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Mary Austin Holley 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 81
Address
 16655 BISSONNET
Houston, TX 77083
Telephone
(281) 634-3850
(make sure to verify first before calling)
Website
http://www.fortbend.k12.tx.us/campuses/mhe/defa
City-data.com school rating
81
Students
709
Classroom Teachers (FTE)
49.3
Free lunch eligible students
370
Reduced-price lunch
eligible students
71
School district
FORT BEND 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:
CAROLYN AND VERNON MADDEN EL (1.9 miles):

99
OYSTER CREEK EL (2.0 miles):

86
Mary Austin Holley Elementary School:

81
KIPP ACADEMY WEST MIDDLE (1.9 miles):

69
MISSION GLEN EL (0.6 miles):

56
MISSION BEND EL (1.0 miles):

53
MISSION WEST EL (1.4 miles):

47
ARIZONA FLEMING EL (1.5 miles):

44
HODGES BEND MIDDLE (0.1 miles):

37
Mary Austin Holley Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Mary Austin Holley Elementary:

81

Students & Teachers


Total enrollment:
Enrollment in 2016: 709
Enrollment in 2015: 754
Enrollment in 2014: 754
Enrollment in 2013: 707
Enrollment in 2012: 743
Enrollment in 2011: 762
Enrollment in 2010: 764
Enrollment in 2009: 793
Enrollment in 2008: 654

Mary Austin Holley Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students6481111105108110130709
Female students32405452555761351
Male students32415753535369358
American Indian/Alaska Native students - 1 - - - 1 - 2
Asian students12121218131622105
Hispanic students30293733443542250
Black students17305745505462315
White students352313320
Hawaiian Native/Pacific Islander students1 - 11 - - - 3
Two or More Races students1425 - 1114

Enrollment by grade:
Pre-Kindergarten enrollment: 64
Kindergarten enrollment: 81
1st grade enrollment: 111
2nd grade enrollment: 105
3rd grade enrollment: 108
4th grade enrollment: 110
5th grade enrollment: 130

Mary Austin Holley Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 351 (49.5%)
School:

49.5%
Texas:

49.0%
Male enrollment: 358 (50.5%)
Mary Austin Holley Elementary School:

50.5%
State:

50.1%

Mary Austin Holley Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
Mary Austin Holley Elementary School:

0.3%
Texas:

0.4%
Asian enrollment: 105 (14.8%)
Here:

14.8%
Texas:

3.1%
Hispanic enrollment: 250 (35.3%)
Mary Austin Holley Elementary School:

35.3%
Texas:

46.9%
Black enrollment: 315 (44.4%)
Mary Austin Holley Elementary School:

44.4%
Texas:

11.6%
White enrollment: 20 (2.8%)
Mary Austin Holley Elementary School:

2.8%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.4%)
Mary Austin Holley Elementary School:

0.4%
Texas:

0.1%
Two or More Races enrollment: 14 (2.0%)
Mary Austin Holley Elementary School:

2.0%
State:

2.1%

Mary Austin Holley Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 441 (62.2%)
Here:

62.2%
Texas:

61.6%
Free lunch eligible students: 370 (52.2%)
Mary Austin Holley Elementary School:

52.2%
State:

55.4%
Reduced-price lunch eligible students: 71 (10.0%)
Mary Austin Holley Elementary School:

10.0%
State:

6.2%

Mary Austin Holley Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 49.3

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 15.4
Number of FTE sworn law enforcement officers: 2
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

14.4
Texas:

15.6

Mary Austin Holley Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,754,642
  • Full-time Equivalency Count of Teachers: 48.3 (Salary Expenditures: $2,367,980)
  • Full-time Equivalency Count of Instructional Aides: 2.9 (Salary Expenditures: $56,194)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $166,640)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $163,078)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $76,566
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,273,942
  • Salary Expenditures for Teachers: $2,705,596
  • Full-time Equivalency Count of Instructional Aides: 8.8 (Salary Expenditures: $182,225)
  • Full-time Equivalency Count of Support Services Staff: 4.4 (Salary Expenditures: $222,293)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $163,078)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $214,465

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic184
  • American Indian2
  • Asian73
  • Native Hawaiian4
  • Black43
  • White7
  • Multirace2
  • IDEA13
Students Enrolled in LEP Programs: 315 (male: 147, female: 168)
  • Hispanic: 184 (male: 83, female: 101)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 73 (male: 35, female: 38)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 43 (male: 23, female: 20)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • 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

  • Hispanic17
  • Asian4
  • Black23
  • LEP17
Students with disabilities served under IDEA: 44 (male: 27, female: 17)
  • Hispanic: 17 (male: 7, female: 10)
  • Asian: 4 (all male)
  • Black: 23 (male: 16, female: 7)
  • Limited English Proficiency (LEP): 17 (male: 10, female: 7)
Students with disabilities served under Section 504: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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 1st grade: 2 (all male)
  • Hispanic: 2

Percent of 1st grade students retained
Mary Austin Holley Elementary School:

1.8%
State:

6.1%
Total number of students retained in 4th grade: 2 (all female)
  • White: 2
  • Limited English Proficiency (LEP): 2

Percent of 4th grade students retained
Here:

1.8%
Texas:

3.6%

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

  • Hispanic2
  • Asian4
  • Black7
  • White2
  • LEP4
Gifted and Talented Student Enrollment: 15 (male: 7, female: 8)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

21.2
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)

  • All1,479
  • Males1,471
  • Females1,486
  • Hispanic1,467
  • Asian1,573
  • Black1,456
  • White1,415
Math Average Scale Score:

1,479
State:

1,453
Math students tested: 103
Math # Answer Documents Submitted: 103

Math Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 8.7 (67%)
  • Reporting Category 3: 4.8 (68%)
  • Reporting Category 4: 2.8 (71%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 23%

16%
37%
24%
23%
Males: (Average Scale Score: 1,471, Tested: 49, Did Not Meet Grade Level Performance: 16%, Approaches: 41%, Meets: 21%, Masters: 22%)
16%
41%
21%
22%
Females: (Average Scale Score: 1,486, Tested: 54, Did Not Meet Grade Level Performance: 15%, Approaches: 35%, Meets: 26%, Masters: 24%)
15%
35%
26%
24%
Hispanic: (Average Scale Score: 1,467, Tested: 38, Did Not Meet Grade Level Performance: 13%, Approaches: 53%, Meets: 13%, Masters: 21%)
13%
53%
13%
21%
Asian: (Average Scale Score: 1,573, Tested: 18, Did Not Meet Grade Level Performance: 6%, Approaches: 16%, Meets: 39%, Masters: 39%)
6%
16%
39%
39%
Black: (Average Scale Score: 1,456, Tested: 38, Did Not Meet Grade Level Performance: 18%, Approaches: 35%, Meets: 29%, Masters: 18%)
18%
35%
29%
18%
White: (Average Scale Score: 1,415, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 0%, Masters: 29%)
43%
28%
29%

    Reading Average Scale Score
    (3rd Grade)

  • All1,412
  • Males1,390
  • Females1,431
  • Hispanic1,384
  • Asian1,476
  • Black1,418
  • White1,343
Reading Average Scale Score:

1,412
State:

1,423
Reading students tested: 103
Reading # Answer Documents Submitted: 103

Reading Avg Items Correct:
  • Reporting Category 1: 3.8 (76%)
  • Reporting Category 2: 9 (60%)
  • Reporting Category 3: 8.8 (63%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 44%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 15%

29%
44%
12%
15%
Males: (Average Scale Score: 1,390, Tested: 49, Did Not Meet Grade Level Performance: 35%, Approaches: 43%, Meets: 12%, Masters: 10%)
35%
43%
12%
10%
Females: (Average Scale Score: 1,431, Tested: 54, Did Not Meet Grade Level Performance: 24%, Approaches: 45%, Meets: 12%, Masters: 19%)
24%
45%
12%
19%
Hispanic: (Average Scale Score: 1,384, Tested: 38, Did Not Meet Grade Level Performance: 37%, Approaches: 47%, Meets: 11%, Masters: 5%)
37%
47%
11%
5%
Asian: (Average Scale Score: 1,476, Tested: 18, Did Not Meet Grade Level Performance: 11%, Approaches: 39%, Meets: 17%, Masters: 33%)
11%
39%
17%
33%
Black: (Average Scale Score: 1,418, Tested: 38, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 11%, Masters: 18%)
29%
42%
11%
18%
White: (Average Scale Score: 1,343, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 14%, Masters: 0%)
43%
43%
14%
3rd Grade (Spanish)
Math students tested: 2
Math # Answer Documents Submitted: 2

Reading students tested: 2
Reading # Answer Documents Submitted: 2

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,534
  • Males1,546
  • Females1,522
  • Hispanic1,517
  • Asian1,643
  • Black1,512
Math Average Scale Score:

1,534
Texas:

1,546
Math students tested: 112
Math # Answer Documents Submitted: 112

Math Avg Items Correct:
  • Reporting Category 1: 5.8 (64%)
  • Reporting Category 2: 6.9 (63%)
  • Reporting Category 3: 5.8 (58%)
  • Reporting Category 4: 2.2 (55%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 19%

36%
27%
18%
19%
Males: (Average Scale Score: 1,546, Tested: 58, Did Not Meet Grade Level Performance: 31%, Approaches: 29%, Meets: 19%, Masters: 21%)
31%
29%
19%
21%
Females: (Average Scale Score: 1,522, Tested: 54, Did Not Meet Grade Level Performance: 41%, Approaches: 26%, Meets: 16%, Masters: 17%)
41%
26%
16%
17%
Hispanic: (Average Scale Score: 1,517, Tested: 37, Did Not Meet Grade Level Performance: 35%, Approaches: 33%, Meets: 24%, Masters: 8%)
35%
33%
24%
8%
Asian: (Average Scale Score: 1,643, Tested: 17, Did Not Meet Grade Level Performance: 12%, Approaches: 23%, Meets: 6%, Masters: 59%)
12%
23%
6%
59%
Black: (Average Scale Score: 1,512, Tested: 50, Did Not Meet Grade Level Performance: 44%, Approaches: 26%, Meets: 16%, Masters: 14%)
44%
26%
16%
14%

    Reading Average Scale Score
    (4th Grade)

  • All1,528
  • Males1,524
  • Females1,531
  • Hispanic1,492
  • Asian1,628
  • Black1,515
Reading Average Scale Score:

1,528
State:

1,496
Reading students tested: 112
Reading # Answer Documents Submitted: 112

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 10.1 (68%)
  • Reporting Category 3: 8.5 (66%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 28%

30%
20%
22%
28%
Males: (Average Scale Score: 1,524, Tested: 58, Did Not Meet Grade Level Performance: 31%, Approaches: 19%, Meets: 24%, Masters: 26%)
31%
19%
24%
26%
Females: (Average Scale Score: 1,531, Tested: 54, Did Not Meet Grade Level Performance: 30%, Approaches: 20%, Meets: 20%, Masters: 30%)
30%
20%
20%
30%
Hispanic: (Average Scale Score: 1,492, Tested: 37, Did Not Meet Grade Level Performance: 41%, Approaches: 21%, Meets: 22%, Masters: 16%)
41%
21%
22%
16%
Asian: (Average Scale Score: 1,628, Tested: 17, Did Not Meet Grade Level Performance: 12%, Approaches: 12%, Meets: 17%, Masters: 59%)
12%
12%
17%
59%
Black: (Average Scale Score: 1,515, Tested: 50, Did Not Meet Grade Level Performance: 32%, Approaches: 22%, Meets: 22%, Masters: 24%)
32%
22%
22%
24%

    Writing Average Scale Score
    (4th Grade)

  • All3,849
  • Males3,844
  • Females3,855
  • Hispanic3,723
  • Asian4,269
  • Black3,799
Writing Average Scale Score:

3,849
Texas:

3,570
Writing students tested: 111
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 112

Writing Avg Items Correct:
  • Reporting Category 1: 3.6 (46%)
  • Reporting Category 2: 4.8 (60%)
  • Reporting Category 3: 11.7 (73%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 13%

32%
25%
30%
13%
Males: (Average Scale Score: 3,844, Tested: 57, Did Not Meet Grade Level Performance: 32%, Approaches: 26%, Meets: 28%, Masters: 14%)
32%
26%
28%
14%
Females: (Average Scale Score: 3,855, Tested: 54, Did Not Meet Grade Level Performance: 31%, Approaches: 25%, Meets: 33%, Masters: 11%)
31%
25%
33%
11%
Hispanic: (Average Scale Score: 3,723, Tested: 37, Did Not Meet Grade Level Performance: 43%, Approaches: 22%, Meets: 24%, Masters: 11%)
43%
22%
24%
11%
Asian: (Average Scale Score: 4,269, Tested: 17, Did Not Meet Grade Level Performance: 12%, Approaches: 6%, Meets: 58%, Masters: 24%)
12%
6%
58%
24%
Black: (Average Scale Score: 3,799, Tested: 50, Did Not Meet Grade Level Performance: 30%, Approaches: 34%, Meets: 24%, Masters: 12%)
30%
34%
24%
12%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,673
  • Males1,647
  • Females1,695
  • Hispanic1,654
  • Asian1,727
  • Black1,678
Math Average Scale Score:

1,673
State:

1,603
Math students tested: 98
Math # Answer Documents Submitted: 98

Math Avg Items Correct:
  • Reporting Category 1: 4.5 (75%)
  • Reporting Category 2: 12.8 (75%)
  • Reporting Category 3: 6.4 (71%)
  • Reporting Category 4: 2.8 (70%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 43%

12%
18%
27%
43%
Males: (Average Scale Score: 1,647, Tested: 44, Did Not Meet Grade Level Performance: 25%, Approaches: 16%, Meets: 18%, Masters: 41%)
25%
16%
18%
41%
Females: (Average Scale Score: 1,695, Tested: 54, Did Not Meet Grade Level Performance: 2%, Approaches: 18%, Meets: 36%, Masters: 44%)
2%
18%
36%
44%
Hispanic: (Average Scale Score: 1,654, Tested: 43, Did Not Meet Grade Level Performance: 12%, Approaches: 23%, Meets: 28%, Masters: 37%)
12%
23%
28%
37%
Asian: (Average Scale Score: 1,727, Tested: 16, Did Not Meet Grade Level Performance: 6%, Approaches: 0%, Meets: 38%, Masters: 56%)
6%
38%
56%
Black: (Average Scale Score: 1,678, Tested: 37, Did Not Meet Grade Level Performance: 16%, Approaches: 16%, Meets: 22%, Masters: 46%)
16%
16%
22%
46%

    Reading Average Scale Score
    (5th Grade)

  • All1,584
  • Males1,549
  • Females1,612
  • Hispanic1,566
  • Asian1,651
  • Black1,577
Reading Average Scale Score:

1,584
State:

1,546
Reading students tested: 98
Reading # Answer Documents Submitted: 98

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (72%)
  • Reporting Category 2: 11.6 (73%)
  • Reporting Category 3: 9.7 (69%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 38%
Masters Grade Level Performance: 20%

16%
26%
38%
20%
Males: (Average Scale Score: 1,549, Tested: 44, Did Not Meet Grade Level Performance: 20%, Approaches: 28%, Meets: 41%, Masters: 11%)
20%
28%
41%
11%
Females: (Average Scale Score: 1,612, Tested: 54, Did Not Meet Grade Level Performance: 13%, Approaches: 24%, Meets: 35%, Masters: 28%)
13%
24%
35%
28%
Hispanic: (Average Scale Score: 1,566, Tested: 43, Did Not Meet Grade Level Performance: 19%, Approaches: 34%, Meets: 28%, Masters: 19%)
19%
34%
28%
19%
Asian: (Average Scale Score: 1,651, Tested: 16, Did Not Meet Grade Level Performance: 6%, Approaches: 13%, Meets: 43%, Masters: 38%)
6%
13%
43%
38%
Black: (Average Scale Score: 1,577, Tested: 37, Did Not Meet Grade Level Performance: 16%, Approaches: 22%, Meets: 46%, Masters: 16%)
16%
22%
46%
16%

    Science Average Scale Score
    (5th Grade)

  • All3,897
  • Males3,870
  • Females3,919
  • Hispanic3,802
  • Asian4,120
  • Black3,922
Science Average Scale Score:

3,897
Texas:

3,771
Science students tested: 97
Science # Answer Documents Submitted: 97

Science Avg Items Correct:
  • Reporting Category 1: 4.4 (74%)
  • Reporting Category 2: 5.5 (69%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 9 (75%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 15%

18%
33%
34%
15%
Males: (Average Scale Score: 3,870, Tested: 43, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 26%, Masters: 21%)
21%
32%
26%
21%
Females: (Average Scale Score: 3,919, Tested: 54, Did Not Meet Grade Level Performance: 15%, Approaches: 33%, Meets: 41%, Masters: 11%)
15%
33%
41%
11%
Hispanic: (Average Scale Score: 3,802, Tested: 42, Did Not Meet Grade Level Performance: 24%, Approaches: 36%, Meets: 28%, Masters: 12%)
24%
36%
28%
12%
Asian: (Average Scale Score: 4,120, Tested: 16, Did Not Meet Grade Level Performance: 6%, Approaches: 19%, Meets: 44%, Masters: 31%)
6%
19%
44%
31%
Black: (Average Scale Score: 3,922, Tested: 37, Did Not Meet Grade Level Performance: 14%, Approaches: 37%, Meets: 35%, Masters: 14%)
14%
37%
35%
14%

Health & Safety


Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 1


Total incidents per 1,000 students
School:

1.4
Texas:

38.0

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

  • Hispanic10
  • Asian2
  • Black16
  • White2
  • LEP7
  • IDEA4
  • 5042
Chronic Student Absenteeism: 30 (male: 17, female: 13)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • Black: 16 (male: 8, female: 8)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Mary Austin Holley Elementary School:

42.3
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

  • Hispanic2
  • Native Hawaiian1
  • Black9
  • LEP1
  • IDEA8
School days missed due to out-of-school suspension: 12 (male: 11, female: 1)
  • Hispanic: 2 (male: 1, female: 1)
  • Native Hawaiian / Pacific Islander: 1 (all male)
  • Black: 9 (all male)
  • Limited English Proficiency (LEP): 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 8 (all male)
Instances of out-of-school suspension (Students without disabilities): 4

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

5.6
State:

102.7
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic4
  • Native Hawaiian2
  • Black2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 7

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

9.9
Texas:

27.5
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2

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