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Mireles Elementary School in Corpus Christi, 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 91
Address
 7658 CIMARRON
Corpus Christi, TX 78414
Telephone
(361) 994-6960
(make sure to verify first before calling)
Website
http://mireles.ccisd.us
City-data.com school rating
91
Students
629
Classroom Teachers (FTE)
36.2
Free lunch eligible students
117
Reduced-price lunch
eligible students
42
School district
CORPUS CHRISTI ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
FAYE WEBB EL (1.3 miles):

96
Mireles Elementary School:

91
KOLDA EL (1.2 miles):

86
KAFFIE MIDDLE (1.0 miles):

76
JONES EL (1.8 miles):

72
BARNES EL (2.4 miles):

67
CLUB ESTATES (2.2 miles):

66
SCHOOL OF SCIENCE AND TECHNOLOGY CORPUS CHRISTI (2.8 miles):

66
MOORE EL (2.2 miles):

56
Mireles Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Nueces County:

54
Corpus Christi:

52
Mireles Elementary School:

91

Students & Teachers


Total enrollment:
Enrollment in 2016: 629
Enrollment in 2015: 657
Enrollment in 2014: 632
Enrollment in 2013: 581
Enrollment in 2012: 579
Enrollment in 2011: 585
Enrollment in 2010: 586
Enrollment in 2009: 551
Enrollment in 2008: 521
Enrollment in 2007: 539
Enrollment in 2006: 942
Enrollment in 2005: 818
Enrollment in 2004: 809
Enrollment in 2003: 696
Enrollment in 2002: 623
Enrollment in 2001: 478

Mireles Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students21071051081139698629
Female students1475353584844304
Male students1605255554854325
American Indian/Alaska Native students - 2 - - 1 - - 3
Asian students - 22967430
Hispanic students2686660635565379
Black students - 67463228
White students - 262934372927182
Two or More Races students - 311 - 2 - 7

Enrollment by grade:
Pre-Kindergarten enrollment: 2
Kindergarten enrollment: 107
1st grade enrollment: 105
2nd grade enrollment: 108
3rd grade enrollment: 113
4th grade enrollment: 96
5th grade enrollment: 98

Mireles Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 304 (48.3%)
Here:

48.3%
Texas:

49.0%
Male enrollment: 325 (51.7%)
School:

51.7%
State:

50.1%

Mireles Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.5%)
Mireles Elementary School:

0.5%
Texas:

0.4%
Asian enrollment: 30 (4.8%)
Here:

4.8%
State:

3.1%
Hispanic enrollment: 379 (60.3%)
Mireles Elementary School:

60.3%
State:

46.9%
Black enrollment: 28 (4.5%)
Mireles Elementary School:

4.5%
Texas:

11.6%
White enrollment: 182 (28.9%)
School:

28.9%
Texas:

32.3%
Two or More Races enrollment: 7 (1.1%)
School:

1.1%
Texas:

2.1%

Mireles Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 159 (25.3%)
Mireles Elementary School:

25.3%
Texas:

61.6%
Free lunch eligible students: 117 (18.6%)
Mireles Elementary School:

18.6%
Texas:

55.4%
Reduced-price lunch eligible students: 42 (6.7%)
Mireles Elementary School:

6.7%
State:

6.2%

Mireles Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 36.2

Number of FTE teachers in their first year of teaching: 1
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: 18
Number of FTE nurses: 1

Student/Teacher Ratio
School:

17.4
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,202,572
  • Full-time Equivalency Count of Teachers: 36.5 (Salary Expenditures: $1,701,595)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $96,826)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $261,454)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $142,697)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $269,869
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $567,409
  • Salary Expenditures for Teachers: $1,915,569
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $163,259)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $261,454)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $142,697)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $274,496

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic13
  • Asian7
  • Black2
  • White2
  • Multirace2
  • IDEA4
Students Enrolled in LEP Programs: 26 (male: 14, female: 12)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 45 (male: 38, female: 7)
  • Hispanic: 29 (male: 22, female: 7)
  • White: 16 (all male)

    Students with disabilities served under Section 504

  • Hispanic25
  • Black4
  • White4
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 35 (male: 23, female: 12)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • 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 Kindergarten: 2 (all male)
  • Hispanic: 2

Percent of Kindergarten students retained
Here:

1.9%
State:

5.2%
Total number of students retained in 1st grade: 2 (all male)
  • White: 2
  • Section 504: 2

Percent of 1st grade students retained
Here:

1.9%
Texas:

6.1%

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)

  • All1,560
  • Males1,564
  • Females1,554
  • Hispanic1,530
  • Black1,571
  • White1,615
Math Average Scale Score:

1,560
Texas:

1,453
Math students tested: 107
Math # Answer Documents Submitted: 107

Math Avg Items Correct:
  • Reporting Category 1: 7 (87%)
  • Reporting Category 2: 10 (77%)
  • Reporting Category 3: 5.2 (74%)
  • Reporting Category 4: 3.3 (84%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 40%

3%
29%
28%
40%
Males: (Average Scale Score: 1,564, Tested: 58, Did Not Meet Grade Level Performance: 3%, Approaches: 28%, Meets: 26%, Masters: 43%)
3%
28%
26%
43%
Females: (Average Scale Score: 1,554, Tested: 49, Did Not Meet Grade Level Performance: 2%, Approaches: 31%, Meets: 30%, Masters: 37%)
2%
31%
30%
37%
Hispanic: (Average Scale Score: 1,530, Tested: 66, Did Not Meet Grade Level Performance: 5%, Approaches: 34%, Meets: 31%, Masters: 30%)
5%
34%
31%
30%
Black: (Average Scale Score: 1,571, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 28%, Masters: 43%)
29%
28%
43%
White: (Average Scale Score: 1,615, Tested: 30, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 23%, Masters: 60%)
17%
23%
60%

    Reading Average Scale Score
    (3rd Grade)

  • All1,518
  • Males1,510
  • Females1,528
  • Hispanic1,498
  • Black1,528
  • White1,558
Reading Average Scale Score:

1,518
State:

1,423
Reading students tested: 107
Reading # Answer Documents Submitted: 107

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (91%)
  • Reporting Category 2: 11.3 (76%)
  • Reporting Category 3: 10.6 (76%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 40%

3%
39%
18%
40%
Males: (Average Scale Score: 1,510, Tested: 58, Did Not Meet Grade Level Performance: 3%, Approaches: 45%, Meets: 11%, Masters: 41%)
3%
45%
11%
41%
Females: (Average Scale Score: 1,528, Tested: 49, Did Not Meet Grade Level Performance: 2%, Approaches: 33%, Meets: 26%, Masters: 39%)
2%
33%
26%
39%
Hispanic: (Average Scale Score: 1,498, Tested: 66, Did Not Meet Grade Level Performance: 3%, Approaches: 47%, Meets: 18%, Masters: 32%)
3%
47%
18%
32%
Black: (Average Scale Score: 1,528, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 14%, Masters: 57%)
29%
14%
57%
White: (Average Scale Score: 1,558, Tested: 30, Did Not Meet Grade Level Performance: 3%, Approaches: 27%, Meets: 17%, Masters: 53%)
3%
27%
17%
53%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,643
  • Males1,638
  • Females1,649
  • Hispanic1,628
  • Asian1,718
  • White1,669
Math Average Scale Score:

1,643
State:

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

Math Avg Items Correct:
  • Reporting Category 1: 7.4 (82%)
  • Reporting Category 2: 8.5 (77%)
  • Reporting Category 3: 7.3 (73%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 40%

6%
24%
30%
40%
Males: (Average Scale Score: 1,638, Tested: 56, Did Not Meet Grade Level Performance: 9%, Approaches: 25%, Meets: 23%, Masters: 43%)
9%
25%
23%
43%
Females: (Average Scale Score: 1,649, Tested: 56, Did Not Meet Grade Level Performance: 4%, Approaches: 23%, Meets: 35%, Masters: 38%)
4%
23%
35%
38%
Hispanic: (Average Scale Score: 1,628, Tested: 69, Did Not Meet Grade Level Performance: 9%, Approaches: 23%, Meets: 35%, Masters: 33%)
9%
23%
35%
33%
Asian: (Average Scale Score: 1,718, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 0%, Masters: 83%)
17%
83%
White: (Average Scale Score: 1,669, Tested: 32, Did Not Meet Grade Level Performance: 0%, Approaches: 28%, Meets: 22%, Masters: 50%)
28%
22%
50%

    Reading Average Scale Score
    (4th Grade)

  • All1,567
  • Males1,558
  • Females1,575
  • Hispanic1,553
  • Asian1,609
  • White1,581
Reading Average Scale Score:

1,567
State:

1,496
Reading students tested: 111
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 112

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (77%)
  • Reporting Category 2: 11 (73%)
  • Reporting Category 3: 9.7 (75%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 32%

11%
30%
27%
32%
Males: (Average Scale Score: 1,558, Tested: 56, Did Not Meet Grade Level Performance: 14%, Approaches: 23%, Meets: 31%, Masters: 32%)
14%
23%
31%
32%
Females: (Average Scale Score: 1,575, Tested: 55, Did Not Meet Grade Level Performance: 7%, Approaches: 37%, Meets: 25%, Masters: 31%)
7%
37%
25%
31%
Hispanic: (Average Scale Score: 1,553, Tested: 68, Did Not Meet Grade Level Performance: 12%, Approaches: 32%, Meets: 28%, Masters: 28%)
12%
32%
28%
28%
Asian: (Average Scale Score: 1,609, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 17%, Masters: 50%)
33%
17%
50%
White: (Average Scale Score: 1,581, Tested: 32, Did Not Meet Grade Level Performance: 9%, Approaches: 25%, Meets: 32%, Masters: 34%)
9%
25%
32%
34%

    Writing Average Scale Score
    (4th Grade)

  • All4,039
  • Males4,005
  • Females4,073
  • Hispanic3,967
  • Asian4,131
  • White4,188
Writing Average Scale Score:

4,039
State:

3,570
Writing students tested: 112
Writing # Answer Documents Submitted: 112

Writing Avg Items Correct:
  • Reporting Category 1: 4.3 (54%)
  • Reporting Category 2: 4.8 (60%)
  • Reporting Category 3: 12.9 (81%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 47%
Masters Grade Level Performance: 13%

16%
24%
47%
13%
Males: (Average Scale Score: 4,005, Tested: 56, Did Not Meet Grade Level Performance: 20%, Approaches: 25%, Meets: 39%, Masters: 16%)
20%
25%
39%
16%
Females: (Average Scale Score: 4,073, Tested: 56, Did Not Meet Grade Level Performance: 13%, Approaches: 24%, Meets: 53%, Masters: 11%)
13%
24%
53%
11%
Hispanic: (Average Scale Score: 3,967, Tested: 69, Did Not Meet Grade Level Performance: 20%, Approaches: 26%, Meets: 44%, Masters: 10%)
20%
26%
44%
10%
Asian: (Average Scale Score: 4,131, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 50%, Masters: 17%)
33%
50%
17%
White: (Average Scale Score: 4,188, Tested: 32, Did Not Meet Grade Level Performance: 9%, Approaches: 19%, Meets: 50%, Masters: 22%)
9%
19%
50%
22%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,701
  • Males1,708
  • Females1,694
  • Hispanic1,684
  • Asian1,857
  • White1,690
Math Average Scale Score:

1,701
State:

1,603
Math students tested: 114
Math # Answer Documents Submitted: 114

Math Avg Items Correct:
  • Reporting Category 1: 4.5 (75%)
  • Reporting Category 2: 13.3 (78%)
  • Reporting Category 3: 7.1 (79%)
  • Reporting Category 4: 3.1 (78%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 41%

3%
21%
35%
41%
Males: (Average Scale Score: 1,708, Tested: 53, Did Not Meet Grade Level Performance: 2%, Approaches: 15%, Meets: 40%, Masters: 43%)
2%
15%
40%
43%
Females: (Average Scale Score: 1,694, Tested: 61, Did Not Meet Grade Level Performance: 3%, Approaches: 27%, Meets: 31%, Masters: 39%)
3%
27%
31%
39%
Hispanic: (Average Scale Score: 1,684, Tested: 66, Did Not Meet Grade Level Performance: 3%, Approaches: 24%, Meets: 37%, Masters: 36%)
3%
24%
37%
36%
Asian: (Average Scale Score: 1,857, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 25%, Masters: 75%)
25%
75%
White: (Average Scale Score: 1,690, Tested: 34, Did Not Meet Grade Level Performance: 3%, Approaches: 23%, Meets: 39%, Masters: 35%)
3%
23%
39%
35%

    Reading Average Scale Score
    (5th Grade)

  • All1,631
  • Males1,623
  • Females1,637
  • Hispanic1,621
  • Asian1,691
  • White1,626
Reading Average Scale Score:

1,631
Texas:

1,546
Reading students tested: 114
Reading # Answer Documents Submitted: 114

Reading Avg Items Correct:
  • Reporting Category 1: 6.5 (82%)
  • Reporting Category 2: 12.9 (80%)
  • Reporting Category 3: 10.1 (72%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 43%

7%
29%
21%
43%
Males: (Average Scale Score: 1,623, Tested: 53, Did Not Meet Grade Level Performance: 9%, Approaches: 33%, Meets: 13%, Masters: 45%)
9%
33%
13%
45%
Females: (Average Scale Score: 1,637, Tested: 61, Did Not Meet Grade Level Performance: 5%, Approaches: 26%, Meets: 28%, Masters: 41%)
5%
26%
28%
41%
Hispanic: (Average Scale Score: 1,621, Tested: 66, Did Not Meet Grade Level Performance: 9%, Approaches: 33%, Meets: 22%, Masters: 36%)
9%
33%
22%
36%
Asian: (Average Scale Score: 1,691, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 13%, Masters: 75%)
12%
13%
75%
White: (Average Scale Score: 1,626, Tested: 34, Did Not Meet Grade Level Performance: 6%, Approaches: 26%, Meets: 27%, Masters: 41%)
6%
26%
27%
41%

    Science Average Scale Score
    (5th Grade)

  • All4,015
  • Males4,043
  • Females3,991
  • Hispanic3,956
  • Asian4,262
  • White4,052
Science Average Scale Score:

4,015
State:

3,771
Science students tested: 115
Science # Answer Documents Submitted: 115

Science Avg Items Correct:
  • Reporting Category 1: 4.5 (76%)
  • Reporting Category 2: 6.4 (81%)
  • Reporting Category 3: 7.1 (71%)
  • Reporting Category 4: 9.3 (77%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 23%

13%
29%
35%
23%
Males: (Average Scale Score: 4,043, Tested: 53, Did Not Meet Grade Level Performance: 9%, Approaches: 27%, Meets: 39%, Masters: 25%)
9%
27%
39%
25%
Females: (Average Scale Score: 3,991, Tested: 62, Did Not Meet Grade Level Performance: 16%, Approaches: 31%, Meets: 30%, Masters: 23%)
16%
31%
30%
23%
Hispanic: (Average Scale Score: 3,956, Tested: 67, Did Not Meet Grade Level Performance: 16%, Approaches: 30%, Meets: 36%, Masters: 18%)
16%
30%
36%
18%
Asian: (Average Scale Score: 4,262, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 43%, Masters: 43%)
14%
43%
43%
White: (Average Scale Score: 4,052, Tested: 34, Did Not Meet Grade Level Performance: 12%, Approaches: 29%, Meets: 30%, Masters: 29%)
12%
29%
30%
29%

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 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: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Mireles Elementary School:

1.6
Texas:

4.1
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 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
  • White10
  • LEP2
  • IDEA7
  • 5044
Chronic Student Absenteeism: 31 (male: 22, female: 9)
  • Hispanic: 19 (male: 14, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • 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
Here:

49.3
Texas:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 3 (all male)
  • Hispanic: 3
  • Individuals With Disabilities Education Act (IDEA): 1
Instances of out-of-school suspension (Students without disabilities): 2

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

3.2
State:

102.7
Students without disabilities receiving one or more in-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 1

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

1.6
State:

27.5
Instances of out-of-school suspension (Section 504 only): 3

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

4.8
State:

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

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