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Sugar Mill Elementary School in Sugar Land, TX
(PK-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 88
Address
 13707 JESS PIRTLE BLVD
Sugar Land, TX 77498
Telephone
(281) 634-4440
(make sure to verify first before calling)
Website
http://www.fortbend.k12.tx.us/campuses/sme/default.cfm
City-data.com school rating
88
Students
685
Classroom Teachers (FTE)
44.6
Free lunch eligible students
178
Reduced-price lunch
eligible students
31
School district
FORT BEND ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
HARMONY SCIENCE ACADEMY-SUGAR LAND (1.9 miles):

94
BARRINGTON PLACE EL (1.7 miles):

90
Sugar Mill Elementary School:

88
HARMONY SCHOOL OF INNOVATION-SUGAR LAND (1.2 miles):

87
RITA DRABEK EL (1.6 miles):

86
KEMPNER H S (1.3 miles):

74
LAKEVIEW EL (0.7 miles):

71
SUGAR LAND MIDDLE (0.3 miles):

68
TOWNEWEST EL (2.6 miles):

33
Sugar Mill Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Fort Bend County:

70
Sugar Land:

86
Sugar Mill Elementary School:

88

Students & Teachers


Total enrollment:
Enrollment in 2016: 685
Enrollment in 2015: 652
Enrollment in 2014: 693
Enrollment in 2013: 693
Enrollment in 2012: 708
Enrollment in 2011: 696
Enrollment in 2010: 738
Enrollment in 2009: 761
Enrollment in 2008: 782
Enrollment in 2007: 638
Enrollment in 2006: 658
Enrollment in 2005: 667
Enrollment in 2004: 538
Enrollment in 2003: 513
Enrollment in 2002: 536
Enrollment in 2001: 594
Enrollment in 2000: 663
Enrollment in 1999: 637

Sugar Mill Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students4100115114118129105685
Female students1415949587257337
Male students3595665605748348
American Indian/Alaska Native students - - - - - - 11
Asian students - 232030303026159
Hispanic students2313941323933217
Black students - 85895843
White students2354428415135236
Hawaiian Native/Pacific Islander students - - - 1 - - - 1
Two or More Races students - 37664228

Enrollment by grade:
Pre-Kindergarten enrollment: 4
Kindergarten enrollment: 100
1st grade enrollment: 115
2nd grade enrollment: 114
3rd grade enrollment: 118
4th grade enrollment: 129
5th grade enrollment: 105

Sugar Mill Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 337 (49.2%)
Sugar Mill Elementary School:

49.2%
Texas:

49.0%
Male enrollment: 348 (50.8%)
Sugar Mill Elementary School:

50.8%
Texas:

50.1%

Sugar Mill Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
School:

0.1%
State:

0.4%
Asian enrollment: 159 (23.2%)
School:

23.2%
State:

3.1%
Hispanic enrollment: 217 (31.7%)
School:

31.7%
State:

46.9%
Black enrollment: 43 (6.3%)
School:

6.3%
Texas:

11.6%
White enrollment: 236 (34.5%)
Sugar Mill Elementary School:

34.5%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Sugar Mill Elementary School:

0.1%
Texas:

0.1%
Two or More Races enrollment: 28 (4.1%)
Here:

4.1%
State:

2.1%

Sugar Mill Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 209 (30.5%)
School:

30.5%
State:

61.6%
Free lunch eligible students: 178 (26.0%)
Here:

26.0%
State:

55.4%
Reduced-price lunch eligible students: 31 (4.5%)
Here:

4.5%
Texas:

6.2%

Sugar Mill Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 44.6

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE sworn law enforcement officers: 2
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

15.4
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,668,782
  • Full-time Equivalency Count of Teachers: 43.6 (Salary Expenditures: $2,271,904)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $34,760)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $192,893)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $168,475)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $101,974
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,940,175
  • Salary Expenditures for Teachers: $2,433,651
  • Full-time Equivalency Count of Instructional Aides: 5.3 (Salary Expenditures: $119,627)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $217,672)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $168,475)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $107,109

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic43
  • American Indian2
  • Asian64
  • Black4
  • White7
  • IDEA5
Students Enrolled in LEP Programs: 120 (male: 68, female: 52)
  • Hispanic: 43 (male: 26, female: 17)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 64 (male: 35, female: 29)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

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

  • Hispanic17
  • Asian4
  • White17
  • LEP4
Students with disabilities served under IDEA: 38 (male: 30, female: 8)
  • Hispanic: 17 (male: 13, female: 4)
  • Asian: 4 (all male)
  • White: 17 (male: 13, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic10
  • Asian4
  • Black2
  • White19
  • Multirace2
  • LEP4
Students with disabilities served under Section 504: 37 (male: 28, female: 9)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 3,201 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 4 (all male)
  • Hispanic: 2
  • White: 2

Percent of Kindergarten students retained
School:

4.0%
Texas:

5.2%
Total number of students retained in 1st grade: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 4 (male: 2, female: 2)

Percent of 1st grade students retained
Sugar Mill Elementary School:

5.2%
Texas:

6.1%

    Total number of students retained in 2nd grade

  • Hispanic4
  • Asian2
  • White2
  • LEP2
  • IDEA4
Total number of students retained in 2nd grade: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 2nd grade students retained
School:

7.0%
State:

4.8%
Total number of students retained in 3rd grade: 2 (all male)
  • Asian: 2
  • Limited English Proficiency (LEP): 2

Percent of 3rd grade students retained
School:

1.7%
Texas:

4.1%

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

  • Hispanic2
  • Asian19
  • White4
  • Multirace4
  • LEP4
Gifted and Talented Student Enrollment: 29 (male: 20, female: 9)
  • Hispanic: 2 (all male)
  • Asian: 19 (male: 14, female: 5)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

42.3
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

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

    Math Average Scale Score
    (3rd Grade)

  • All1,512
  • Males1,529
  • Females1,494
  • Hispanic1,471
  • Asian1,589
  • Black1,501
  • White1,519
  • Multirace1,434
Math Average Scale Score:

1,512
Texas:

1,453
Math students tested: 117
Math # Answer Documents Submitted: 117

Math Avg Items Correct:
  • Reporting Category 1: 6.3 (78%)
  • Reporting Category 2: 9.4 (72%)
  • Reporting Category 3: 4.6 (66%)
  • Reporting Category 4: 3.1 (78%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 30%

9%
36%
25%
30%
Males: (Average Scale Score: 1,529, Tested: 61, Did Not Meet Grade Level Performance: 7%, Approaches: 32%, Meets: 23%, Masters: 38%)
7%
32%
23%
38%
Females: (Average Scale Score: 1,494, Tested: 56, Did Not Meet Grade Level Performance: 13%, Approaches: 40%, Meets: 27%, Masters: 21%)
13%
40%
27%
21%
Hispanic: (Average Scale Score: 1,471, Tested: 44, Did Not Meet Grade Level Performance: 18%, Approaches: 41%, Meets: 21%, Masters: 20%)
18%
41%
21%
20%
Asian: (Average Scale Score: 1,589, Tested: 26, Did Not Meet Grade Level Performance: 4%, Approaches: 23%, Meets: 15%, Masters: 58%)
4%
23%
15%
58%
Black: (Average Scale Score: 1,501, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 67%, Meets: 16%, Masters: 17%)
67%
16%
17%
White: (Average Scale Score: 1,519, Tested: 36, Did Not Meet Grade Level Performance: 6%, Approaches: 27%, Meets: 39%, Masters: 28%)
6%
27%
39%
28%
Multirace: (Average Scale Score: 1,434, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 80%, Meets: 20%, Masters: 0%)
80%
20%

    Reading Average Scale Score
    (3rd Grade)

  • All1,491
  • Males1,476
  • Females1,506
  • Hispanic1,452
  • Asian1,553
  • Black1,459
  • White1,503
  • Multirace1,457
Reading Average Scale Score:

1,491
State:

1,423
Reading students tested: 117
Reading # Answer Documents Submitted: 117

Reading Avg Items Correct:
  • Reporting Category 1: 4.3 (86%)
  • Reporting Category 2: 11.1 (74%)
  • Reporting Category 3: 10 (71%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 37%

12%
32%
19%
37%
Males: (Average Scale Score: 1,476, Tested: 61, Did Not Meet Grade Level Performance: 16%, Approaches: 32%, Meets: 19%, Masters: 33%)
16%
32%
19%
33%
Females: (Average Scale Score: 1,506, Tested: 56, Did Not Meet Grade Level Performance: 7%, Approaches: 34%, Meets: 18%, Masters: 41%)
7%
34%
18%
41%
Hispanic: (Average Scale Score: 1,452, Tested: 44, Did Not Meet Grade Level Performance: 20%, Approaches: 39%, Meets: 16%, Masters: 25%)
20%
39%
16%
25%
Asian: (Average Scale Score: 1,553, Tested: 26, Did Not Meet Grade Level Performance: 8%, Approaches: 15%, Meets: 19%, Masters: 58%)
8%
15%
19%
58%
Black: (Average Scale Score: 1,459, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 67%, Meets: 16%, Masters: 17%)
67%
16%
17%
White: (Average Scale Score: 1,503, Tested: 36, Did Not Meet Grade Level Performance: 6%, Approaches: 30%, Meets: 22%, Masters: 42%)
6%
30%
22%
42%
Multirace: (Average Scale Score: 1,457, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 20%, Masters: 20%)
20%
40%
20%
20%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,622
  • Males1,642
  • Females1,597
  • Hispanic1,567
  • Asian1,691
  • Black1,582
  • White1,634
  • Multirace1,703
Math Average Scale Score:

1,622
State:

1,546
Math students tested: 104
Math # Answer Documents Submitted: 104

Math Avg Items Correct:
  • Reporting Category 1: 6.8 (76%)
  • Reporting Category 2: 8 (73%)
  • Reporting Category 3: 7.4 (74%)
  • Reporting Category 4: 2.9 (73%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 34%

12%
29%
25%
34%
Males: (Average Scale Score: 1,642, Tested: 58, Did Not Meet Grade Level Performance: 7%, Approaches: 26%, Meets: 27%, Masters: 40%)
7%
26%
27%
40%
Females: (Average Scale Score: 1,597, Tested: 46, Did Not Meet Grade Level Performance: 17%, Approaches: 35%, Meets: 22%, Masters: 26%)
17%
35%
22%
26%
Hispanic: (Average Scale Score: 1,567, Tested: 41, Did Not Meet Grade Level Performance: 15%, Approaches: 36%, Meets: 39%, Masters: 10%)
15%
36%
39%
10%
Asian: (Average Scale Score: 1,691, Tested: 27, Did Not Meet Grade Level Performance: 11%, Approaches: 19%, Meets: 11%, Masters: 59%)
11%
19%
11%
59%
Black: (Average Scale Score: 1,582, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 63%, Meets: 0%, Masters: 25%)
13%
63%
25%
White: (Average Scale Score: 1,634, Tested: 21, Did Not Meet Grade Level Performance: 10%, Approaches: 19%, Meets: 23%, Masters: 48%)
10%
19%
23%
48%
Multirace: (Average Scale Score: 1,703, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 17%, Masters: 50%)
33%
17%
50%

    Reading Average Scale Score
    (4th Grade)

  • All1,576
  • Males1,589
  • Females1,559
  • Hispanic1,552
  • Asian1,591
  • Black1,519
  • White1,606
  • Multirace1,677
Reading Average Scale Score:

1,576
State:

1,496
Reading students tested: 103
Reading # Answer Documents Submitted: 103

Reading Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 11.2 (75%)
  • Reporting Category 3: 9.6 (74%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 42%

19%
20%
19%
42%
Males: (Average Scale Score: 1,589, Tested: 57, Did Not Meet Grade Level Performance: 14%, Approaches: 19%, Meets: 20%, Masters: 47%)
14%
19%
20%
47%
Females: (Average Scale Score: 1,559, Tested: 46, Did Not Meet Grade Level Performance: 26%, Approaches: 20%, Meets: 19%, Masters: 35%)
26%
20%
19%
35%
Hispanic: (Average Scale Score: 1,552, Tested: 41, Did Not Meet Grade Level Performance: 20%, Approaches: 26%, Meets: 20%, Masters: 34%)
20%
26%
20%
34%
Asian: (Average Scale Score: 1,591, Tested: 26, Did Not Meet Grade Level Performance: 27%, Approaches: 4%, Meets: 19%, Masters: 50%)
27%
4%
19%
50%
Black: (Average Scale Score: 1,519, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 63%, Meets: 0%, Masters: 25%)
13%
63%
25%
White: (Average Scale Score: 1,606, Tested: 21, Did Not Meet Grade Level Performance: 14%, Approaches: 10%, Meets: 24%, Masters: 52%)
14%
10%
24%
52%
Multirace: (Average Scale Score: 1,677, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 33%, Masters: 50%)
17%
33%
50%

    Writing Average Scale Score
    (4th Grade)

  • All3,888
  • Males3,918
  • Females3,850
  • Hispanic3,733
  • Asian3,949
  • Black3,639
  • White4,030
  • Multirace4,539
Writing Average Scale Score:

3,888
Texas:

3,570
Writing students tested: 103
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 104

Writing Avg Items Correct:
  • Reporting Category 1: 3.8 (48%)
  • Reporting Category 2: 5 (62%)
  • Reporting Category 3: 11.4 (71%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 15%

30%
23%
32%
15%
Males: (Average Scale Score: 3,918, Tested: 57, Did Not Meet Grade Level Performance: 32%, Approaches: 21%, Meets: 33%, Masters: 14%)
32%
21%
33%
14%
Females: (Average Scale Score: 3,850, Tested: 46, Did Not Meet Grade Level Performance: 28%, Approaches: 26%, Meets: 31%, Masters: 15%)
28%
26%
31%
15%
Hispanic: (Average Scale Score: 3,733, Tested: 40, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 32%, Masters: 8%)
40%
20%
32%
8%
Asian: (Average Scale Score: 3,949, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 41%, Masters: 15%)
22%
22%
41%
15%
Black: (Average Scale Score: 3,639, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 25%, Meets: 12%, Masters: 13%)
50%
25%
12%
13%
White: (Average Scale Score: 4,030, Tested: 21, Did Not Meet Grade Level Performance: 24%, Approaches: 24%, Meets: 28%, Masters: 24%)
24%
24%
28%
24%
Multirace: (Average Scale Score: 4,539, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 34%, Masters: 33%)
33%
34%
33%
4th Grade (Spanish)
Reading students tested: 1
Reading # Answer Documents Submitted: 1

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,722
  • Males1,683
  • Females1,765
  • Hispanic1,686
  • Asian1,847
  • Black1,630
  • White1,696
Math Average Scale Score:

1,722
State:

1,603
Math students tested: 101
Math # Answer Documents Submitted: 101

Math Avg Items Correct:
  • Reporting Category 1: 4.5 (76%)
  • Reporting Category 2: 13.7 (80%)
  • Reporting Category 3: 7.2 (80%)
  • Reporting Category 4: 2.9 (74%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 45%

6%
15%
34%
45%
Males: (Average Scale Score: 1,683, Tested: 53, Did Not Meet Grade Level Performance: 11%, Approaches: 21%, Meets: 30%, Masters: 38%)
11%
21%
30%
38%
Females: (Average Scale Score: 1,765, Tested: 48, Did Not Meet Grade Level Performance: 0%, Approaches: 8%, Meets: 40%, Masters: 52%)
8%
40%
52%
Hispanic: (Average Scale Score: 1,686, Tested: 31, Did Not Meet Grade Level Performance: 6%, Approaches: 17%, Meets: 42%, Masters: 35%)
6%
17%
42%
35%
Asian: (Average Scale Score: 1,847, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 17%, Masters: 74%)
9%
17%
74%
Black: (Average Scale Score: 1,630, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 34%, Masters: 22%)
22%
22%
34%
22%
White: (Average Scale Score: 1,696, Tested: 36, Did Not Meet Grade Level Performance: 6%, Approaches: 16%, Meets: 39%, Masters: 39%)
6%
16%
39%
39%

    Reading Average Scale Score
    (5th Grade)

  • All1,637
  • Males1,601
  • Females1,677
  • Hispanic1,612
  • Asian1,723
  • Black1,596
  • White1,613
Reading Average Scale Score:

1,637
Texas:

1,546
Reading students tested: 101
Reading # Answer Documents Submitted: 101

Reading Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 12.8 (80%)
  • Reporting Category 3: 10.4 (74%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 42%

10%
20%
28%
42%
Males: (Average Scale Score: 1,601, Tested: 53, Did Not Meet Grade Level Performance: 17%, Approaches: 21%, Meets: 34%, Masters: 28%)
17%
21%
34%
28%
Females: (Average Scale Score: 1,677, Tested: 48, Did Not Meet Grade Level Performance: 2%, Approaches: 19%, Meets: 23%, Masters: 56%)
2%
19%
23%
56%
Hispanic: (Average Scale Score: 1,612, Tested: 31, Did Not Meet Grade Level Performance: 10%, Approaches: 25%, Meets: 30%, Masters: 35%)
10%
25%
30%
35%
Asian: (Average Scale Score: 1,723, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 26%, Masters: 65%)
9%
26%
65%
Black: (Average Scale Score: 1,596, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 33%, Meets: 23%, Masters: 33%)
11%
33%
23%
33%
White: (Average Scale Score: 1,613, Tested: 36, Did Not Meet Grade Level Performance: 17%, Approaches: 19%, Meets: 31%, Masters: 33%)
17%
19%
31%
33%

    Science Average Scale Score
    (5th Grade)

  • All3,999
  • Males3,952
  • Females4,050
  • Hispanic3,845
  • Asian4,405
  • Black3,661
  • White3,940
Science Average Scale Score:

3,999
State:

3,771
Science students tested: 101
Science # Answer Documents Submitted: 101

Science Avg Items Correct:
  • Reporting Category 1: 4.4 (74%)
  • Reporting Category 2: 5.7 (72%)
  • Reporting Category 3: 7 (70%)
  • Reporting Category 4: 9.6 (80%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 24%

16%
34%
26%
24%
Males: (Average Scale Score: 3,952, Tested: 53, Did Not Meet Grade Level Performance: 25%, Approaches: 28%, Meets: 24%, Masters: 23%)
25%
28%
24%
23%
Females: (Average Scale Score: 4,050, Tested: 48, Did Not Meet Grade Level Performance: 6%, Approaches: 40%, Meets: 29%, Masters: 25%)
6%
40%
29%
25%
Hispanic: (Average Scale Score: 3,845, Tested: 31, Did Not Meet Grade Level Performance: 10%, Approaches: 64%, Meets: 23%, Masters: 3%)
10%
64%
23%
3%
Asian: (Average Scale Score: 4,405, Tested: 23, Did Not Meet Grade Level Performance: 9%, Approaches: 4%, Meets: 26%, Masters: 61%)
9%
4%
26%
61%
Black: (Average Scale Score: 3,661, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 45%, Meets: 11%, Masters: 11%)
33%
45%
11%
11%
White: (Average Scale Score: 3,940, Tested: 36, Did Not Meet Grade Level Performance: 22%, Approaches: 25%, Meets: 31%, Masters: 22%)
22%
25%
31%
22%

Health & Safety


Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 1


Total incidents per 1,000 students
Sugar Mill Elementary School:

1.5
Texas:

38.0

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
  • Asian4
  • White4
  • Multirace2
  • LEP7
  • IDEA7
Chronic Student Absenteeism: 26 (male: 15, female: 11)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

38.0
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
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 (all male)
  • Hispanic: 2
  • White: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Sugar Mill Elementary School:

5.8
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

  • Hispanic2
  • Black1
  • White1
  • IDEA1
School days missed due to out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 1
  • White: 1
  • Individuals With Disabilities Education Act (IDEA): 1
Instances of out-of-school suspension (Students without disabilities): 2

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

2.9
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Asian2
  • White2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 6 (all male)
  • Hispanic: 2
  • Asian: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
Instances of out-of-school suspension (Students with disabilities): 1

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

1.5
State:

27.5
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

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