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Oliver Wendell Holmes Humanities/Communications School in Dallas, TX
(06-08 • 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 18
Address
 2001 E KIEST BLVD
Dallas, TX 75216
Telephone
(214) 925-8500
(make sure to verify first before calling)
Website
http://www.dallasisd.org/owholmes
City-data.com school rating
18
Students
711
Classroom Teachers (FTE)
53.5
Free lunch eligible students
667
Reduced-price lunch
eligible students
10
School district
DALLAS ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
J P STARKS EL (1.1 miles):

80
W W BUSHMAN EL (1.2 miles):

79
WHITNEY M YOUNG JR EL (1.3 miles):

67
WILLIAM B MILLER EL (0.7 miles):

66
ROGER Q MILLS EL (1.4 miles):

66
JOHN NEELY BRYAN EL (0.3 miles):

53
H I HOLLAND EL AT LISBON (1.2 miles):

51
BOUDE STOREY MIDDLE (1.3 miles):

26
Oliver Wendell Holmes Humanities/Communications School:

18
Oliver Wendell Holmes Humanities/Communications School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Dallas:

53
This School:

18

Students & Teachers


Total enrollment:
Enrollment in 2016: 711
Enrollment in 2015: 775
Enrollment in 2014: 837
Enrollment in 2013: 906
Enrollment in 2012: 943
Enrollment in 2011: 1,007
Enrollment in 2010: 1,024
Enrollment in 2009: 1,083
Enrollment in 2008: 1,156
Enrollment in 2007: 1,285
Enrollment in 2006: 929
Enrollment in 2005: 874
Enrollment in 2004: 904
Enrollment in 2003: 958
Enrollment in 2002: 925
Enrollment in 2001: 990
Enrollment in 2000: 1,056
Enrollment in 1999: 1,040

Oliver Wendell Holmes Humanities/Communications School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students236238237711
Female students113116110339
Male students123122127372
Hispanic students1049883285
Black students129138152419
White students1113
Two or More Races students2114

Enrollment by grade:
6th grade enrollment: 236
7th grade enrollment: 238
8th grade enrollment: 237

Oliver Wendell Holmes Humanities/Communications School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 339 (47.7%)
Here:

47.7%
Texas:

49.0%
Male enrollment: 372 (52.3%)
School:

52.3%
Texas:

50.1%

Oliver Wendell Holmes Humanities/Communications School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 285 (40.1%)
Here:

40.1%
Texas:

46.9%
Black enrollment: 419 (58.9%)
Here:

58.9%
State:

11.6%
White enrollment: 3 (0.4%)
Here:

0.4%
State:

32.3%
Two or More Races enrollment: 4 (0.6%)
Oliver Wendell Holmes Humanities/Communications School:

0.6%
Texas:

2.1%

Oliver Wendell Holmes Humanities/Communications School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 677 (95.2%)
Oliver Wendell Holmes Humanities/Communications School:

95.2%
Texas:

61.6%
Free lunch eligible students: 667 (93.8%)
Oliver Wendell Holmes Humanities/Communications School:

93.8%
State:

55.4%
Reduced-price lunch eligible students: 10 (1.4%)
School:

1.4%
State:

6.2%

Oliver Wendell Holmes Humanities/Communications School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 53.5

Number of FTE teachers in their first year of teaching: 8
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 1
Number of FTE nurses: 1

Student/Teacher Ratio
Oliver Wendell Holmes Humanities/Communications School:

13.3
Texas:

15.6

Oliver Wendell Holmes Humanities/Communications School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,173,202
  • Full-time Equivalency Count of Teachers: 53.5 (Salary Expenditures: $2,565,829)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $327,483)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $256,200)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $82,232
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,800,872
  • Salary Expenditures for Teachers: $2,937,037
  • Full-time Equivalency Count of Instructional Aides: 5.9 (Salary Expenditures: $157,021)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $426,924)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $256,200)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $152,020

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 178 (male: 77, female: 101)
  • Hispanic: 178 (male: 77, female: 101)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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: 91 (male: 68, female: 23)
  • Hispanic: 29 (male: 16, female: 13)
  • Black: 62 (male: 52, female: 10)
  • Limited English Proficiency (LEP): 20 (male: 13, female: 7)
Students with disabilities served under Section 504: 23 (male: 13, female: 10)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic4
  • Black2
  • LEP2
  • 5042
Total number of students retained in 7th grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Percent of 7th grade students retained
School:

2.5%
State:

6.0%

    Total number of students retained in 8th grade

  • Hispanic2
  • Black2
  • LEP2
  • IDEA2
Total number of students retained in 8th grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 8th grade students retained
Oliver Wendell Holmes Humanities/Communications School:

1.7%
State:

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

  • Hispanic34
  • Black40
  • White2
  • Multirace2
  • LEP28
  • IDEA2
Gifted and Talented Student Enrollment: 78 (male: 24, female: 54)
  • Hispanic: 34 (male: 8, female: 26)
  • Black: 40 (male: 14, female: 26)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 28 (male: 8, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

109.7
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

  • All4,238
  • Males4,093
  • Females4,320
  • Hispanic4,241
  • Black4,224
Algebra I Average Scale Score:

4,238
State:

4,001
Algebra I students tested: 36
# Absent - Not Tested: 1
Algebra I # Answer Documents Submitted: 37

Algebra I Avg Items Correct:
  • Reporting Category 1: 6.8 (62%)
  • Reporting Category 2: 9.2 (76%)
  • Reporting Category 3: 10.5 (75%)
  • Reporting Category 4: 7.7 (70%)
  • Reporting Category 5: 4.2 (70%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 44%

28%
28%
44%
Males: (Average Scale Score: 4,093, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 54%, Meets: 8%, Masters: 38%)
54%
8%
38%
Females: (Average Scale Score: 4,320, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 13%, Meets: 39%, Masters: 48%)
13%
39%
48%
Hispanic: (Average Scale Score: 4,241, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 21%, Masters: 50%)
29%
21%
50%
Black: (Average Scale Score: 4,224, Tested: 20, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 30%, Masters: 40%)
30%
30%
40%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,544
  • Males1,531
  • Females1,557
  • Hispanic1,570
  • Black1,526
Math Average Scale Score:

1,544
Texas:

1,546
Math students tested: 266
Math # Answer Documents Submitted: 266

Math Avg Items Correct:
  • Reporting Category 1: 4.3 (43%)
  • Reporting Category 2: 5.9 (39%)
  • Reporting Category 3: 2.1 (34%)
  • Reporting Category 4: 2.3 (33%)

Did Not Meet Grade Level Performance: 54%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 3%

54%
31%
12%
3%
Males: (Average Scale Score: 1,531, Tested: 134, Did Not Meet Grade Level Performance: 57%, Approaches: 30%, Meets: 12%, Masters: 1%)
57%
30%
12%
1%
Females: (Average Scale Score: 1,557, Tested: 132, Did Not Meet Grade Level Performance: 51%, Approaches: 31%, Meets: 13%, Masters: 5%)
51%
31%
13%
5%
Hispanic: (Average Scale Score: 1,570, Tested: 107, Did Not Meet Grade Level Performance: 46%, Approaches: 29%, Meets: 19%, Masters: 6%)
46%
29%
19%
6%
Black: (Average Scale Score: 1,526, Tested: 157, Did Not Meet Grade Level Performance: 59%, Approaches: 32%, Meets: 8%, Masters: 1%)
59%
32%
8%
1%

    Reading Average Scale Score
    (6th Grade)

  • All1,510
  • Males1,472
  • Females1,548
  • Hispanic1,530
  • Black1,495
Reading Average Scale Score:

1,510
Texas:

1,457
Reading students tested: 264
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 266

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 9.9 (58%)
  • Reporting Category 3: 7.3 (48%)

Did Not Meet Grade Level Performance: 55%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 6%

55%
25%
14%
6%
Males: (Average Scale Score: 1,472, Tested: 134, Did Not Meet Grade Level Performance: 64%, Approaches: 26%, Meets: 9%, Masters: 1%)
64%
26%
9%
1%
Females: (Average Scale Score: 1,548, Tested: 130, Did Not Meet Grade Level Performance: 45%, Approaches: 26%, Meets: 17%, Masters: 12%)
45%
26%
17%
12%
Hispanic: (Average Scale Score: 1,530, Tested: 105, Did Not Meet Grade Level Performance: 45%, Approaches: 31%, Meets: 19%, Masters: 5%)
45%
31%
19%
5%
Black: (Average Scale Score: 1,495, Tested: 157, Did Not Meet Grade Level Performance: 62%, Approaches: 21%, Meets: 10%, Masters: 7%)
62%
21%
10%
7%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,586
  • Males1,573
  • Females1,604
  • Hispanic1,603
  • Black1,577
Math Average Scale Score:

1,586
State:

1,571
Math students tested: 205
# Absent - Not Tested: 5
Math # Answer Documents Submitted: 243

Math Avg Items Correct:
  • Reporting Category 1: 2.7 (44%)
  • Reporting Category 2: 6.6 (44%)
  • Reporting Category 3: 5.3 (44%)
  • Reporting Category 4: 2.2 (31%)

Did Not Meet Grade Level Performance: 55%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 4%

55%
25%
16%
4%
Males: (Average Scale Score: 1,573, Tested: 117, Did Not Meet Grade Level Performance: 60%, Approaches: 27%, Meets: 9%, Masters: 4%)
60%
27%
9%
4%
Females: (Average Scale Score: 1,604, Tested: 88, Did Not Meet Grade Level Performance: 48%, Approaches: 24%, Meets: 25%, Masters: 3%)
48%
24%
25%
3%
Hispanic: (Average Scale Score: 1,603, Tested: 70, Did Not Meet Grade Level Performance: 47%, Approaches: 30%, Meets: 17%, Masters: 6%)
47%
30%
17%
6%
Black: (Average Scale Score: 1,577, Tested: 130, Did Not Meet Grade Level Performance: 58%, Approaches: 24%, Meets: 15%, Masters: 3%)
58%
24%
15%
3%

    Reading Average Scale Score
    (7th Grade)

  • All1,557
  • Males1,538
  • Females1,581
  • Hispanic1,549
  • Black1,562
Reading Average Scale Score:

1,557
State:

1,550
Reading students tested: 235
# Absent - Not Tested: 8
Reading # Answer Documents Submitted: 243

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 9.4 (52%)
  • Reporting Category 3: 7.7 (48%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 3%

50%
35%
12%
3%
Males: (Average Scale Score: 1,538, Tested: 130, Did Not Meet Grade Level Performance: 55%, Approaches: 36%, Meets: 7%, Masters: 2%)
55%
36%
7%
2%
Females: (Average Scale Score: 1,581, Tested: 105, Did Not Meet Grade Level Performance: 44%, Approaches: 33%, Meets: 18%, Masters: 5%)
44%
33%
18%
5%
Hispanic: (Average Scale Score: 1,549, Tested: 79, Did Not Meet Grade Level Performance: 53%, Approaches: 32%, Meets: 14%, Masters: 1%)
53%
32%
14%
1%
Black: (Average Scale Score: 1,562, Tested: 150, Did Not Meet Grade Level Performance: 49%, Approaches: 36%, Meets: 10%, Masters: 5%)
49%
36%
10%
5%

    Writing Average Scale Score
    (7th Grade)

  • All3,386
  • Males3,299
  • Females3,493
  • Hispanic3,399
  • Black3,370
Writing Average Scale Score:

3,386
Texas:

3,515
Writing students tested: 239
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 241

Writing Avg Items Correct:
  • Reporting Category 1: 7.1 (44%)
  • Reporting Category 2: 6.5 (50%)
  • Reporting Category 3: 9 (53%)

Did Not Meet Grade Level Performance: 63%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 0%

63%
22%
15%
Males: (Average Scale Score: 3,299, Tested: 132, Did Not Meet Grade Level Performance: 69%, Approaches: 20%, Meets: 11%, Masters: 0%)
69%
20%
11%
Females: (Average Scale Score: 3,493, Tested: 107, Did Not Meet Grade Level Performance: 55%, Approaches: 24%, Meets: 20%, Masters: 1%)
55%
24%
20%
1%
Hispanic: (Average Scale Score: 3,399, Tested: 82, Did Not Meet Grade Level Performance: 60%, Approaches: 25%, Meets: 14%, Masters: 1%)
60%
25%
14%
1%
Black: (Average Scale Score: 3,370, Tested: 150, Did Not Meet Grade Level Performance: 65%, Approaches: 20%, Meets: 15%, Masters: 0%)
65%
20%
15%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,637
  • Males1,630
  • Females1,644
  • Hispanic1,640
  • Black1,637
  • White1,584
Math Average Scale Score:

1,637
State:

1,539
Math students tested: 250
# Absent - Not Tested: 7
Math # Answer Documents Submitted: 294

Math Avg Items Correct:
  • Reporting Category 1: 2.3 (58%)
  • Reporting Category 2: 8.6 (54%)
  • Reporting Category 3: 7.3 (49%)
  • Reporting Category 4: 3.9 (56%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 2%

36%
35%
27%
2%
Males: (Average Scale Score: 1,630, Tested: 133, Did Not Meet Grade Level Performance: 37%, Approaches: 36%, Meets: 25%, Masters: 2%)
37%
36%
25%
2%
Females: (Average Scale Score: 1,644, Tested: 117, Did Not Meet Grade Level Performance: 36%, Approaches: 33%, Meets: 28%, Masters: 3%)
36%
33%
28%
3%
Hispanic: (Average Scale Score: 1,640, Tested: 99, Did Not Meet Grade Level Performance: 34%, Approaches: 31%, Meets: 33%, Masters: 2%)
34%
31%
33%
2%
Black: (Average Scale Score: 1,637, Tested: 144, Did Not Meet Grade Level Performance: 37%, Approaches: 38%, Meets: 22%, Masters: 3%)
37%
38%
22%
3%
White: (Average Scale Score: 1,584, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 17%, Masters: 0%)
67%
16%
17%

    Reading Average Scale Score
    (8th Grade)

  • All1,605
  • Males1,576
  • Females1,637
  • Hispanic1,600
  • Black1,611
  • White1,522
Reading Average Scale Score:

1,605
Texas:

1,561
Reading students tested: 252
# Absent - Not Tested: 8
Reading # Answer Documents Submitted: 294

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 11.5 (61%)
  • Reporting Category 3: 8.9 (53%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 9%

45%
29%
17%
9%
Males: (Average Scale Score: 1,576, Tested: 130, Did Not Meet Grade Level Performance: 55%, Approaches: 27%, Meets: 15%, Masters: 3%)
55%
27%
15%
3%
Females: (Average Scale Score: 1,637, Tested: 122, Did Not Meet Grade Level Performance: 35%, Approaches: 31%, Meets: 19%, Masters: 15%)
35%
31%
19%
15%
Hispanic: (Average Scale Score: 1,600, Tested: 104, Did Not Meet Grade Level Performance: 44%, Approaches: 32%, Meets: 17%, Masters: 7%)
44%
32%
17%
7%
Black: (Average Scale Score: 1,611, Tested: 140, Did Not Meet Grade Level Performance: 46%, Approaches: 27%, Meets: 18%, Masters: 9%)
46%
27%
18%
9%
White: (Average Scale Score: 1,522, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 0%, Masters: 17%)
67%
16%
17%

    Science Average Scale Score
    (8th Grade)

  • All3,602
  • Males3,563
  • Females3,644
  • Hispanic3,629
  • Black3,589
  • White3,558
Science Average Scale Score:

3,602
State:

3,634
Science students tested: 255
# Absent - Not Tested: 11
Science # Answer Documents Submitted: 303

Science Avg Items Correct:
  • Reporting Category 1: 5.8 (53%)
  • Reporting Category 2: 4.7 (52%)
  • Reporting Category 3: 6.4 (58%)
  • Reporting Category 4: 6.3 (58%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 3%

44%
37%
16%
3%
Males: (Average Scale Score: 3,563, Tested: 132, Did Not Meet Grade Level Performance: 48%, Approaches: 33%, Meets: 14%, Masters: 5%)
48%
33%
14%
5%
Females: (Average Scale Score: 3,644, Tested: 123, Did Not Meet Grade Level Performance: 39%, Approaches: 41%, Meets: 18%, Masters: 2%)
39%
41%
18%
2%
Hispanic: (Average Scale Score: 3,629, Tested: 98, Did Not Meet Grade Level Performance: 40%, Approaches: 37%, Meets: 19%, Masters: 4%)
40%
37%
19%
4%
Black: (Average Scale Score: 3,589, Tested: 146, Did Not Meet Grade Level Performance: 45%, Approaches: 39%, Meets: 14%, Masters: 2%)
45%
39%
14%
2%
White: (Average Scale Score: 3,558, Tested: 7, Did Not Meet Grade Level Performance: 71%, Approaches: 0%, Meets: 15%, Masters: 14%)
71%
15%
14%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,511
  • Males3,470
  • Females3,555
  • Hispanic3,531
  • Black3,507
  • White3,395
Social Studies Average Scale Score:

3,511
Texas:

3,461
Social Studies students tested: 248
# Absent - Not Tested: 9
Social Studies # Answer Documents Submitted: 303

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.2 (48%)
  • Reporting Category 2: 5 (50%)
  • Reporting Category 3: 5.2 (52%)
  • Reporting Category 4: 3.6 (52%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 2%

51%
39%
8%
2%
Males: (Average Scale Score: 3,470, Tested: 127, Did Not Meet Grade Level Performance: 55%, Approaches: 37%, Meets: 6%, Masters: 2%)
55%
37%
6%
2%
Females: (Average Scale Score: 3,555, Tested: 121, Did Not Meet Grade Level Performance: 47%, Approaches: 41%, Meets: 10%, Masters: 2%)
47%
41%
10%
2%
Hispanic: (Average Scale Score: 3,531, Tested: 102, Did Not Meet Grade Level Performance: 51%, Approaches: 37%, Meets: 10%, Masters: 2%)
51%
37%
10%
2%
Black: (Average Scale Score: 3,507, Tested: 136, Did Not Meet Grade Level Performance: 49%, Approaches: 41%, Meets: 8%, Masters: 2%)
49%
41%
8%
2%
White: (Average Scale Score: 3,395, Tested: 6, Did Not Meet Grade Level Performance: 83%, Approaches: 17%, Meets: 0%, Masters: 0%)
83%
17%

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 with a weapon: 1


Total incidents per 1,000 students
School:

1.4
State:

38.0

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: 11 (male: 7, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

15.5
State:

17.4
Students without disabilities who received a school-related arrest: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

8.4
State:

13.1
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Black: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Oliver Wendell Holmes Humanities/Communications School:

2.8
Texas:

5.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • Black: 2

Students with disabilities who received a school-related arrest per 1,000 students
Oliver Wendell Holmes Humanities/Communications School:

2.8
Texas:

4.1

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
Oliver Wendell Holmes Humanities/Communications School:

1.4
State:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Black: 2


Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic52
  • Black94
  • White2
  • LEP34
  • IDEA37
  • 5044
Chronic Student Absenteeism: 148 (male: 81, female: 67)
  • Hispanic: 52 (male: 23, female: 29)
  • Black: 94 (male: 56, female: 38)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 34 (male: 14, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 29, female: 8)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

208.2
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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 Non-IDEA students subjected to mechanical restraint: 2 (all male)
  • Black: 2
  • Section 504: 2

Non-IDEA students subjected to mechanical restraint per 1,000 students
Here:

2.8
Texas:

5.4
Total Number of Non-IDEA students subjected to physical restraint: 2 (all female)
  • Black: 2

Non-IDEA students subjected to physical restraint per 1,000 students
School:

2.8
Texas:

3.0

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

  • Hispanic164
  • Black395
  • LEP140
  • IDEA133
  • 5045
School days missed due to out-of-school suspension: 559 (male: 398, female: 161)
  • Hispanic: 164 (male: 86, female: 78)
  • Black: 395 (male: 312, female: 83)
  • Limited English Proficiency (LEP): 140 (male: 67, female: 73)
  • Individuals With Disabilities Education Act (IDEA): 133 (male: 120, female: 13)
  • Section 504: 5 (all male)
Instances of out-of-school suspension (Students without disabilities): 150

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

211.0
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 14 (male: 7, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 83 (male: 46, female: 37)
  • Hispanic: 28 (male: 11, female: 17)
  • Black: 55 (male: 35, female: 20)
  • Limited English Proficiency (LEP): 25 (male: 11, female: 14)
Students without disabilities receiving more than one out-of-school suspension: 29 (male: 22, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 25 (male: 20, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 55

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

77.4
Texas:

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:

4.2
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black7
  • LEP2
  • 5042
Students with disabilities receiving one or more in-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Black10
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 2 (all male)
  • Black: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • Black13
  • LEP2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 15 (male: 13, female: 2)
  • Hispanic: 2 (all male)
  • Black: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Oliver Wendell Holmes Humanities/Communications School:

2.8
Texas:

26.6
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

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

2.8
Texas:

10.5
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Black: 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Oliver Wendell Holmes Humanities/Communications School:

2.8
State:

0.3

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

  • Hispanic25
  • Black31
  • White2
  • Multirace2
  • LEP16
8th grade student enrollment in Algebra I: 60 (male: 27, female: 33)
  • Hispanic: 25 (male: 8, female: 17)
  • Black: 31 (male: 17, female: 14)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 16 (male: 5, female: 11)
8th grade studenst who passed Algebra I: 46 (male: 20, female: 26)
  • Hispanic: 20 (male: 7, female: 13)
  • Black: 26 (male: 13, female: 13)
  • Limited English Proficiency (LEP): 17 (male: 7, female: 10)
Percent of 8th grade students who passed
Oliver Wendell Holmes Humanities/Communications School:

76.7%
Texas:

87.0%

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