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Palacios J H School in Palacios, 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 50
Address
 200 SHARK DR
Palacios, TX 77465
Telephone
(361) 972-2417
(make sure to verify first before calling)
Website
http://www.palaciosisd.org
City-data.com school rating
50
Students
212
Classroom Teachers (FTE)
21.2
Free lunch eligible students
102
Reduced-price lunch
eligible students
22
School district
PALACIOS 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:
MARKHAM EL (20.0 miles):

83
TIDEHAVEN H S (14.1 miles):

61
MATAGORDA SCHOOL (16.3 miles):

61
PALACIOS H S (0.4 miles):

54
TIDEHAVEN INT (14.1 miles):

51
Palacios J H School:

50
BLESSING EL (11.1 miles):

42
CENTRAL EL (1.2 miles):

31
EAST SIDE INT (1.5 miles):

19
Palacios J H School rating compared to average state, county and city schools ratings:
Texas:

54
Matagorda County:

48
Palacios:

39
Palacios J H School:

50

Students & Teachers


Total enrollment:
Enrollment in 2016: 212
Enrollment in 2015: 225
Enrollment in 2014: 230
Enrollment in 2013: 229
Enrollment in 2012: 225
Enrollment in 2011: 213
Enrollment in 2010: 217
Enrollment in 2009: 239
Enrollment in 2008: 246
Enrollment in 2007: 243
Enrollment in 2006: 237
Enrollment in 2005: 232
Enrollment in 2004: 248
Enrollment in 2003: 251
Enrollment in 2002: 266
Enrollment in 2001: 281
Enrollment in 2000: 399
Enrollment in 1999: 387

Palacios J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG07G08Total
All students99113212
Female students494796
Male students5066116
Asian students111425
Hispanic students6673139
Black students235
White students182240
Two or More Races students213

Enrollment by grade:
7th grade enrollment: 99
8th grade enrollment: 113

Palacios J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)

Female enrollment: 96 (45.3%)
Here:

45.3%
Texas:

49.0%
Male enrollment: 116 (54.7%)
Here:

54.7%
State:

50.1%

Palacios J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)

Asian enrollment: 25 (11.8%)
Palacios J H School:

11.8%
State:

3.1%
Hispanic enrollment: 139 (65.6%)
Here:

65.6%
State:

46.9%
Black enrollment: 5 (2.4%)
Palacios J H School:

2.4%
State:

11.6%
White enrollment: 40 (18.9%)
Here:

18.9%
Texas:

32.3%
Two or More Races enrollment: 3 (1.4%)
Palacios J H School:

1.4%
Texas:

2.1%

Palacios J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)

Free/reduced-price lunch eligible students: 124 (58.5%)
Palacios J H School:

58.5%
State:

61.6%
Free lunch eligible students: 102 (48.1%)
Here:

48.1%
State:

55.4%
Reduced-price lunch eligible students: 22 (10.4%)
Here:

10.4%
Texas:

6.2%

Palacios J H School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 21.2

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 4.5
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE sworn law enforcement officers: 2
Number of FTE nurses: 1

Student/Teacher Ratio
Palacios J H School:

10.0
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,170,278
  • Full-time Equivalency Count of Teachers: 19 (Salary Expenditures: $982,349)
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $78,887)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $69,045)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $118,884)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $93,730
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $304,674
  • Salary Expenditures for Teachers: $1,015,311
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $116,745)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $69,045)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $118,884)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $154,358

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 27 (male: 13, female: 14)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 30 (male: 23, female: 7)
  • Hispanic: 20 (male: 13, female: 7)
  • White: 10 (all male)

Students with disabilities served under Section 504: 12 (male: 6, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 704 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 8th grade: 2 (all male)
  • Hispanic: 2

Percent of 8th grade students retained
School:

1.8%
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

  • Hispanic13
  • Asian10
  • Black2
  • White7
  • Multirace4
Gifted and Talented Student Enrollment: 36 (male: 16, female: 20)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)

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

169.8
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

  • All4,773
  • Males4,725
  • Females4,826
  • Hispanic4,687
  • Asian4,911
Algebra I Average Scale Score:

4,773
State:

4,001
Algebra I students tested: 21
Algebra I # Answer Documents Submitted: 21

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.7 (79%)
  • Reporting Category 2: 11 (91%)
  • Reporting Category 3: 12.6 (90%)
  • Reporting Category 4: 10 (90%)
  • Reporting Category 5: 5.4 (90%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 5%
Masters Grade Level Performance: 95%

5%
95%
Males: (Average Scale Score: 4,725, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 9%, Masters: 91%)
9%
91%
Females: (Average Scale Score: 4,826, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Hispanic: (Average Scale Score: 4,687, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 8%, Masters: 92%)
8%
92%
Asian: (Average Scale Score: 4,911, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,677
  • Males1,665
  • Females1,692
  • Hispanic1,659
  • Asian1,740
  • White1,723
Math Average Scale Score:

1,677
Texas:

1,571
Math students tested: 100
Math # Answer Documents Submitted: 100

Math Avg Items Correct:
  • Reporting Category 1: 3.8 (63%)
  • Reporting Category 2: 8.9 (59%)
  • Reporting Category 3: 6.6 (55%)
  • Reporting Category 4: 3.7 (53%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 22%

20%
38%
20%
22%
Males: (Average Scale Score: 1,665, Tested: 56, Did Not Meet Grade Level Performance: 27%, Approaches: 30%, Meets: 25%, Masters: 18%)
27%
30%
25%
18%
Females: (Average Scale Score: 1,692, Tested: 44, Did Not Meet Grade Level Performance: 11%, Approaches: 48%, Meets: 14%, Masters: 27%)
11%
48%
14%
27%
Hispanic: (Average Scale Score: 1,659, Tested: 72, Did Not Meet Grade Level Performance: 25%, Approaches: 39%, Meets: 19%, Masters: 17%)
25%
39%
19%
17%
Asian: (Average Scale Score: 1,740, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 34%, Masters: 33%)
33%
34%
33%
White: (Average Scale Score: 1,723, Tested: 19, Did Not Meet Grade Level Performance: 5%, Approaches: 37%, Meets: 21%, Masters: 37%)
5%
37%
21%
37%

    Reading Average Scale Score
    (7th Grade)

  • All1,629
  • Males1,608
  • Females1,656
  • Hispanic1,607
  • Asian1,691
  • White1,692
Reading Average Scale Score:

1,629
State:

1,550
Reading students tested: 100
Reading # Answer Documents Submitted: 100

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 11.5 (64%)
  • Reporting Category 3: 9.9 (62%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 14%

28%
33%
25%
14%
Males: (Average Scale Score: 1,608, Tested: 56, Did Not Meet Grade Level Performance: 29%, Approaches: 37%, Meets: 25%, Masters: 9%)
29%
37%
25%
9%
Females: (Average Scale Score: 1,656, Tested: 44, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 25%, Masters: 20%)
27%
28%
25%
20%
Hispanic: (Average Scale Score: 1,607, Tested: 72, Did Not Meet Grade Level Performance: 35%, Approaches: 36%, Meets: 19%, Masters: 10%)
35%
36%
19%
10%
Asian: (Average Scale Score: 1,691, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 50%, Masters: 17%)
33%
50%
17%
White: (Average Scale Score: 1,692, Tested: 19, Did Not Meet Grade Level Performance: 11%, Approaches: 26%, Meets: 37%, Masters: 26%)
11%
26%
37%
26%

    Writing Average Scale Score
    (7th Grade)

  • All3,664
  • Males3,520
  • Females3,848
  • Hispanic3,605
  • Asian3,549
  • White3,933
Writing Average Scale Score:

3,664
Texas:

3,515
Writing students tested: 100
Writing # Answer Documents Submitted: 100

Writing Avg Items Correct:
  • Reporting Category 1: 7.2 (45%)
  • Reporting Category 2: 8 (61%)
  • Reporting Category 3: 11.5 (68%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 6%

38%
32%
24%
6%
Males: (Average Scale Score: 3,520, Tested: 56, Did Not Meet Grade Level Performance: 45%, Approaches: 34%, Meets: 21%, Masters: 0%)
45%
34%
21%
Females: (Average Scale Score: 3,848, Tested: 44, Did Not Meet Grade Level Performance: 30%, Approaches: 29%, Meets: 27%, Masters: 14%)
30%
29%
27%
14%
Hispanic: (Average Scale Score: 3,605, Tested: 72, Did Not Meet Grade Level Performance: 42%, Approaches: 33%, Meets: 19%, Masters: 6%)
42%
33%
19%
6%
Asian: (Average Scale Score: 3,549, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 17%, Masters: 0%)
67%
16%
17%
White: (Average Scale Score: 3,933, Tested: 19, Did Not Meet Grade Level Performance: 16%, Approaches: 31%, Meets: 42%, Masters: 11%)
16%
31%
42%
11%

8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,722
  • Males1,725
  • Females1,719
  • Hispanic1,706
  • Asian1,801
  • White1,749
Math Average Scale Score:

1,722
Texas:

1,539
Math students tested: 95
Math # Answer Documents Submitted: 95

Math Avg Items Correct:
  • Reporting Category 1: 2.7 (67%)
  • Reporting Category 2: 10.3 (64%)
  • Reporting Category 3: 10 (67%)
  • Reporting Category 4: 4.6 (65%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 20%

16%
33%
31%
20%
Males: (Average Scale Score: 1,725, Tested: 50, Did Not Meet Grade Level Performance: 14%, Approaches: 32%, Meets: 32%, Masters: 22%)
14%
32%
32%
22%
Females: (Average Scale Score: 1,719, Tested: 45, Did Not Meet Grade Level Performance: 18%, Approaches: 35%, Meets: 29%, Masters: 18%)
18%
35%
29%
18%
Hispanic: (Average Scale Score: 1,706, Tested: 60, Did Not Meet Grade Level Performance: 18%, Approaches: 34%, Meets: 31%, Masters: 17%)
18%
34%
31%
17%
Asian: (Average Scale Score: 1,801, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 10%, Masters: 50%)
20%
20%
10%
50%
White: (Average Scale Score: 1,749, Tested: 20, Did Not Meet Grade Level Performance: 10%, Approaches: 30%, Meets: 40%, Masters: 20%)
10%
30%
40%
20%

    Reading Average Scale Score
    (8th Grade)

  • All1,675
  • Males1,653
  • Females1,699
  • Hispanic1,661
  • Asian1,690
  • White1,695
Reading Average Scale Score:

1,675
Texas:

1,561
Reading students tested: 95
Reading # Answer Documents Submitted: 95

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 13.5 (71%)
  • Reporting Category 3: 11.2 (66%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 24%

24%
34%
18%
24%
Males: (Average Scale Score: 1,653, Tested: 50, Did Not Meet Grade Level Performance: 32%, Approaches: 32%, Meets: 20%, Masters: 16%)
32%
32%
20%
16%
Females: (Average Scale Score: 1,699, Tested: 45, Did Not Meet Grade Level Performance: 16%, Approaches: 35%, Meets: 16%, Masters: 33%)
16%
35%
16%
33%
Hispanic: (Average Scale Score: 1,661, Tested: 60, Did Not Meet Grade Level Performance: 32%, Approaches: 35%, Meets: 15%, Masters: 18%)
32%
35%
15%
18%
Asian: (Average Scale Score: 1,690, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 40%, Meets: 20%, Masters: 30%)
10%
40%
20%
30%
White: (Average Scale Score: 1,695, Tested: 20, Did Not Meet Grade Level Performance: 15%, Approaches: 30%, Meets: 20%, Masters: 35%)
15%
30%
20%
35%

    Science Average Scale Score
    (8th Grade)

  • All3,785
  • Males3,766
  • Females3,806
  • Hispanic3,729
  • Asian3,907
  • White3,895
Science Average Scale Score:

3,785
Texas:

3,634
Science students tested: 95
Science # Answer Documents Submitted: 95

Science Avg Items Correct:
  • Reporting Category 1: 6.7 (60%)
  • Reporting Category 2: 5.7 (64%)
  • Reporting Category 3: 6.4 (58%)
  • Reporting Category 4: 7.3 (66%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 11%

29%
34%
26%
11%
Males: (Average Scale Score: 3,766, Tested: 50, Did Not Meet Grade Level Performance: 32%, Approaches: 32%, Meets: 26%, Masters: 10%)
32%
32%
26%
10%
Females: (Average Scale Score: 3,806, Tested: 45, Did Not Meet Grade Level Performance: 27%, Approaches: 35%, Meets: 27%, Masters: 11%)
27%
35%
27%
11%
Hispanic: (Average Scale Score: 3,729, Tested: 60, Did Not Meet Grade Level Performance: 33%, Approaches: 37%, Meets: 22%, Masters: 8%)
33%
37%
22%
8%
Asian: (Average Scale Score: 3,907, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 30%, Meets: 30%, Masters: 20%)
20%
30%
30%
20%
White: (Average Scale Score: 3,895, Tested: 20, Did Not Meet Grade Level Performance: 25%, Approaches: 20%, Meets: 40%, Masters: 15%)
25%
20%
40%
15%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,328
  • Males3,315
  • Females3,343
  • Hispanic3,285
  • Asian3,396
  • White3,427
Social Studies Average Scale Score:

3,328
State:

3,461
Social Studies students tested: 94
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 95

Social Studies Avg Items Correct:
  • Reporting Category 1: 6.9 (41%)
  • Reporting Category 2: 3.9 (39%)
  • Reporting Category 3: 4.2 (42%)
  • Reporting Category 4: 3.3 (48%)

Did Not Meet Grade Level Performance: 72%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 4%
Masters Grade Level Performance: 1%

72%
23%
4%
1%
Males: (Average Scale Score: 3,315, Tested: 50, Did Not Meet Grade Level Performance: 74%, Approaches: 20%, Meets: 4%, Masters: 2%)
74%
20%
4%
2%
Females: (Average Scale Score: 3,343, Tested: 44, Did Not Meet Grade Level Performance: 70%, Approaches: 25%, Meets: 5%, Masters: 0%)
70%
25%
5%
Hispanic: (Average Scale Score: 3,285, Tested: 59, Did Not Meet Grade Level Performance: 78%, Approaches: 17%, Meets: 3%, Masters: 2%)
78%
17%
3%
2%
Asian: (Average Scale Score: 3,396, Tested: 10, Did Not Meet Grade Level Performance: 50%, Approaches: 50%, Meets: 0%, Masters: 0%)
50%
50%
White: (Average Scale Score: 3,427, Tested: 20, Did Not Meet Grade Level Performance: 65%, Approaches: 25%, Meets: 10%, Masters: 0%)
65%
25%
10%

Accountability


Advanced Placement:
Show data for

Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of different AP courses provided by school: 8
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: NO

    Students Enrolled in at least one AP Course

  • Hispanic28
  • Asian16
  • Black2
  • White4
Students Enrolled in at least one AP Course: 50 (male: 20, female: 30)
  • Hispanic: 28 (male: 11, female: 17)
  • Asian: 16 (male: 5, female: 11)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

Student Enrollment in Advanced Placement (AP) Mathematics: 31 (male: 10, female: 21)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 13 (male: 5, female: 8)
  • White: 2 (all female)

Student Enrollment in Advanced Placement (AP) Science: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic16
  • Asian10
  • Black2
  • White4
Students Enrollment in Other Advanced Placement (AP) Subjects: 32 (male: 11, female: 21)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 10 (male: 2, female: 8)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

Health & Safety


Corporal Punishment:
Show data for

This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 1
Students without disabilities who received corporal punishment: 2 (all male)
  • White: 2


Chronic Student Absenteeismt:
Show data for

(State average from 7,090 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: 19 (male: 12, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

89.6
Texas:

159.6

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.
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • White: 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Here:

9.4
Texas:

0.9


Suspensions:
Show data for

(State average from 3,231 schools)

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

    School days missed due to out-of-school suspension

  • Hispanic2
  • White3
  • IDEA1
  • 5041
School days missed due to out-of-school suspension: 5 (all male)
  • Hispanic: 2
  • White: 3
  • Individuals With Disabilities Education Act (IDEA): 1
  • Section 504: 1

Instances of out-of-school suspension (Students without disabilities): 4

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

18.9
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic43
  • American Indian2
  • Asian2
  • Black4
  • White13
  • Multirace2
  • LEP4
Students without disabilities receiving one or more in-school suspension: 66 (male: 48, female: 18)
  • Hispanic: 43 (male: 29, female: 14)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

Instances of out-of-school suspension (Students with disabilities): 1

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

4.7
State:

27.5
Instances of out-of-school suspension (Section 504 only): 1

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

4.7
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black2
  • White4
  • LEP2
  • 5044
Students with disabilities receiving one or more in-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 2

Classes & Courses


Algebra I:
Show data for

(State average from 1,464 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: 21 (male: 12, female: 9)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
8th grade studenst who passed Algebra I: 20 (male: 12, female: 8)
  • Hispanic: 4 (all male)
  • Asian: 8 (male: 4, female: 4)
  • White: 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Palacios J H School:

95.2%
Texas:

87.0%


Algebra II:
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Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 9


    Student Enrollment in Algebra II

  • Hispanic85
  • Asian13
  • Black4
  • White28
  • Multirace2
  • LEP4
  • IDEA7
Student Enrollment in Algebra II: 132 (male: 56, female: 76)
  • Hispanic: 85 (male: 35, female: 50)
  • Asian: 13 (male: 8, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 11, female: 17)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Calculus:
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Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1


Student Enrollment in Calculus: 14 (male: 7, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 4 (male: 2, female: 2)

Geometry:
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Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 6


    Student Enrollment in Geometry

  • Hispanic52
  • Asian10
  • Black2
  • White22
  • LEP2
  • IDEA4
Student Enrollment in Geometry: 86 (male: 44, female: 42)
  • Hispanic: 52 (male: 26, female: 26)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Advanced Mathematics:
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Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 14


    Student Enrollment in Advanced Mathematics

  • Hispanic67
  • American Indian2
  • Asian28
  • Black7
  • White19
  • Multirace2
  • LEP10
  • IDEA5
Student Enrollment in Advanced Mathematics: 125 (male: 67, female: 58)
  • Hispanic: 67 (male: 38, female: 29)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 28 (male: 11, female: 17)
  • Black: 7 (male: 5, female: 2)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

Biology:
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Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 7


    Student Enrollment in Biology

  • Hispanic28
  • Asian10
  • Black2
  • White10
  • LEP5
  • IDEA5
Student Enrollment in Biology: 50 (male: 29, female: 21)
  • Hispanic: 28 (male: 20, female: 8)
  • Asian: 10 (male: 2, female: 8)
  • Black: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

Chemistry:
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Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 8


    Student Enrollment in Chemistry

  • Hispanic58
  • Asian10
  • Black2
  • White25
  • Multirace2
  • LEP4
  • IDEA4
Student Enrollment in Chemistry: 97 (male: 48, female: 49)
  • Hispanic: 58 (male: 29, female: 29)
  • Asian: 10 (male: 8, female: 2)
  • Black: 2 (all female)
  • White: 25 (male: 11, female: 14)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Physics:
Show data for

Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 15


    Student Enrollment in Physics

  • Hispanic142
  • American Indian2
  • Asian28
  • Black10
  • White52
  • Multirace4
  • LEP16
  • IDEA10
Student Enrollment in Physics: 238 (male: 114, female: 124)
  • Hispanic: 142 (male: 65, female: 77)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 28 (male: 11, female: 17)
  • Black: 10 (male: 8, female: 2)
  • White: 52 (male: 26, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

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