Project Restore School in NEW CANEY, TX
(05-11 • Public • Alternative School)
Students & Teachers
Total enrollment:
Enrollment in 2016: 4
Enrollment in 2015: 23
Enrollment in 2014: 10
Enrollment in 2013: 5
Enrollment in 2012: 8
Enrollment in 2011: 12
Enrollment in 2010: 11
Enrollment in 2009: 12
Enrollment in 2008: 10
Enrollment in 2007: 11
Enrollment in 2006: 6
Enrollment in 2005: 4
Enrollment in 2004: 4
Enrollment in 2003: 4
Enrollment in 2015: 23
Enrollment in 2014: 10
Enrollment in 2013: 5
Enrollment in 2012: 8
Enrollment in 2011: 12
Enrollment in 2010: 11
Enrollment in 2009: 12
Enrollment in 2008: 10
Enrollment in 2007: 11
Enrollment in 2006: 6
Enrollment in 2005: 4
Enrollment in 2004: 4
Enrollment in 2003: 4
Enrollment by grade:
(Note: Details may not add to totals. School year: 2015-2016)
| Grade | G08 | G11 | Total |
|---|---|---|---|
| All students | 3 | 1 | 4 |
| Male students | 3 | 1 | 4 |
| Hispanic students | 2 | - | 2 |
| Black students | 1 | - | 1 |
| White students | - | 1 | 1 |
Enrollment by grade:
8th grade enrollment: 3
11th grade enrollment: 1
11th grade enrollment: 1
Project Restore School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Male enrollment: 4 (100.0%)
| School: | 100.0% |
| Texas: | 50.1% |
Project Restore School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 2 (50.0%)
| Here: | 50.0% |
| State: | 46.9% |
Black enrollment: 1 (25.0%)
| Here: | 25.0% |
| State: | 11.6% |
White enrollment: 1 (25.0%)
| Here: | 25.0% |
| State: | 32.3% |
Project Restore School - Historical enrollment by race/ethnicity
Limited English Proficiency:
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Students Enrolled in LEP Programs: 2 (all male)
- Hispanic: 2
Retention:
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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 10th grade: 2 (all male)
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Gifted and Talented:
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(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: 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
- White: 2
Gifted and Talented Student Enrollment per 1,000 students
| Here: | 500.0 |
| State: | 78.6 |
Health & Safety
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.
Chronic Student Absenteeism: 4 (all male)
- Hispanic: 2
- White: 2
- Limited English Proficiency (LEP): 2
Chronic Student Absenteeism per 1,000 students
| Here: | 1,000.0 |
| Texas: | 147.9 |
Expulsions:
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(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 15 (male: 13, female: 2)
Students without Disabilities who received an expulsion with educational services per 1,000 students
- Hispanic: 13 (male: 11, female: 2)
- White: 2 (all male)
- Limited English Proficiency (LEP): 10 (male: 8, female: 2)
Students without Disabilities who received an expulsion with educational services per 1,000 students
| Here: | 3,750.0 |
| State: | 32.9 |
Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 21 (male: 19, female: 2)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
- Hispanic: 19 (male: 17, female: 2)
- White: 2 (all male)
- Limited English Proficiency (LEP): 10 (male: 8, female: 2)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
| School: | 5,250.0 |
| State: | 49.7 |
Classes & Courses
Algebra I:
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(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.
Number of Algebra I classes: 4
9-10th grade student enrollment in Algebra I: 2 (all male)
9-10th grade student enrollment in Algebra I: 2 (all male)
- White: 2
Percent of 9-10th grade students who passed
| Here: | 0.0% |
| Texas: | 76.5% |
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: 4
Student Enrollment in Algebra II: 6 (male: 4, female: 2)
Student Enrollment in Algebra II: 6 (male: 4, female: 2)
- Hispanic: 2 (all male)
- White: 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: 1
Student Enrollment in Advanced Mathematics: 2 (all male)
Student Enrollment in Advanced Mathematics: 2 (all male)
- White: 2
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: 2
Student Enrollment in Biology: 2 (all male)
Student Enrollment in Biology: 2 (all male)
- White: 2
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: 2
Student Enrollment in Chemistry: 4 (all male)
Student Enrollment in Chemistry: 4 (all male)
- Hispanic: 2
- White: 2
Physics:
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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: 2
Student Enrollment in Physics: 4 (male: 2, female: 2)
Student Enrollment in Physics: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
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