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Osborne Elementary School in Houston, TX
(PK-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 62
Address
 800 RINGOLD ST
Houston, TX 77088
Telephone
(281) 405-2525
(make sure to verify first before calling)
Website
http://www.houstonisd.org
City-data.com school rating
62
Students
411
Classroom Teachers (FTE)
24.8
Free lunch eligible students
351
Reduced-price lunch
eligible students
18
School district
HOUSTON ISD
Charter school
Yes
Charter authorizer name
HOUSTON ISD (#101912)
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:
TEXAS SERENITY ACADEMY (0.7 miles):

83
DURKEE EL (1.6 miles):

66
Osborne Elementary School:

62
CARROLL ACADEMY (1.1 miles):

40
ANDERSON ACADEMY (1.0 miles):

22
GOODMAN EL (1.5 miles):

8
WILLIAMS MIDDLE (1.6 miles):

7
WESLEY EL (1.0 miles):

6
GEORGE I SANCHEZ NORTH (1.6 miles):

2
Osborne Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Osborne Elementary School:

62

Students & Teachers


Total enrollment:
Enrollment in 2016: 411
Enrollment in 2015: 424
Enrollment in 2014: 410
Enrollment in 2013: 400
Enrollment in 2012: 430
Enrollment in 2011: 464
Enrollment in 2010: 457
Enrollment in 2009: 450
Enrollment in 2008: 437
Enrollment in 2007: 426
Enrollment in 2006: 390
Enrollment in 2005: 438
Enrollment in 2004: 466
Enrollment in 2003: 519
Enrollment in 2002: 501
Enrollment in 2001: 473
Enrollment in 2000: 542
Enrollment in 1999: 544

Osborne Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students57585668566848411
Female students29312532232822190
Male students28273136334026221
Hispanic students19212629192915158
Black students38373038363733249
White students - - - 1 - 1 - 2
Two or More Races students - - - - 11 - 2

Enrollment by grade:
Pre-Kindergarten enrollment: 57
Kindergarten enrollment: 58
1st grade enrollment: 56
2nd grade enrollment: 68
3rd grade enrollment: 56
4th grade enrollment: 68
5th grade enrollment: 48

Osborne Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 190 (46.2%)
School:

46.2%
State:

49.0%
Male enrollment: 221 (53.8%)
Osborne Elementary School:

53.8%
Texas:

50.1%

Osborne Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 158 (38.4%)
Osborne Elementary School:

38.4%
State:

46.9%
Black enrollment: 249 (60.6%)
Here:

60.6%
State:

11.6%
White enrollment: 2 (0.5%)
Here:

0.5%
Texas:

32.3%
Two or More Races enrollment: 2 (0.5%)
Osborne Elementary School:

0.5%
Texas:

2.1%

Osborne Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 369 (89.8%)
Osborne Elementary School:

89.8%
Texas:

61.6%
Free lunch eligible students: 351 (85.4%)
Here:

85.4%
State:

55.4%
Reduced-price lunch eligible students: 18 (4.4%)
Osborne Elementary School:

4.4%
Texas:

6.2%

Osborne Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 24.8

Number of FTE teachers in their second year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 23
Number of FTE nurses: 1

Student/Teacher Ratio
School:

16.6
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,418,777
  • Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $1,256,872)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $16)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $24)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $161,865)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $392,259
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,854,033
  • Salary Expenditures for Teachers: $1,574,751
  • Full-time Equivalency Count of Instructional Aides: 9 (Salary Expenditures: $117,393)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $24)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $161,865)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $452,655

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 111 (male: 56, female: 55)
  • Hispanic: 109 (male: 56, female: 53)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 30 (male: 26, female: 4)
  • Hispanic: 14 (male: 10, female: 4)
  • Black: 16 (all male)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)
Students with disabilities served under Section 504: 11 (male: 7, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

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: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Percent of Kindergarten students retained
School:

6.9%
Texas:

5.2%
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 1st grade students retained
Osborne Elementary School:

7.1%
State:

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

Percent of 2nd grade students retained
Osborne Elementary School:

2.9%
Texas:

4.8%

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: 17 (male: 7, female: 10)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

41.4
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,459
  • Males1,447
  • Females1,471
  • Hispanic1,474
  • Black1,453
Math Average Scale Score:

1,459
Texas:

1,453
Math students tested: 40
Math # Answer Documents Submitted: 40

Math Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 8.1 (63%)
  • Reporting Category 3: 4.6 (65%)
  • Reporting Category 4: 2.8 (69%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 10%

18%
38%
35%
10%
Males: (Average Scale Score: 1,447, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 53%, Meets: 15%, Masters: 11%)
21%
53%
15%
11%
Females: (Average Scale Score: 1,471, Tested: 21, Did Not Meet Grade Level Performance: 14%, Approaches: 24%, Meets: 52%, Masters: 10%)
14%
24%
52%
10%
Hispanic: (Average Scale Score: 1,474, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 28%, Masters: 29%)
29%
14%
28%
29%
Black: (Average Scale Score: 1,453, Tested: 31, Did Not Meet Grade Level Performance: 16%, Approaches: 45%, Meets: 33%, Masters: 6%)
16%
45%
33%
6%

    Reading Average Scale Score
    (3rd Grade)

  • All1,475
  • Males1,465
  • Females1,484
  • Hispanic1,451
  • Black1,479
Reading Average Scale Score:

1,475
State:

1,423
Reading students tested: 40
Reading # Answer Documents Submitted: 40

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (84%)
  • Reporting Category 2: 10.9 (73%)
  • Reporting Category 3: 8.9 (64%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 38%

20%
30%
12%
38%
Males: (Average Scale Score: 1,465, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 10%, Masters: 37%)
21%
32%
10%
37%
Females: (Average Scale Score: 1,484, Tested: 21, Did Not Meet Grade Level Performance: 19%, Approaches: 29%, Meets: 14%, Masters: 38%)
19%
29%
14%
38%
Hispanic: (Average Scale Score: 1,451, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 0%, Masters: 43%)
29%
28%
43%
Black: (Average Scale Score: 1,479, Tested: 31, Did Not Meet Grade Level Performance: 16%, Approaches: 32%, Meets: 17%, Masters: 35%)
16%
32%
17%
35%
3rd Grade (Spanish)

    Math Average Scale Score
    (3rd Grade (Spanish))

  • All1,365
  • Males1,341
  • Females1,387
  • Hispanic1,365
Math Average Scale Score:

1,365
State:

510
Math students tested: 23
Math # Answer Documents Submitted: 23

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (51%)
  • Reporting Category 2: 6.2 (48%)
  • Reporting Category 3: 3.3 (47%)
  • Reporting Category 4: 1.8 (46%)

Did Not Meet Grade Level Performance: 52%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 13%

52%
35%
13%
Males: (Average Scale Score: 1,341, Tested: 11, Did Not Meet Grade Level Performance: 73%, Approaches: 18%, Meets: 0%, Masters: 9%)
73%
18%
9%
Females: (Average Scale Score: 1,387, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 46%, Meets: 0%, Masters: 18%)
36%
46%
18%
Hispanic: (Average Scale Score: 1,365, Tested: 23, Did Not Meet Grade Level Performance: 52%, Approaches: 35%, Meets: 0%, Masters: 13%)
52%
35%
13%

    Reading Average Scale Score
    (3rd Grade (Spanish))

  • All1,323
  • Males1,329
  • Females1,315
  • Hispanic1,323
Reading Average Scale Score:

1,323
Texas:

956
Reading students tested: 23
Reading # Answer Documents Submitted: 23

Reading Avg Items Correct:
  • Reporting Category 1: 2.8 (56%)
  • Reporting Category 2: 8 (53%)
  • Reporting Category 3: 6.6 (47%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 4%

43%
40%
13%
4%
Males: (Average Scale Score: 1,329, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 46%, Meets: 0%, Masters: 9%)
45%
46%
9%
Females: (Average Scale Score: 1,315, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 28%, Meets: 27%, Masters: 0%)
45%
28%
27%
Hispanic: (Average Scale Score: 1,323, Tested: 23, Did Not Meet Grade Level Performance: 43%, Approaches: 40%, Meets: 13%, Masters: 4%)
43%
40%
13%
4%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,590
  • Males1,584
  • Females1,596
  • Hispanic1,579
  • Black1,596
Math Average Scale Score:

1,590
Texas:

1,546
Math students tested: 40
Math # Answer Documents Submitted: 40

Math Avg Items Correct:
  • Reporting Category 1: 6.8 (75%)
  • Reporting Category 2: 7.8 (71%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 3 (76%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 30%

13%
30%
28%
30%
Males: (Average Scale Score: 1,584, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 16%, Meets: 31%, Masters: 32%)
21%
16%
31%
32%
Females: (Average Scale Score: 1,596, Tested: 21, Did Not Meet Grade Level Performance: 5%, Approaches: 43%, Meets: 23%, Masters: 29%)
5%
43%
23%
29%
Hispanic: (Average Scale Score: 1,579, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 67%, Meets: 0%, Masters: 33%)
67%
33%
Black: (Average Scale Score: 1,596, Tested: 33, Did Not Meet Grade Level Performance: 15%, Approaches: 21%, Meets: 34%, Masters: 30%)
15%
21%
34%
30%

    Reading Average Scale Score
    (4th Grade)

  • All1,540
  • Males1,537
  • Females1,543
  • Hispanic1,512
  • Black1,545
Reading Average Scale Score:

1,540
State:

1,496
Reading students tested: 40
Reading # Answer Documents Submitted: 40

Reading Avg Items Correct:
  • Reporting Category 1: 5.8 (73%)
  • Reporting Category 2: 10.6 (71%)
  • Reporting Category 3: 8.9 (69%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 28%

18%
33%
22%
28%
Males: (Average Scale Score: 1,537, Tested: 19, Did Not Meet Grade Level Performance: 16%, Approaches: 26%, Meets: 32%, Masters: 26%)
16%
26%
32%
26%
Females: (Average Scale Score: 1,543, Tested: 21, Did Not Meet Grade Level Performance: 19%, Approaches: 38%, Meets: 14%, Masters: 29%)
19%
38%
14%
29%
Hispanic: (Average Scale Score: 1,512, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 16%, Masters: 17%)
17%
50%
16%
17%
Black: (Average Scale Score: 1,545, Tested: 33, Did Not Meet Grade Level Performance: 18%, Approaches: 27%, Meets: 25%, Masters: 30%)
18%
27%
25%
30%

    Writing Average Scale Score
    (4th Grade)

  • All3,845
  • Males3,785
  • Females3,899
  • Hispanic3,821
  • Black3,854
Writing Average Scale Score:

3,845
State:

3,570
Writing students tested: 40
Writing # Answer Documents Submitted: 40

Writing Avg Items Correct:
  • Reporting Category 1: 3.3 (41%)
  • Reporting Category 2: 4.2 (52%)
  • Reporting Category 3: 13.1 (82%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 50%
Masters Grade Level Performance: 0%

18%
33%
50%
Males: (Average Scale Score: 3,785, Tested: 19, Did Not Meet Grade Level Performance: 11%, Approaches: 57%, Meets: 32%, Masters: 0%)
11%
57%
32%
Females: (Average Scale Score: 3,899, Tested: 21, Did Not Meet Grade Level Performance: 24%, Approaches: 9%, Meets: 67%, Masters: 0%)
24%
9%
67%
Hispanic: (Average Scale Score: 3,821, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 33%, Masters: 0%)
33%
34%
33%
Black: (Average Scale Score: 3,854, Tested: 33, Did Not Meet Grade Level Performance: 15%, Approaches: 30%, Meets: 55%, Masters: 0%)
15%
30%
55%
4th Grade (Spanish)

    Math Average Scale Score
    (4th Grade (Spanish))

  • All1,484
  • Males1,529
  • Females1,432
  • Hispanic1,486
Math Average Scale Score:

1,484
Texas:

381
Math students tested: 17
Math # Answer Documents Submitted: 17

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (46%)
  • Reporting Category 2: 6.4 (58%)
  • Reporting Category 3: 5.2 (52%)
  • Reporting Category 4: 2.4 (60%)

Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 12%

53%
29%
6%
12%
Males: (Average Scale Score: 1,529, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 11%, Masters: 22%)
33%
34%
11%
22%
Females: (Average Scale Score: 1,432, Tested: 8, Did Not Meet Grade Level Performance: 75%, Approaches: 25%, Meets: 0%, Masters: 0%)
75%
25%
Hispanic: (Average Scale Score: 1,486, Tested: 16, Did Not Meet Grade Level Performance: 50%, Approaches: 31%, Meets: 6%, Masters: 13%)
50%
31%
6%
13%

    Reading Average Scale Score
    (4th Grade (Spanish))

  • All1,354
  • Males1,382
  • Females1,323
  • Hispanic1,354
Reading Average Scale Score:

1,354
Texas:

815
Reading students tested: 17
Reading # Answer Documents Submitted: 17

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (51%)
  • Reporting Category 2: 6.8 (45%)
  • Reporting Category 3: 4.9 (38%)

Did Not Meet Grade Level Performance: 76%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 0%

76%
18%
6%
Males: (Average Scale Score: 1,382, Tested: 9, Did Not Meet Grade Level Performance: 56%, Approaches: 33%, Meets: 11%, Masters: 0%)
56%
33%
11%
Females: (Average Scale Score: 1,323, Tested: 8, Did Not Meet Grade Level Performance: 100%, Approaches: 0%, Meets: 0%, Masters: 0%)
100%
Hispanic: (Average Scale Score: 1,354, Tested: 16, Did Not Meet Grade Level Performance: 75%, Approaches: 19%, Meets: 6%, Masters: 0%)
75%
19%
6%

    Writing Average Scale Score
    (4th Grade (Spanish))

  • All3,467
  • Males3,560
  • Females3,363
  • Hispanic3,507
Writing Average Scale Score:

3,467
State:

2,017
Writing students tested: 17
Writing # Answer Documents Submitted: 17

Writing Avg Items Correct:
  • Reporting Category 1: 4 (50%)
  • Reporting Category 2: 4.2 (53%)
  • Reporting Category 3: 8.8 (55%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 0%

47%
29%
24%
Males: (Average Scale Score: 3,560, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 33%, Masters: 0%)
33%
34%
33%
Females: (Average Scale Score: 3,363, Tested: 8, Did Not Meet Grade Level Performance: 63%, Approaches: 25%, Meets: 13%, Masters: 0%)
63%
25%
13%
Hispanic: (Average Scale Score: 3,507, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 31%, Meets: 25%, Masters: 0%)
44%
31%
25%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,610
  • Males1,592
  • Females1,631
  • Hispanic1,601
  • Black1,618
Math Average Scale Score:

1,610
State:

1,603
Math students tested: 56
Math # Answer Documents Submitted: 56

Math Avg Items Correct:
  • Reporting Category 1: 4 (67%)
  • Reporting Category 2: 11.3 (66%)
  • Reporting Category 3: 5.7 (63%)
  • Reporting Category 4: 2.5 (62%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 29%

23%
14%
34%
29%
Males: (Average Scale Score: 1,592, Tested: 30, Did Not Meet Grade Level Performance: 27%, Approaches: 16%, Meets: 27%, Masters: 30%)
27%
16%
27%
30%
Females: (Average Scale Score: 1,631, Tested: 26, Did Not Meet Grade Level Performance: 19%, Approaches: 12%, Meets: 42%, Masters: 27%)
19%
12%
42%
27%
Hispanic: (Average Scale Score: 1,601, Tested: 22, Did Not Meet Grade Level Performance: 32%, Approaches: 9%, Meets: 32%, Masters: 27%)
32%
9%
32%
27%
Black: (Average Scale Score: 1,618, Tested: 32, Did Not Meet Grade Level Performance: 19%, Approaches: 15%, Meets: 35%, Masters: 31%)
19%
15%
35%
31%

    Reading Average Scale Score
    (5th Grade)

  • All1,543
  • Males1,522
  • Females1,569
  • Hispanic1,527
  • Black1,553
Reading Average Scale Score:

1,543
State:

1,546
Reading students tested: 56
Reading # Answer Documents Submitted: 56

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (73%)
  • Reporting Category 2: 10.9 (68%)
  • Reporting Category 3: 8.5 (61%)

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

21%
29%
43%
7%
Males: (Average Scale Score: 1,522, Tested: 30, Did Not Meet Grade Level Performance: 27%, Approaches: 30%, Meets: 36%, Masters: 7%)
27%
30%
36%
7%
Females: (Average Scale Score: 1,569, Tested: 26, Did Not Meet Grade Level Performance: 15%, Approaches: 27%, Meets: 50%, Masters: 8%)
15%
27%
50%
8%
Hispanic: (Average Scale Score: 1,527, Tested: 22, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 40%, Masters: 5%)
27%
28%
40%
5%
Black: (Average Scale Score: 1,553, Tested: 32, Did Not Meet Grade Level Performance: 19%, Approaches: 31%, Meets: 41%, Masters: 9%)
19%
31%
41%
9%

    Science Average Scale Score
    (5th Grade)

  • All3,754
  • Males3,761
  • Females3,747
  • Hispanic3,553
  • Black3,850
Science Average Scale Score:

3,754
Texas:

3,771
Science students tested: 55
Science # Answer Documents Submitted: 55

Science Avg Items Correct:
  • Reporting Category 1: 4.4 (73%)
  • Reporting Category 2: 5.4 (68%)
  • Reporting Category 3: 6.1 (61%)
  • Reporting Category 4: 7.9 (66%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 13%

27%
38%
22%
13%
Males: (Average Scale Score: 3,761, Tested: 29, Did Not Meet Grade Level Performance: 34%, Approaches: 18%, Meets: 34%, Masters: 14%)
34%
18%
34%
14%
Females: (Average Scale Score: 3,747, Tested: 26, Did Not Meet Grade Level Performance: 19%, Approaches: 62%, Meets: 7%, Masters: 12%)
19%
62%
7%
12%
Hispanic: (Average Scale Score: 3,553, Tested: 21, Did Not Meet Grade Level Performance: 33%, Approaches: 53%, Meets: 14%, Masters: 0%)
33%
53%
14%
Black: (Average Scale Score: 3,850, Tested: 32, Did Not Meet Grade Level Performance: 25%, Approaches: 31%, Meets: 25%, Masters: 19%)
25%
31%
25%
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 were referred to a law enforcement agency or official: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

4.9
State:

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

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

4.9
State:

13.1

Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic13
  • Black34
  • LEP4
  • IDEA7
  • 5042
Chronic Student Absenteeism: 47 (male: 19, female: 28)
  • Hispanic: 13 (male: 5, female: 8)
  • Black: 34 (male: 14, female: 20)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

114.4
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.
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2

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