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Rogene Worley Middle School in Mansfield, 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 66
Address
 500 PLEASANT RIDGE DR
Mansfield, TX 76063
Telephone
(682) 314-5100
(make sure to verify first before calling)
Website
http://worley.mansfieldisd.org
City-data.com school rating
66
Students
920
Classroom Teachers (FTE)
54.7
Free lunch eligible students
274
Reduced-price lunch
eligible students
60
School district
MANSFIELD ISD
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
J L BOREN EL (1.6 miles):

91
ASA E LOW JR INT (1.4 miles):

71
BROOKS WESTER MIDDLE (1.4 miles):

71
DONNA SHEPARD INT (1.9 miles):

68
MANSFIELD FRONTIER H S (1.7 miles):

67
Rogene Worley Middle School:

66
MANSFIELD LEGACY H S (0.8 miles):

62
ALICE PONDER EL (0.4 miles):

56
ERMA NASH EL (0.8 miles):

44
Rogene Worley Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Tarrant County:

54
Mansfield:

73
Rogene Worley Middle School:

66

Students & Teachers


Total enrollment:
Enrollment in 2016: 920
Enrollment in 2015: 929
Enrollment in 2014: 938
Enrollment in 2013: 919
Enrollment in 2012: 919
Enrollment in 2011: 874
Enrollment in 2010: 721
Enrollment in 2009: 945
Enrollment in 2008: 942
Enrollment in 2007: 891
Enrollment in 2006: 855
Enrollment in 2005: 865
Enrollment in 2004: 889
Enrollment in 2003: 871
Enrollment in 2002: 1,455
Enrollment in 2001: 1,193
Enrollment in 2000: 1,049
Enrollment in 1999: 1,019

Rogene Worley Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students458462920
Female students235215450
Male students223247470
American Indian/Alaska Native students347
Asian students242044
Hispanic students135147282
Black students8388171
White students185184369
Two or More Races students281947

Enrollment by grade:
7th grade enrollment: 458
8th grade enrollment: 462

Rogene Worley Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 450 (48.9%)
School:

48.9%
Texas:

49.0%
Male enrollment: 470 (51.1%)
Here:

51.1%
State:

50.1%

Rogene Worley Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 7 (0.8%)
Rogene Worley Middle School:

0.8%
Texas:

0.4%
Asian enrollment: 44 (4.8%)
Rogene Worley Middle School:

4.8%
Texas:

3.1%
Hispanic enrollment: 282 (30.7%)
School:

30.7%
State:

46.9%
Black enrollment: 171 (18.6%)
Here:

18.6%
Texas:

11.6%
White enrollment: 369 (40.1%)
Here:

40.1%
State:

32.3%
Two or More Races enrollment: 47 (5.1%)
Rogene Worley Middle School:

5.1%
State:

2.1%

Rogene Worley Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 334 (36.3%)
School:

36.3%
State:

61.6%
Free lunch eligible students: 274 (29.8%)
Rogene Worley Middle School:

29.8%
Texas:

55.4%
Reduced-price lunch eligible students: 60 (6.5%)
Rogene Worley Middle School:

6.5%
Texas:

6.2%

Rogene Worley Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 54.7

Number of FTE teachers in their first year of teaching: 10
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 18
Number of FTE nurses: 2

Student/Teacher Ratio
Rogene Worley Middle School:

16.8
State:

15.6

Rogene Worley Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,511,151
  • Full-time Equivalency Count of Teachers: 56.5 (Salary Expenditures: $2,968,961)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $59,520)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $239,035)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $243,635)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $196,985

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic73
  • Asian7
  • Black4
  • White4
  • Multirace2
  • IDEA10
Students Enrolled in LEP Programs: 90 (male: 55, female: 35)
  • Hispanic: 73 (male: 44, female: 29)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, 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 served under IDEA

  • Hispanic32
  • Black23
  • White23
  • Multirace4
  • LEP14
Students with disabilities served under IDEA: 82 (male: 52, female: 30)
  • Hispanic: 32 (male: 19, female: 13)
  • Black: 23 (male: 13, female: 10)
  • White: 23 (male: 16, female: 7)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 14 (male: 7, female: 7)

    Students with disabilities served under Section 504

  • Hispanic16
  • Asian2
  • Black13
  • White34
  • Multirace4
  • LEP7
Students with disabilities served under Section 504: 69 (male: 40, female: 29)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 34 (male: 20, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Retention:
Show data for

(State average from 748 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained

    Total number of students retained in 7th grade

  • Hispanic2
  • White2
  • LEP4
  • 5042
Total number of students retained in 7th grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Percent of 7th grade students retained
School:

0.9%
State:

6.0%

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

  • Hispanic19
  • Asian4
  • Black10
  • White43
  • Multirace7
  • IDEA2
Gifted and Talented Student Enrollment: 83 (male: 43, female: 40)
  • Hispanic: 19 (male: 8, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 43 (male: 26, female: 17)
  • Two or More Races: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

90.2
Texas:

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

  • All4,572
  • Males4,612
  • Females4,531
  • Hispanic4,488
  • Asian5,057
  • Black4,414
  • White4,597
Algebra I Average Scale Score:

4,572
State:

4,001
Algebra I students tested: 141
Algebra I # Answer Documents Submitted: 141

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.5 (77%)
  • Reporting Category 2: 9.6 (80%)
  • Reporting Category 3: 11.5 (82%)
  • Reporting Category 4: 9.2 (83%)
  • Reporting Category 5: 5.1 (85%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 9%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 72%

9%
19%
72%
Males: (Average Scale Score: 4,612, Tested: 72, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 19%, Masters: 71%)
10%
19%
71%
Females: (Average Scale Score: 4,531, Tested: 69, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 19%, Masters: 74%)
7%
19%
74%
Hispanic: (Average Scale Score: 4,488, Tested: 30, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 20%, Masters: 73%)
7%
20%
73%
Asian: (Average Scale Score: 5,057, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 0%, Masters: 88%)
12%
88%
Black: (Average Scale Score: 4,414, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 26%, Masters: 57%)
17%
26%
57%
White: (Average Scale Score: 4,597, Tested: 76, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 19%, Masters: 74%)
7%
19%
74%
English I students tested: 1
English I # Answer Documents Submitted: 1

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,711
  • Males1,702
  • Females1,721
  • Hispanic1,674
  • Asian1,813
  • Black1,683
  • White1,744
  • Multirace1,723
Math Average Scale Score:

1,711
Texas:

1,571
Math students tested: 476
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 478

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (69%)
  • Reporting Category 2: 9.4 (63%)
  • Reporting Category 3: 7.5 (62%)
  • Reporting Category 4: 4.1 (59%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 32%

17%
29%
22%
32%
Males: (Average Scale Score: 1,702, Tested: 246, Did Not Meet Grade Level Performance: 20%, Approaches: 27%, Meets: 23%, Masters: 30%)
20%
27%
23%
30%
Females: (Average Scale Score: 1,721, Tested: 230, Did Not Meet Grade Level Performance: 15%, Approaches: 29%, Meets: 23%, Masters: 33%)
15%
29%
23%
33%
Hispanic: (Average Scale Score: 1,674, Tested: 153, Did Not Meet Grade Level Performance: 24%, Approaches: 34%, Meets: 23%, Masters: 19%)
24%
34%
23%
19%
Asian: (Average Scale Score: 1,813, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 16%, Masters: 67%)
17%
16%
67%
Black: (Average Scale Score: 1,683, Tested: 93, Did Not Meet Grade Level Performance: 26%, Approaches: 26%, Meets: 20%, Masters: 28%)
26%
26%
20%
28%
White: (Average Scale Score: 1,744, Tested: 186, Did Not Meet Grade Level Performance: 12%, Approaches: 23%, Meets: 25%, Masters: 40%)
12%
23%
25%
40%
Multirace: (Average Scale Score: 1,723, Tested: 22, Did Not Meet Grade Level Performance: 5%, Approaches: 36%, Meets: 27%, Masters: 32%)
5%
36%
27%
32%

    Reading Average Scale Score
    (7th Grade)

  • All1,682
  • Males1,658
  • Females1,708
  • Hispanic1,654
  • Asian1,736
  • Black1,660
  • White1,706
  • Multirace1,729
Reading Average Scale Score:

1,682
Texas:

1,550
Reading students tested: 476
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 478

Reading Avg Items Correct:
  • Reporting Category 1: 5.8 (72%)
  • Reporting Category 2: 12.7 (70%)
  • Reporting Category 3: 11.2 (70%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 33%

21%
21%
25%
33%
Males: (Average Scale Score: 1,658, Tested: 245, Did Not Meet Grade Level Performance: 26%, Approaches: 23%, Meets: 24%, Masters: 27%)
26%
23%
24%
27%
Females: (Average Scale Score: 1,708, Tested: 231, Did Not Meet Grade Level Performance: 16%, Approaches: 18%, Meets: 26%, Masters: 40%)
16%
18%
26%
40%
Hispanic: (Average Scale Score: 1,654, Tested: 153, Did Not Meet Grade Level Performance: 27%, Approaches: 26%, Meets: 24%, Masters: 23%)
27%
26%
24%
23%
Asian: (Average Scale Score: 1,736, Tested: 18, Did Not Meet Grade Level Performance: 11%, Approaches: 11%, Meets: 22%, Masters: 56%)
11%
11%
22%
56%
Black: (Average Scale Score: 1,660, Tested: 93, Did Not Meet Grade Level Performance: 26%, Approaches: 28%, Meets: 17%, Masters: 29%)
26%
28%
17%
29%
White: (Average Scale Score: 1,706, Tested: 185, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 26%, Masters: 41%)
17%
16%
26%
41%
Multirace: (Average Scale Score: 1,729, Tested: 23, Did Not Meet Grade Level Performance: 4%, Approaches: 13%, Meets: 35%, Masters: 48%)
4%
13%
35%
48%

    Writing Average Scale Score
    (7th Grade)

  • All3,954
  • Males3,844
  • Females4,071
  • Hispanic3,777
  • Asian4,377
  • Black3,878
  • White4,088
  • Multirace4,060
Writing Average Scale Score:

3,954
State:

3,515
Writing students tested: 477
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 479

Writing Avg Items Correct:
  • Reporting Category 1: 8.1 (51%)
  • Reporting Category 2: 9.4 (73%)
  • Reporting Category 3: 12.7 (75%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 18%

25%
24%
33%
18%
Males: (Average Scale Score: 3,844, Tested: 245, Did Not Meet Grade Level Performance: 32%, Approaches: 24%, Meets: 31%, Masters: 13%)
32%
24%
31%
13%
Females: (Average Scale Score: 4,071, Tested: 232, Did Not Meet Grade Level Performance: 19%, Approaches: 24%, Meets: 34%, Masters: 23%)
19%
24%
34%
23%
Hispanic: (Average Scale Score: 3,777, Tested: 154, Did Not Meet Grade Level Performance: 36%, Approaches: 27%, Meets: 27%, Masters: 10%)
36%
27%
27%
10%
Asian: (Average Scale Score: 4,377, Tested: 18, Did Not Meet Grade Level Performance: 11%, Approaches: 6%, Meets: 22%, Masters: 61%)
11%
6%
22%
61%
Black: (Average Scale Score: 3,878, Tested: 94, Did Not Meet Grade Level Performance: 31%, Approaches: 20%, Meets: 37%, Masters: 12%)
31%
20%
37%
12%
White: (Average Scale Score: 4,088, Tested: 184, Did Not Meet Grade Level Performance: 16%, Approaches: 26%, Meets: 34%, Masters: 24%)
16%
26%
34%
24%
Multirace: (Average Scale Score: 4,060, Tested: 23, Did Not Meet Grade Level Performance: 13%, Approaches: 26%, Meets: 48%, Masters: 13%)
13%
26%
48%
13%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,691
  • Males1,675
  • Females1,709
  • Hispanic1,673
  • Asian1,786
  • Black1,674
  • White1,717
  • Multirace1,727
Math Average Scale Score:

1,691
State:

1,539
Math students tested: 308
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 451

Math Avg Items Correct:
  • Reporting Category 1: 2.4 (59%)
  • Reporting Category 2: 10 (63%)
  • Reporting Category 3: 9.2 (62%)
  • Reporting Category 4: 4.4 (62%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 10%

22%
33%
35%
10%
Males: (Average Scale Score: 1,675, Tested: 157, Did Not Meet Grade Level Performance: 27%, Approaches: 32%, Meets: 35%, Masters: 6%)
27%
32%
35%
6%
Females: (Average Scale Score: 1,709, Tested: 150, Did Not Meet Grade Level Performance: 17%, Approaches: 32%, Meets: 36%, Masters: 15%)
17%
32%
36%
15%
Hispanic: (Average Scale Score: 1,673, Tested: 111, Did Not Meet Grade Level Performance: 27%, Approaches: 30%, Meets: 37%, Masters: 6%)
27%
30%
37%
6%
Asian: (Average Scale Score: 1,786, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 28%, Masters: 29%)
29%
14%
28%
29%
Black: (Average Scale Score: 1,674, Tested: 79, Did Not Meet Grade Level Performance: 25%, Approaches: 34%, Meets: 33%, Masters: 8%)
25%
34%
33%
8%
White: (Average Scale Score: 1,717, Tested: 99, Did Not Meet Grade Level Performance: 14%, Approaches: 35%, Meets: 37%, Masters: 14%)
14%
35%
37%
14%
Multirace: (Average Scale Score: 1,727, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 25%, Masters: 25%)
25%
25%
25%
25%

    Reading Average Scale Score
    (8th Grade)

  • All1,697
  • Males1,677
  • Females1,717
  • Hispanic1,658
  • Asian1,749
  • Black1,672
  • White1,737
  • Multirace1,714
Reading Average Scale Score:

1,697
Texas:

1,561
Reading students tested: 445
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 451

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (73%)
  • Reporting Category 2: 14 (74%)
  • Reporting Category 3: 12 (70%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 31%

16%
31%
22%
31%
Males: (Average Scale Score: 1,677, Tested: 229, Did Not Meet Grade Level Performance: 20%, Approaches: 33%, Meets: 23%, Masters: 24%)
20%
33%
23%
24%
Females: (Average Scale Score: 1,717, Tested: 215, Did Not Meet Grade Level Performance: 12%, Approaches: 29%, Meets: 21%, Masters: 38%)
12%
29%
21%
38%
Hispanic: (Average Scale Score: 1,658, Tested: 139, Did Not Meet Grade Level Performance: 24%, Approaches: 34%, Meets: 20%, Masters: 22%)
24%
34%
20%
22%
Asian: (Average Scale Score: 1,749, Tested: 15, Did Not Meet Grade Level Performance: 7%, Approaches: 26%, Meets: 7%, Masters: 60%)
7%
26%
7%
60%
Black: (Average Scale Score: 1,672, Tested: 102, Did Not Meet Grade Level Performance: 20%, Approaches: 38%, Meets: 21%, Masters: 21%)
20%
38%
21%
21%
White: (Average Scale Score: 1,737, Tested: 173, Did Not Meet Grade Level Performance: 8%, Approaches: 26%, Meets: 24%, Masters: 42%)
8%
26%
24%
42%
Multirace: (Average Scale Score: 1,714, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 25%, Meets: 34%, Masters: 33%)
8%
25%
34%
33%

    Science Average Scale Score
    (8th Grade)

  • All3,974
  • Males3,972
  • Females3,976
  • Hispanic3,793
  • Asian4,337
  • Black3,841
  • White4,168
  • Multirace4,003
Science Average Scale Score:

3,974
Texas:

3,634
Science students tested: 444
# Absent - Not Tested: 2
Science # Answer Documents Submitted: 446

Science Avg Items Correct:
  • Reporting Category 1: 7.1 (64%)
  • Reporting Category 2: 6.2 (69%)
  • Reporting Category 3: 7.2 (66%)
  • Reporting Category 4: 7.9 (72%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 25%

21%
27%
27%
25%
Males: (Average Scale Score: 3,972, Tested: 227, Did Not Meet Grade Level Performance: 22%, Approaches: 27%, Meets: 26%, Masters: 25%)
22%
27%
26%
25%
Females: (Average Scale Score: 3,976, Tested: 217, Did Not Meet Grade Level Performance: 21%, Approaches: 25%, Meets: 30%, Masters: 24%)
21%
25%
30%
24%
Hispanic: (Average Scale Score: 3,793, Tested: 140, Did Not Meet Grade Level Performance: 29%, Approaches: 33%, Meets: 26%, Masters: 12%)
29%
33%
26%
12%
Asian: (Average Scale Score: 4,337, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 14%, Meets: 20%, Masters: 53%)
13%
14%
20%
53%
Black: (Average Scale Score: 3,841, Tested: 101, Did Not Meet Grade Level Performance: 30%, Approaches: 33%, Meets: 18%, Masters: 19%)
30%
33%
18%
19%
White: (Average Scale Score: 4,168, Tested: 172, Did Not Meet Grade Level Performance: 12%, Approaches: 16%, Meets: 36%, Masters: 36%)
12%
16%
36%
36%
Multirace: (Average Scale Score: 4,003, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 34%, Meets: 33%, Masters: 25%)
8%
34%
33%
25%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,818
  • Males3,816
  • Females3,820
  • Hispanic3,673
  • Asian4,085
  • Black3,765
  • White3,946
  • Multirace3,809
Social Studies Average Scale Score:

3,818
Texas:

3,461
Social Studies students tested: 443
# Absent - Not Tested: 3
Social Studies # Answer Documents Submitted: 446

Social Studies Avg Items Correct:
  • Reporting Category 1: 10 (59%)
  • Reporting Category 2: 7.1 (71%)
  • Reporting Category 3: 6 (60%)
  • Reporting Category 4: 4.4 (62%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 20%

27%
36%
17%
20%
Males: (Average Scale Score: 3,816, Tested: 226, Did Not Meet Grade Level Performance: 27%, Approaches: 36%, Meets: 17%, Masters: 20%)
27%
36%
17%
20%
Females: (Average Scale Score: 3,820, Tested: 217, Did Not Meet Grade Level Performance: 26%, Approaches: 36%, Meets: 18%, Masters: 20%)
26%
36%
18%
20%
Hispanic: (Average Scale Score: 3,673, Tested: 140, Did Not Meet Grade Level Performance: 37%, Approaches: 35%, Meets: 17%, Masters: 11%)
37%
35%
17%
11%
Asian: (Average Scale Score: 4,085, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 34%, Meets: 20%, Masters: 33%)
13%
34%
20%
33%
Black: (Average Scale Score: 3,765, Tested: 100, Did Not Meet Grade Level Performance: 33%, Approaches: 35%, Meets: 12%, Masters: 20%)
33%
35%
12%
20%
White: (Average Scale Score: 3,946, Tested: 172, Did Not Meet Grade Level Performance: 15%, Approaches: 37%, Meets: 22%, Masters: 26%)
15%
37%
22%
26%
Multirace: (Average Scale Score: 3,809, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 16%, Masters: 17%)
33%
34%
16%
17%

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 with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2
  • Section 504: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Rogene Worley Middle School:

2.2
State:

5.4

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

  • Hispanic16
  • Black7
  • White28
  • Multirace4
  • LEP4
  • IDEA10
  • 50410
Chronic Student Absenteeism: 55 (male: 23, female: 32)
  • Hispanic: 16 (male: 5, female: 11)
  • Black: 7 (male: 2, female: 5)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

59.8
State:

147.9

Restraint and Seclusion:
Show data for

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


Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Rogene Worley Middle School:

4.3
State:

6.8

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

  • Hispanic83
  • Black47
  • White70
  • Multirace3
  • LEP55
  • IDEA40
  • 50459
School days missed due to out-of-school suspension: 203 (male: 139, female: 64)
  • Hispanic: 83 (male: 49, female: 34)
  • Black: 47 (male: 17, female: 30)
  • White: 70 (all male)
  • Two or More Races: 3 (all male)
  • Limited English Proficiency (LEP): 55 (male: 46, female: 9)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 27, female: 13)
  • Section 504: 59 (male: 48, female: 11)
Instances of out-of-school suspension (Students without disabilities): 49

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

53.3
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic52
  • Black34
  • White43
  • Multirace5
  • LEP22
Students without disabilities receiving one or more in-school suspension: 134 (male: 80, female: 54)
  • Hispanic: 52 (male: 26, female: 26)
  • Black: 34 (male: 20, female: 14)
  • White: 43 (male: 29, female: 14)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic13
  • Black4
  • White5
  • Multirace2
  • LEP7
Students without disabilities receiving only one out-of-school suspension: 24 (male: 17, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 9 (male: 4, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 22

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

23.9
State:

27.5
Instances of out-of-school suspension (Section 504 only): 31

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

33.7
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic16
  • Black16
  • White13
  • LEP7
  • 50419
Students with disabilities receiving one or more in-school suspension: 45 (male: 33, female: 12)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 16 (male: 11, female: 5)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Section 504: 19 (male: 14, female: 5)

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

  • Hispanic5
  • Black7
  • White2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 14 (male: 12, female: 2)
  • Hispanic: 5 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Section 504: 2 (all male)

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

  • Hispanic2
  • Black4
  • White5
  • LEP2
  • 5047
Students with disabilities receiving more than one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 7 (male: 5, female: 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.
7th grade student enrollment in Algebra I: 2
Percent of 7th grade students who passed: -100.0%
School:  -100.0%
State:  102.7%

    8th grade student enrollment in Algebra I

  • Hispanic40
  • American Indian2
  • Asian16
  • Black25
  • White70
  • Multirace10
  • IDEA2
8th grade student enrollment in Algebra I: 163 (male: 94, female: 69)
  • Hispanic: 40 (male: 29, female: 11)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 16 (male: 5, female: 11)
  • Black: 25 (male: 11, female: 14)
  • White: 70 (male: 41, female: 29)
  • Two or More Races: 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    8th grade studenst who passed Algebra I

  • Hispanic35
  • Asian14
  • Black20
  • White68
  • Multirace7
8th grade studenst who passed Algebra I: 144 (male: 83, female: 61)
  • Hispanic: 35 (male: 25, female: 10)
  • Asian: 14 (male: 4, female: 10)
  • Black: 20 (male: 7, female: 13)
  • White: 68 (male: 40, female: 28)
  • Two or More Races: 7 (all male)
Percent of 8th grade students who passed
School:

88.3%
State:

87.0%

Geometry:
Show data for
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.
8th grade students enrolled in Geometry: 2

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