Port Isabel J H School in Port Isabel, 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 31
- Address
- 17001 HWY 100
Port Isabel, TX 78578
- Telephone
- (956) 943-0060
(make sure to verify first before calling)
- City-data.com school rating
- 31
- Students
- 571
- Classroom Teachers (FTE)
- 30.5
- Free lunch eligible students
- 439
- School district
- POINT ISABEL 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:
BRITE EL (14.6 miles): | 85 |
GARCIA MIDDLE (14.6 miles): | 67 |
VERMILLION ROAD EL (14.4 miles): | 56 |
DERRY EL (1.2 miles): | 53 |
GARRIGA EL (2.1 miles): | 49 |
PORT ISABEL H S (0.3 miles): | 35 |
Port Isabel J H School: | 31 |
AMI KIDS RIO GRANDE VALLEY (FKA RGMI) (9.1 miles): | 30 |
RIVERA EARLY COLLEGE H S (14.2 miles): | 23 |
Port Isabel J H School rating compared to average state, county and city schools ratings:
Texas: | 54 |
Cameron County: | 56 |
Port Isabel: | 42 |
Port Isabel J H School: | 31 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 571
Enrollment in 2015: 566
Enrollment in 2014: 561
Enrollment in 2013: 551
Enrollment in 2012: 540
Enrollment in 2011: 490
Enrollment in 2010: 523
Enrollment in 2009: 514
Enrollment in 2008: 511
Enrollment in 2007: 524
Enrollment in 2006: 543
Enrollment in 2005: 545
Enrollment in 2004: 586
Enrollment in 2003: 564
Enrollment in 2002: 514
Enrollment in 2001: 490
Enrollment in 2000: 502
Enrollment in 1999: 496
Enrollment in 2015: 566
Enrollment in 2014: 561
Enrollment in 2013: 551
Enrollment in 2012: 540
Enrollment in 2011: 490
Enrollment in 2010: 523
Enrollment in 2009: 514
Enrollment in 2008: 511
Enrollment in 2007: 524
Enrollment in 2006: 543
Enrollment in 2005: 545
Enrollment in 2004: 586
Enrollment in 2003: 564
Enrollment in 2002: 514
Enrollment in 2001: 490
Enrollment in 2000: 502
Enrollment in 1999: 496
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | Total |
---|---|---|---|---|
All students | 183 | 198 | 190 | 571 |
Female students | 87 | 97 | 97 | 281 |
Male students | 96 | 101 | 93 | 290 |
Asian students | 1 | - | - | 1 |
Hispanic students | 165 | 179 | 173 | 517 |
White students | 17 | 19 | 15 | 51 |
Two or More Races students | - | - | 2 | 2 |
Enrollment by grade:
6th grade enrollment: 183
7th grade enrollment: 198
8th grade enrollment: 190
7th grade enrollment: 198
8th grade enrollment: 190
Port Isabel J H School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 281 (49.2%)
School: | 49.2% |
State: | 49.0% |
Male enrollment: 290 (50.8%)
School: | 50.8% |
State: | 50.1% |
Port Isabel J H School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 1 (0.2%)
Port Isabel J H School: | 0.2% |
State: | 3.1% |
Hispanic enrollment: 517 (90.5%)
Port Isabel J H School: | 90.5% |
Texas: | 46.9% |
White enrollment: 51 (8.9%)
Here: | 8.9% |
Texas: | 32.3% |
Two or More Races enrollment: 2 (0.4%)
School: | 0.4% |
State: | 2.1% |
Port Isabel J H School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 439 (76.9%)
Here: | 76.9% |
State: | 61.6% |
Free lunch eligible students: 439 (76.9%)
School: | 76.9% |
State: | 55.4% |
Reduced-price lunch eligible students: 0 (0.0%)
Port Isabel J H School: | 0.0% |
State: | 6.2% |
Port Isabel J H School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 30.5
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1.5
Number of FTE school counselors: 2.3
Number of FTE teachers who were absent more than 10 school days during the school years: 4.5
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 1
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1.5
Number of FTE school counselors: 2.3
Number of FTE teachers who were absent more than 10 school days during the school years: 4.5
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 1
Student/Teacher Ratio
Here: | 18.7 |
State: | 15.6 |
Port Isabel J H School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,810,687
- Full-time Equivalency Count of Teachers: 30.5 (Salary Expenditures: $1,243,043)
- Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $231,163)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $230,226)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,311,265
- Salary Expenditures for Teachers: $1,642,915
- Full-time Equivalency Count of Instructional Aides: 2.9 (Salary Expenditures: $48,797)
- Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $329,922)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $230,226)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 142 (male: 83, female: 59)
- Hispanic: 142 (male: 83, female: 59)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
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 (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: 63 (male: 40, female: 23)
- Hispanic: 59 (male: 40, female: 19)
- White: 4 (all female)
- Limited English Proficiency (LEP): 23 (male: 13, female: 10)
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 6th grade: 2 (all male)
Percent of 6th grade students retained
Total number of students retained in 7th grade: 7 (all male)
Percent of 7th grade students retained
Total number of students retained in 8th grade: 2 (all male)
Percent of 8th grade students retained
- Hispanic: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 6th grade students retained
Port Isabel J H School: | 1.1% |
State: | 6.3% |
- Hispanic5
- White2
- LEP2
- IDEA2
Total number of students retained in 7th grade
- Hispanic: 5
- White: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 7th grade students retained
Here: | 3.5% |
Texas: | 6.0% |
Total number of students retained in 8th grade: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Percent of 8th grade students retained
Here: | 1.1% |
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/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: 41 (male: 22, female: 19)
Gifted and Talented Student Enrollment per 1,000 students
- Hispanic: 34 (male: 20, female: 14)
- White: 7 (male: 2, female: 5)
Gifted and Talented Student Enrollment per 1,000 students
School: | 71.8 |
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 students tested: 40
Algebra I # Answer Documents Submitted: 40
Algebra I Avg Items Correct:
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 47%
Masters Grade Level Performance: 28%
6th Grade
Math students tested: 165
Math # Answer Documents Submitted: 167
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 4%
Reading students tested: 167
Reading # Answer Documents Submitted: 167
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 11%
7th Grade
Math students tested: 155
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 156
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 5%
Reading students tested: 155
Reading # Answer Documents Submitted: 156
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 22%
Writing students tested: 156
Writing # Answer Documents Submitted: 156
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 6%
8th Grade
Math students tested: 129
Math # Answer Documents Submitted: 169
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 1%
Reading students tested: 168
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 169
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 19%
Science students tested: 167
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 168
Science Avg Items Correct:
Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 14%
Social Studies students tested: 164
# Absent - Not Tested: 4
Social Studies # Answer Documents Submitted: 168
Social Studies Avg Items Correct:
Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 9%
- All4,160
- Males4,141
- Females4,188
- Hispanic4,176
Algebra I Average Scale Score
Algebra I Average Scale Score: | 4,160 |
State: | 4,001 |
Algebra I # Answer Documents Submitted: 40
Algebra I Avg Items Correct:
- Reporting Category 1: 7.6 (69%)
- Reporting Category 2: 8.1 (68%)
- Reporting Category 3: 8.8 (63%)
- Reporting Category 4: 7.4 (67%)
- Reporting Category 5: 4.7 (79%)
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 47%
Masters Grade Level Performance: 28%
Males: (Average Scale Score: 4,141, Tested: 24, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 34%, Masters: 33%)
Females: (Average Scale Score: 4,188, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 69%, Masters: 19%)
Hispanic: (Average Scale Score: 4,176, Tested: 36, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 44%, Masters: 31%)
6th Grade
- All1,584
- Males1,580
- Females1,587
- Hispanic1,583
- White1,593
Math Average Scale Score
(6th Grade)
Math Average Scale Score: | 1,584 |
Texas: | 1,546 |
Math # Answer Documents Submitted: 167
Math Avg Items Correct:
- Reporting Category 1: 4.7 (47%)
- Reporting Category 2: 7.3 (48%)
- Reporting Category 3: 2.4 (41%)
- Reporting Category 4: 3.1 (44%)
Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 4%
Males: (Average Scale Score: 1,580, Tested: 81, Did Not Meet Grade Level Performance: 33%, Approaches: 42%, Meets: 23%, Masters: 2%)
Females: (Average Scale Score: 1,587, Tested: 84, Did Not Meet Grade Level Performance: 31%, Approaches: 49%, Meets: 14%, Masters: 6%)
Hispanic: (Average Scale Score: 1,583, Tested: 150, Did Not Meet Grade Level Performance: 33%, Approaches: 44%, Meets: 18%, Masters: 5%)
White: (Average Scale Score: 1,593, Tested: 14, Did Not Meet Grade Level Performance: 21%, Approaches: 58%, Meets: 21%, Masters: 0%)
- All1,554
- Males1,532
- Females1,575
- Hispanic1,553
- White1,569
Reading Average Scale Score
(6th Grade)
Reading Average Scale Score: | 1,554 |
State: | 1,457 |
Reading # Answer Documents Submitted: 167
Reading Avg Items Correct:
- Reporting Category 1: 4.8 (60%)
- Reporting Category 2: 11.4 (67%)
- Reporting Category 3: 8.3 (55%)
Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 11%
Males: (Average Scale Score: 1,532, Tested: 81, Did Not Meet Grade Level Performance: 49%, Approaches: 26%, Meets: 19%, Masters: 6%)
Females: (Average Scale Score: 1,575, Tested: 86, Did Not Meet Grade Level Performance: 34%, Approaches: 30%, Meets: 20%, Masters: 16%)
Hispanic: (Average Scale Score: 1,553, Tested: 152, Did Not Meet Grade Level Performance: 41%, Approaches: 28%, Meets: 19%, Masters: 12%)
White: (Average Scale Score: 1,569, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 22%, Masters: 7%)
7th Grade
- All1,608
- Males1,606
- Females1,611
- Hispanic1,602
- White1,706
Math Average Scale Score
(7th Grade)
Math Average Scale Score: | 1,608 |
Texas: | 1,571 |
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 156
Math Avg Items Correct:
- Reporting Category 1: 3 (49%)
- Reporting Category 2: 7.3 (49%)
- Reporting Category 3: 5.6 (46%)
- Reporting Category 4: 2.5 (35%)
Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 5%
Males: (Average Scale Score: 1,606, Tested: 79, Did Not Meet Grade Level Performance: 46%, Approaches: 32%, Meets: 17%, Masters: 5%)
Females: (Average Scale Score: 1,611, Tested: 76, Did Not Meet Grade Level Performance: 37%, Approaches: 45%, Meets: 13%, Masters: 5%)
Hispanic: (Average Scale Score: 1,602, Tested: 141, Did Not Meet Grade Level Performance: 44%, Approaches: 38%, Meets: 14%, Masters: 4%)
White: (Average Scale Score: 1,706, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 36%, Meets: 37%, Masters: 18%)
- All1,626
- Males1,601
- Females1,651
- Hispanic1,618
- White1,752
Reading Average Scale Score
(7th Grade)
Reading Average Scale Score: | 1,626 |
State: | 1,550 |
Reading # Answer Documents Submitted: 156
Reading Avg Items Correct:
- Reporting Category 1: 5.2 (65%)
- Reporting Category 2: 11.3 (63%)
- Reporting Category 3: 9.7 (61%)
Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 22%
Males: (Average Scale Score: 1,601, Tested: 79, Did Not Meet Grade Level Performance: 43%, Approaches: 20%, Meets: 19%, Masters: 18%)
Females: (Average Scale Score: 1,651, Tested: 76, Did Not Meet Grade Level Performance: 21%, Approaches: 38%, Meets: 15%, Masters: 26%)
Hispanic: (Average Scale Score: 1,618, Tested: 141, Did Not Meet Grade Level Performance: 34%, Approaches: 31%, Meets: 16%, Masters: 19%)
White: (Average Scale Score: 1,752, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 27%, Masters: 64%)
- All3,652
- Males3,523
- Females3,785
- Hispanic3,604
- White4,297
Writing Average Scale Score
(7th Grade)
Writing Average Scale Score: | 3,652 |
Texas: | 3,515 |
Writing # Answer Documents Submitted: 156
Writing Avg Items Correct:
- Reporting Category 1: 7.4 (46%)
- Reporting Category 2: 7.8 (60%)
- Reporting Category 3: 11.2 (66%)
Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 6%
Males: (Average Scale Score: 3,523, Tested: 79, Did Not Meet Grade Level Performance: 54%, Approaches: 24%, Meets: 17%, Masters: 5%)
Females: (Average Scale Score: 3,785, Tested: 77, Did Not Meet Grade Level Performance: 30%, Approaches: 35%, Meets: 29%, Masters: 6%)
Hispanic: (Average Scale Score: 3,604, Tested: 141, Did Not Meet Grade Level Performance: 44%, Approaches: 33%, Meets: 19%, Masters: 4%)
White: (Average Scale Score: 4,297, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 0%, Meets: 67%, Masters: 25%)
8th Grade
- All1,594
- Males1,575
- Females1,614
- Hispanic1,594
- White1,588
Math Average Scale Score
(8th Grade)
Math Average Scale Score: | 1,594 |
State: | 1,539 |
Math # Answer Documents Submitted: 169
Math Avg Items Correct:
- Reporting Category 1: 1.7 (42%)
- Reporting Category 2: 7.1 (45%)
- Reporting Category 3: 6.8 (45%)
- Reporting Category 4: 3 (43%)
Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 1%
Males: (Average Scale Score: 1,575, Tested: 69, Did Not Meet Grade Level Performance: 62%, Approaches: 32%, Meets: 6%, Masters: 0%)
Females: (Average Scale Score: 1,614, Tested: 60, Did Not Meet Grade Level Performance: 43%, Approaches: 44%, Meets: 11%, Masters: 2%)
Hispanic: (Average Scale Score: 1,594, Tested: 119, Did Not Meet Grade Level Performance: 53%, Approaches: 39%, Meets: 7%, Masters: 1%)
White: (Average Scale Score: 1,588, Tested: 10, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 20%, Masters: 0%)
- All1,667
- Males1,645
- Females1,694
- Hispanic1,664
- White1,707
Reading Average Scale Score
(8th Grade)
Reading Average Scale Score: | 1,667 |
Texas: | 1,561 |
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 169
Reading Avg Items Correct:
- Reporting Category 1: 5.6 (70%)
- Reporting Category 2: 13.1 (69%)
- Reporting Category 3: 11 (65%)
Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 19%
Males: (Average Scale Score: 1,645, Tested: 92, Did Not Meet Grade Level Performance: 30%, Approaches: 37%, Meets: 15%, Masters: 18%)
Females: (Average Scale Score: 1,694, Tested: 76, Did Not Meet Grade Level Performance: 17%, Approaches: 26%, Meets: 37%, Masters: 20%)
Hispanic: (Average Scale Score: 1,664, Tested: 154, Did Not Meet Grade Level Performance: 25%, Approaches: 33%, Meets: 24%, Masters: 18%)
White: (Average Scale Score: 1,707, Tested: 12, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 25%, Masters: 42%)
- All3,778
- Males3,793
- Females3,760
- Hispanic3,774
- White3,769
Science Average Scale Score
(8th Grade)
Science Average Scale Score: | 3,778 |
Texas: | 3,634 |
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 168
Science Avg Items Correct:
- Reporting Category 1: 6.7 (61%)
- Reporting Category 2: 5.8 (64%)
- Reporting Category 3: 6.2 (56%)
- Reporting Category 4: 7 (63%)
Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 14%
Males: (Average Scale Score: 3,793, Tested: 93, Did Not Meet Grade Level Performance: 34%, Approaches: 31%, Meets: 20%, Masters: 15%)
Females: (Average Scale Score: 3,760, Tested: 74, Did Not Meet Grade Level Performance: 34%, Approaches: 31%, Meets: 23%, Masters: 12%)
Hispanic: (Average Scale Score: 3,774, Tested: 153, Did Not Meet Grade Level Performance: 34%, Approaches: 32%, Meets: 21%, Masters: 13%)
White: (Average Scale Score: 3,769, Tested: 12, Did Not Meet Grade Level Performance: 42%, Approaches: 16%, Meets: 25%, Masters: 17%)
- All3,572
- Males3,560
- Females3,586
- Hispanic3,565
- White3,583
Social Studies Average Scale Score
(8th Grade)
Social Studies Average Scale Score: | 3,572 |
State: | 3,461 |
# Absent - Not Tested: 4
Social Studies # Answer Documents Submitted: 168
Social Studies Avg Items Correct:
- Reporting Category 1: 8.5 (50%)
- Reporting Category 2: 5.3 (53%)
- Reporting Category 3: 5.5 (55%)
- Reporting Category 4: 3.6 (52%)
Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 9%
Males: (Average Scale Score: 3,560, Tested: 91, Did Not Meet Grade Level Performance: 48%, Approaches: 29%, Meets: 14%, Masters: 9%)
Females: (Average Scale Score: 3,586, Tested: 73, Did Not Meet Grade Level Performance: 47%, Approaches: 35%, Meets: 10%, Masters: 8%)
Hispanic: (Average Scale Score: 3,565, Tested: 150, Did Not Meet Grade Level Performance: 48%, Approaches: 32%, Meets: 11%, Masters: 9%)
White: (Average Scale Score: 3,583, Tested: 12, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 9%, Masters: 8%)
Health & Safety
Harassment & Bullying:
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(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 religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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. Bullying on the basis of religion constitutes religious harassment.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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. Bullying on the basis of religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here: | 1.8 |
State: | 0.8 |
Chronic Student Absenteeismt:
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(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.
- Hispanic25
- White4
- LEP10
- IDEA7
Chronic Student Absenteeism
- Hispanic: 25 (male: 14, female: 11)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 10 (male: 5, female: 5)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Port Isabel J H School: | 50.8 |
Texas: | 147.9 |
Suspensions:
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(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).
School days missed due to out-of-school suspension: 12 (all male)
Instances of out-of-school suspension (Students without disabilities): 5
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Students without disabilities receiving one or more in-school suspension: 145 (male: 103, female: 42)
Students without disabilities receiving only one out-of-school suspension: 11 (male: 5, female: 6)
Students without disabilities receiving more than one out-of-school suspension: 7 (all male)
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Students with disabilities receiving one or more in-school suspension: 26 (male: 22, female: 4)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- Hispanic: 12
- Limited English Proficiency (LEP): 9
- Individuals With Disabilities Education Act (IDEA): 3
Instances of out-of-school suspension (Students without disabilities): 5
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Port Isabel J H School: | 8.8 |
Texas: | 102.7 |
- Hispanic133
- White10
- Multirace2
- LEP52
Students without disabilities receiving one or more in-school suspension
- Hispanic: 133 (male: 95, female: 38)
- White: 10 (male: 8, female: 2)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 52 (male: 41, female: 11)
- Hispanic7
- White2
- Multirace2
- LEP2
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 7 (male: 5, female: 2)
- White: 2 (all female)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 7 (all male)
- Hispanic: 5
- White: 2
- Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Port Isabel J H School: | 3.5 |
Texas: | 27.5 |
- Hispanic: 22 (male: 20, female: 2)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 8 (all male)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- Hispanic: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- Hispanic: 2
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.
- Hispanic43
- White7
- Multirace2
- LEP2
- IDEA2
8th grade student enrollment in Algebra I
- Hispanic: 43 (male: 23, female: 20)
- White: 7 (male: 2, female: 5)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Hispanic: 41 (male: 22, female: 19)
- White: 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Here: | 94.2% |
State: | 87.0% |
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