%, Approaches: 9%, Meets: 21%, Masters: 66%)
4%
9%
21%
66%
Females: (Average Scale Score: 4,397, Tested: 42, Did Not Meet Grade Level Performance: 10%, Approaches: 21%, Meets: 24%, Masters: 45%)
10%
21%
24%
45%
Hispanic: (Average Scale Score: 4,026, Tested: 22, Did Not Meet Grade Level Performance: 14%, Approaches: 36%, Meets: 23%, Masters: 27%)
14%
36%
23%
27%
Asian: (Average Scale Score: 5,016, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Black: (Average Scale Score: 4,038, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 20%, Meets: 10%, Masters: 40%)
30%
20%
10%
40%
White: (Average Scale Score: 4,761, Tested: 38, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 24%, Masters: 71%)
5%
24%
71%
Multirace: (Average Scale Score: 4,449, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 50%, Masters: 38%)
12%
50%
38%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 4 (all male)
  • Asian: 2
  • Black: 2

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

6.0
Texas:

30.4
Students without disabilities who received a school-related arrest: 4 (all male)
  • Hispanic: 2
  • Black: 2

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

6.0
Texas:

16.6

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

  • Hispanic13
  • Black7
  • White13
  • LEP4
  • IDEA7
  • 5044
Chronic Student Absenteeism: 33 (male: 18, female: 15)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 7 (male: 2, female: 5)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • 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
Kolter Elementary School:

49.6
State:

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: 3 (all male)
  • Black: 3
  • Individuals With Disabilities Education Act (IDEA): 3
Students without disabilities receiving one or more in-school suspension: 9 (all male)
  • Hispanic: 2
  • Black: 5
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 2

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

3.0
Texas:

27.5
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2
  • Section 504: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2

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