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Moreno J H School in Beeville, TX
(07-08 • 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 23
Address
 301 N MINNESOTA ST
Beeville, TX 78102
Telephone
(361) 358-6262
(make sure to verify first before calling)
Website
http://beevilleisd.net
City-data.com school rating
23
Students
552
Classroom Teachers (FTE)
45.4
Free lunch eligible students
350
Reduced-price lunch
eligible students
57
School district
BEEVILLE 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:
SKIDMORE-TYNAN EL (11.0 miles):

78
SKIDMORE-TYNAN J H (11.0 miles):

76
SKIDMORE-TYNAN H S (10.9 miles):

56
ST MARY'S ACADEMY CHARTER SCHOOL (1.1 miles):

48
R A HALL EL (0.7 miles):

44
A C JONES H S (1.5 miles):

31
Moreno J H School:

23
THOMAS JEFFERSON INT (1.2 miles):

15
FADDEN-MCKEOWN-CHAMBLISS EL (1.7 miles):

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

54
Bee County:

42
Beeville:

29
Moreno J H School:

23

Students & Teachers


Total enrollment:
Enrollment in 2016: 552
Enrollment in 2015: 584
Enrollment in 2014: 552
Enrollment in 2013: 808
Enrollment in 2012: 807
Enrollment in 2011: 780
Enrollment in 2010: 771
Enrollment in 2009: 805
Enrollment in 2008: 806
Enrollment in 2007: 590
Enrollment in 2006: 582
Enrollment in 2005: 572
Enrollment in 2004: 580
Enrollment in 2003: 604
Enrollment in 2002: 608
Enrollment in 2001: 633
Enrollment in 2000: 690
Enrollment in 1999: 698

Moreno J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students282270552
Female students148120268
Male students134150284
American Indian/Alaska Native students - 11
Asian students213
Hispanic students227222449
Black students91019
White students423274
Two or More Races students246

Enrollment by grade:
7th grade enrollment: 282
8th grade enrollment: 270

Moreno J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 268 (48.6%)
Moreno J H School:

48.6%
Texas:

49.0%
Male enrollment: 284 (51.4%)
Moreno J H School:

51.4%
Texas:

50.1%

Moreno J H School - Historical enrollment by gender


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

0.2%
State:

0.4%
Asian enrollment: 3 (0.5%)
School:

0.5%
Texas:

3.1%
Hispanic enrollment: 449 (81.3%)
Moreno J H School:

81.3%
State:

46.9%
Black enrollment: 19 (3.4%)
Here:

3.4%
Texas:

11.6%
White enrollment: 74 (13.4%)
School:

13.4%
Texas:

32.3%
Two or More Races enrollment: 6 (1.1%)
Moreno J H School:

1.1%
Texas:

2.1%

Moreno J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 407 (73.7%)
Here:

73.7%
State:

61.6%
Free lunch eligible students: 350 (63.4%)
Here:

63.4%
State:

55.4%
Reduced-price lunch eligible students: 57 (10.3%)
Moreno J H School:

10.3%
State:

6.2%

Moreno J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 45.4

Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 13
Number of FTE nurses: 1

Student/Teacher Ratio
Moreno J H School:

12.2
Texas:

15.6

Moreno J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,792,891
  • Full-time Equivalency Count of Teachers: 45.4 (Salary Expenditures: $1,792,891)
  • Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $211,145)
  • Full-time Equivalency Count of Support Services Staff: 65.2 (Salary Expenditures: $2,650,744)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $194,836)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $482,400
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,412,097
  • Salary Expenditures for Teachers: $2,022,401
  • Full-time Equivalency Count of Instructional Aides: 12.9 (Salary Expenditures: $240,605)
  • Full-time Equivalency Count of Support Services Staff: 65.2 (Salary Expenditures: $192,902)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $194,836)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $513,444

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 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: 64 (male: 45, female: 19)
  • Hispanic: 56 (male: 37, female: 19)
  • Black: 4 (all male)
  • White: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic25
  • Black2
  • White10
  • Multirace2
Students with disabilities served under Section 504: 39 (male: 24, female: 15)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 1,054 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 7th grade

  • Hispanic10
  • Black2
  • White2
  • IDEA2
Total number of students retained in 7th grade: 14 (male: 10, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 7th grade students retained
School:

5.0%
State:

6.0%

    Total number of students retained in 8th grade

  • Hispanic7
  • Black2
  • LEP2
  • IDEA7
  • 5042
Total number of students retained in 8th grade: 9 (male: 4, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 2 (all male)

Percent of 8th grade students retained
Here:

3.3%
Texas:

7.0%

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: 31 (male: 12, female: 19)
  • Hispanic: 22 (male: 8, female: 14)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)

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

56.2
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,286
  • Males4,262
  • Females4,314
  • Hispanic4,250
  • White4,385
Algebra I Average Scale Score:

4,286
Texas:

4,001
Algebra I students tested: 26
Algebra I # Answer Documents Submitted: 26

Algebra I Avg Items Correct:
  • Reporting Category 1: 7.1 (64%)
  • Reporting Category 2: 9.2 (76%)
  • Reporting Category 3: 10.5 (75%)
  • Reporting Category 4: 8.2 (75%)
  • Reporting Category 5: 4.7 (79%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 8%
Meets Grade Level Performance: 38%
Masters Grade Level Performance: 54%

8%
38%
54%
Males: (Average Scale Score: 4,262, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 43%, Masters: 50%)
7%
43%
50%
Females: (Average Scale Score: 4,314, Tested: 12, Did Not Meet Grade Level Performance: 0%, Approaches: 8%, Meets: 34%, Masters: 58%)
8%
34%
58%
Hispanic: (Average Scale Score: 4,250, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 36%, Masters: 53%)
11%
36%
53%
White: (Average Scale Score: 4,385, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 43%, Masters: 57%)
43%
57%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,603
  • Males1,606
  • Females1,600
  • Hispanic1,604
  • Black1,590
  • White1,605
Math Average Scale Score:

1,603
State:

1,571
Math students tested: 236
Math # Answer Documents Submitted: 236

Math Avg Items Correct:
  • Reporting Category 1: 3.2 (53%)
  • Reporting Category 2: 6.6 (44%)
  • Reporting Category 3: 5.4 (45%)
  • Reporting Category 4: 2.7 (38%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 6%

45%
34%
15%
6%
Males: (Average Scale Score: 1,606, Tested: 127, Did Not Meet Grade Level Performance: 45%, Approaches: 31%, Meets: 18%, Masters: 6%)
45%
31%
18%
6%
Females: (Average Scale Score: 1,600, Tested: 109, Did Not Meet Grade Level Performance: 46%, Approaches: 37%, Meets: 12%, Masters: 5%)
46%
37%
12%
5%
Hispanic: (Average Scale Score: 1,604, Tested: 199, Did Not Meet Grade Level Performance: 43%, Approaches: 36%, Meets: 16%, Masters: 5%)
43%
36%
16%
5%
Black: (Average Scale Score: 1,590, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 29%, Masters: 0%)
57%
14%
29%
White: (Average Scale Score: 1,605, Tested: 26, Did Not Meet Grade Level Performance: 54%, Approaches: 23%, Meets: 11%, Masters: 12%)
54%
23%
11%
12%

    Reading Average Scale Score
    (7th Grade)

  • All1,592
  • Males1,578
  • Females1,609
  • Hispanic1,592
  • Black1,627
  • White1,581
Reading Average Scale Score:

1,592
State:

1,550
Reading students tested: 235
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 236

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (58%)
  • Reporting Category 2: 10.4 (58%)
  • Reporting Category 3: 9.2 (57%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 8%

39%
36%
17%
8%
Males: (Average Scale Score: 1,578, Tested: 126, Did Not Meet Grade Level Performance: 43%, Approaches: 35%, Meets: 16%, Masters: 6%)
43%
35%
16%
6%
Females: (Average Scale Score: 1,609, Tested: 109, Did Not Meet Grade Level Performance: 34%, Approaches: 38%, Meets: 17%, Masters: 11%)
34%
38%
17%
11%
Hispanic: (Average Scale Score: 1,592, Tested: 198, Did Not Meet Grade Level Performance: 37%, Approaches: 39%, Meets: 17%, Masters: 7%)
37%
39%
17%
7%
Black: (Average Scale Score: 1,627, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 29%, Masters: 14%)
29%
28%
29%
14%
White: (Average Scale Score: 1,581, Tested: 26, Did Not Meet Grade Level Performance: 50%, Approaches: 23%, Meets: 15%, Masters: 12%)
50%
23%
15%
12%

    Writing Average Scale Score
    (7th Grade)

  • All3,707
  • Males3,628
  • Females3,798
  • Hispanic3,698
  • Black3,866
  • White3,688
Writing Average Scale Score:

3,707
Texas:

3,515
Writing students tested: 236
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 237

Writing Avg Items Correct:
  • Reporting Category 1: 7.3 (45%)
  • Reporting Category 2: 8.3 (64%)
  • Reporting Category 3: 12.1 (71%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 3%

33%
34%
30%
3%
Males: (Average Scale Score: 3,628, Tested: 127, Did Not Meet Grade Level Performance: 39%, Approaches: 33%, Meets: 26%, Masters: 2%)
39%
33%
26%
2%
Females: (Average Scale Score: 3,798, Tested: 109, Did Not Meet Grade Level Performance: 26%, Approaches: 34%, Meets: 37%, Masters: 3%)
26%
34%
37%
3%
Hispanic: (Average Scale Score: 3,698, Tested: 199, Did Not Meet Grade Level Performance: 34%, Approaches: 33%, Meets: 30%, Masters: 3%)
34%
33%
30%
3%
Black: (Average Scale Score: 3,866, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 43%, Masters: 0%)
14%
43%
43%
White: (Average Scale Score: 3,688, Tested: 26, Did Not Meet Grade Level Performance: 31%, Approaches: 38%, Meets: 27%, Masters: 4%)
31%
38%
27%
4%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,633
  • Males1,626
  • Females1,638
  • Hispanic1,634
  • Black1,654
  • White1,609
Math Average Scale Score:

1,633
State:

1,539
Math students tested: 189
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 218

Math Avg Items Correct:
  • Reporting Category 1: 2.2 (55%)
  • Reporting Category 2: 8.6 (54%)
  • Reporting Category 3: 7.3 (49%)
  • Reporting Category 4: 3.8 (55%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 2%

30%
45%
23%
2%
Males: (Average Scale Score: 1,626, Tested: 84, Did Not Meet Grade Level Performance: 30%, Approaches: 50%, Meets: 18%, Masters: 2%)
30%
50%
18%
2%
Females: (Average Scale Score: 1,638, Tested: 105, Did Not Meet Grade Level Performance: 30%, Approaches: 41%, Meets: 28%, Masters: 1%)
30%
41%
28%
1%
Hispanic: (Average Scale Score: 1,634, Tested: 168, Did Not Meet Grade Level Performance: 29%, Approaches: 45%, Meets: 25%, Masters: 1%)
29%
45%
25%
1%
Black: (Average Scale Score: 1,654, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 57%, Meets: 0%, Masters: 14%)
29%
57%
14%
White: (Average Scale Score: 1,609, Tested: 14, Did Not Meet Grade Level Performance: 36%, Approaches: 43%, Meets: 21%, Masters: 0%)
36%
43%
21%

    Reading Average Scale Score
    (8th Grade)

  • All1,631
  • Males1,612
  • Females1,647
  • Hispanic1,628
  • Black1,630
  • White1,656
Reading Average Scale Score:

1,631
State:

1,561
Reading students tested: 214
# Absent - Not Tested: 4
Reading # Answer Documents Submitted: 218

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (63%)
  • Reporting Category 2: 12.6 (67%)
  • Reporting Category 3: 9.6 (57%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 14%

34%
41%
11%
14%
Males: (Average Scale Score: 1,612, Tested: 98, Did Not Meet Grade Level Performance: 38%, Approaches: 40%, Meets: 13%, Masters: 9%)
38%
40%
13%
9%
Females: (Average Scale Score: 1,647, Tested: 116, Did Not Meet Grade Level Performance: 31%, Approaches: 42%, Meets: 9%, Masters: 18%)
31%
42%
9%
18%
Hispanic: (Average Scale Score: 1,628, Tested: 186, Did Not Meet Grade Level Performance: 33%, Approaches: 43%, Meets: 11%, Masters: 13%)
33%
43%
11%
13%
Black: (Average Scale Score: 1,630, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 14%, Masters: 0%)
43%
43%
14%
White: (Average Scale Score: 1,656, Tested: 21, Did Not Meet Grade Level Performance: 38%, Approaches: 29%, Meets: 4%, Masters: 29%)
38%
29%
4%
29%

    Science Average Scale Score
    (8th Grade)

  • All3,679
  • Males3,729
  • Females3,636
  • Hispanic3,643
  • Black3,736
  • White3,974
Science Average Scale Score:

3,679
Texas:

3,634
Science students tested: 208
# Absent - Not Tested: 8
Science # Answer Documents Submitted: 216

Science Avg Items Correct:
  • Reporting Category 1: 6.2 (57%)
  • Reporting Category 2: 5 (55%)
  • Reporting Category 3: 6.3 (57%)
  • Reporting Category 4: 6.6 (60%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 13%

42%
33%
12%
13%
Males: (Average Scale Score: 3,729, Tested: 97, Did Not Meet Grade Level Performance: 38%, Approaches: 31%, Meets: 17%, Masters: 14%)
38%
31%
17%
14%
Females: (Average Scale Score: 3,636, Tested: 111, Did Not Meet Grade Level Performance: 46%, Approaches: 34%, Meets: 9%, Masters: 11%)
46%
34%
9%
11%
Hispanic: (Average Scale Score: 3,643, Tested: 180, Did Not Meet Grade Level Performance: 43%, Approaches: 34%, Meets: 14%, Masters: 9%)
43%
34%
14%
9%
Black: (Average Scale Score: 3,736, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 0%, Masters: 14%)
43%
43%
14%
White: (Average Scale Score: 3,974, Tested: 21, Did Not Meet Grade Level Performance: 33%, Approaches: 24%, Meets: 5%, Masters: 38%)
33%
24%
5%
38%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,626
  • Males3,711
  • Females3,551
  • Hispanic3,588
  • Black3,709
  • White3,926
Social Studies Average Scale Score:

3,626
State:

3,461
Social Studies students tested: 207
# Absent - Not Tested: 8
Social Studies # Answer Documents Submitted: 216

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.1 (54%)
  • Reporting Category 2: 6 (60%)
  • Reporting Category 3: 5.1 (51%)
  • Reporting Category 4: 3.6 (52%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 10%

46%
31%
13%
10%
Males: (Average Scale Score: 3,711, Tested: 97, Did Not Meet Grade Level Performance: 37%, Approaches: 34%, Meets: 17%, Masters: 12%)
37%
34%
17%
12%
Females: (Average Scale Score: 3,551, Tested: 110, Did Not Meet Grade Level Performance: 54%, Approaches: 28%, Meets: 10%, Masters: 8%)
54%
28%
10%
8%
Hispanic: (Average Scale Score: 3,588, Tested: 179, Did Not Meet Grade Level Performance: 49%, Approaches: 30%, Meets: 12%, Masters: 9%)
49%
30%
12%
9%
Black: (Average Scale Score: 3,709, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 29%, Masters: 0%)
29%
42%
29%
White: (Average Scale Score: 3,926, Tested: 21, Did Not Meet Grade Level Performance: 29%, Approaches: 33%, Meets: 19%, Masters: 19%)
29%
33%
19%
19%

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 received a school-related arrest: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

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

7.2
State:

16.6
Students with disabilities who received a school-related arrest: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)

Students with disabilities who received a school-related arrest per 1,000 students
Here:

7.2
Texas:

5.7

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

  • Hispanic64
  • Black2
  • White10
  • Multirace2
  • LEP2
  • 50410
Chronic Student Absenteeism: 78 (male: 34, female: 44)
  • Hispanic: 64 (male: 29, female: 35)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
Moreno J H School:

141.3
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Hispanic: 2

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

3.6
State:

7.2

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

  • Hispanic249
  • Black16
  • White16
  • LEP32
  • IDEA72
  • 50438
School days missed due to out-of-school suspension: 281 (male: 163, female: 118)
  • Hispanic: 249 (male: 133, female: 116)
  • Black: 16 (male: 14, female: 2)
  • White: 16 (all male)
  • Limited English Proficiency (LEP): 32 (male: 15, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 72 (male: 28, female: 44)
  • Section 504: 38 (male: 23, female: 15)
Students without disabilities receiving one or more in-school suspension: 27 (male: 19, female: 8)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

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

  • Hispanic31
  • Black4
  • White2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 37 (male: 21, female: 16)
  • Hispanic: 31 (male: 17, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 15 (male: 10, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • White: 2 (all male)
Students with disabilities receiving one or more in-school suspension: 27 (male: 19, female: 8)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 2 (all male)
  • Section 504: 10 (male: 8, female: 2)
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 9 (male: 4, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all male)

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic16
  • Black2
  • White4
  • Multirace2
8th grade student enrollment in Algebra I: 24 (male: 10, female: 14)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
8th grade studenst who passed Algebra I: 17 (male: 7, female: 10)
  • Hispanic: 17 (male: 7, female: 10)
Percent of 8th grade students who passed
Here:

70.8%
State:

87.0%

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