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Tenie Holmes Elementary School in Bay City, TX
(KG-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 55
Address
 3200 5TH ST
Bay City, TX 77414
Telephone
(979) 401-1400
(make sure to verify first before calling)
Website
http://www.bcblackcats.net
City-data.com school rating
55
Students
790
Classroom Teachers (FTE)
42.1
Free lunch eligible students
523
Reduced-price lunch
eligible students
5
School district
BAY CITY 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:
VAN VLECK EL (4.5 miles):

83
BAY CITY J H (0.7 miles):

61
Tenie Holmes Elementary School:

55
E RUDD INT (4.5 miles):

48
VAN VLECK H S (4.6 miles):

43
BAY CITY H S (2.0 miles):

42
ROBERTS EL (1.6 miles):

32
O H HERMAN MIDDLE (4.6 miles):

30
CHERRY EL (0.5 miles):

26
Tenie Holmes Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Matagorda County:

48
Bay City:

43
Tenie Holmes Elementary School:

55

Students & Teachers


Total enrollment:
Enrollment in 2016: 790
Enrollment in 2015: 747
Enrollment in 2014: 691
Enrollment in 2013: 655
Enrollment in 2012: 650
Enrollment in 2011: 491
Enrollment in 2010: 534
Enrollment in 2009: 560
Enrollment in 2008: 543
Enrollment in 2007: 558
Enrollment in 2006: 561
Enrollment in 2005: 551
Enrollment in 2004: 582
Enrollment in 2003: 562
Enrollment in 2002: 572
Enrollment in 2001: 601
Enrollment in 2000: 523
Enrollment in 1999: 503

Tenie Holmes Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students125152136132119126790
Female students617356555761363
Male students647980776265427
Asian students - 12 - 1 - 4
Hispanic students1011141011008689591
Black students7810751047
White students172920222627141
Two or More Races students - - 331 - 7

Enrollment by grade:
Kindergarten enrollment: 125
1st grade enrollment: 152
2nd grade enrollment: 136
3rd grade enrollment: 132
4th grade enrollment: 119
5th grade enrollment: 126

Tenie Holmes Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 363 (45.9%)
Tenie Holmes Elementary School:

45.9%
State:

49.0%
Male enrollment: 427 (54.1%)
Here:

54.1%
Texas:

50.1%

Tenie Holmes Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 4 (0.5%)
Tenie Holmes Elementary School:

0.5%
Texas:

3.1%
Hispanic enrollment: 591 (74.8%)
Here:

74.8%
State:

46.9%
Black enrollment: 47 (5.9%)
Tenie Holmes Elementary School:

5.9%
State:

11.6%
White enrollment: 141 (17.8%)
Here:

17.8%
State:

32.3%
Two or More Races enrollment: 7 (0.9%)
Tenie Holmes Elementary School:

0.9%
State:

2.1%

Tenie Holmes Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 528 (66.8%)
School:

66.8%
State:

61.6%
Free lunch eligible students: 523 (66.2%)
Here:

66.2%
Texas:

55.4%
Reduced-price lunch eligible students: 5 (0.6%)
Here:

0.6%
State:

6.2%

Tenie Holmes Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 42.1

Number of FTE teachers in their first year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1

Student/Teacher Ratio
School:

18.8
Texas:

15.6

Tenie Holmes Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,444,649
  • Full-time Equivalency Count of Teachers: 42.1 (Salary Expenditures: $2,009,695)
  • Full-time Equivalency Count of Instructional Aides: 9.7 (Salary Expenditures: $177,503)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $257,451)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $137,334)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $2,267,146
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,614,771
  • Salary Expenditures for Teachers: $2,105,203
  • Full-time Equivalency Count of Instructional Aides: 13.7 (Salary Expenditures: $252,117)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $257,451)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $137,334)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $2,362,654

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 278 (male: 163, female: 115)
  • Hispanic: 274 (male: 161, female: 113)
  • Asian: 4 (male: 2, female: 2)
  • 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 served under IDEA

  • Hispanic32
  • Black4
  • White14
  • LEP14
Students with disabilities served under IDEA: 50 (male: 39, female: 11)
  • Hispanic: 32 (male: 25, female: 7)
  • Black: 4 (all male)
  • White: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

    Students with disabilities served under Section 504

  • Hispanic7
  • Black2
  • White2
  • LEP2
Students with disabilities served under Section 504: 11 (male: 7, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
Tenie Holmes Elementary School:

1.6%
Texas:

5.2%

    Total number of students retained in 1st grade

  • Hispanic5
  • White4
  • LEP2
  • IDEA4
Total number of students retained in 1st grade: 9 (male: 7, female: 2)
  • Hispanic: 5 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 1st grade students retained
Tenie Holmes Elementary School:

5.9%
Texas:

6.1%

    Total number of students retained in 2nd grade

  • Hispanic4
  • Black2
  • White2
  • LEP2
  • IDEA2
  • 5042
Total number of students retained in 2nd grade: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all female)

Percent of 2nd grade students retained
Here:

5.9%
Texas:

4.8%
Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)

Percent of 3rd grade students retained
Here:

3.0%
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: 21 (male: 12, female: 9)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)

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

26.6
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)

  • All1,465
  • Males1,459
  • Females1,471
  • Hispanic1,465
  • White1,481
Math Average Scale Score:

1,465
Texas:

1,453
Math students tested: 128
Math # Answer Documents Submitted: 128

Math Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 8.2 (63%)
  • Reporting Category 3: 4.5 (64%)
  • Reporting Category 4: 2.8 (70%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 16%

22%
32%
30%
16%
Males: (Average Scale Score: 1,459, Tested: 62, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 28%, Masters: 16%)
24%
32%
28%
16%
Females: (Average Scale Score: 1,471, Tested: 66, Did Not Meet Grade Level Performance: 20%, Approaches: 32%, Meets: 31%, Masters: 17%)
20%
32%
31%
17%
Hispanic: (Average Scale Score: 1,465, Tested: 100, Did Not Meet Grade Level Performance: 22%, Approaches: 33%, Meets: 29%, Masters: 16%)
22%
33%
29%
16%
White: (Average Scale Score: 1,481, Tested: 25, Did Not Meet Grade Level Performance: 20%, Approaches: 24%, Meets: 36%, Masters: 20%)
20%
24%
36%
20%

    Reading Average Scale Score
    (3rd Grade)

  • All1,400
  • Males1,387
  • Females1,412
  • Hispanic1,388
  • White1,457
Reading Average Scale Score:

1,400
State:

1,423
Reading students tested: 128
Reading # Answer Documents Submitted: 128

Reading Avg Items Correct:
  • Reporting Category 1: 3.6 (72%)
  • Reporting Category 2: 9 (60%)
  • Reporting Category 3: 8 (57%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 13%

34%
43%
10%
13%
Males: (Average Scale Score: 1,387, Tested: 62, Did Not Meet Grade Level Performance: 35%, Approaches: 41%, Meets: 16%, Masters: 8%)
35%
41%
16%
8%
Females: (Average Scale Score: 1,412, Tested: 66, Did Not Meet Grade Level Performance: 33%, Approaches: 44%, Meets: 6%, Masters: 17%)
33%
44%
6%
17%
Hispanic: (Average Scale Score: 1,388, Tested: 100, Did Not Meet Grade Level Performance: 36%, Approaches: 45%, Meets: 9%, Masters: 10%)
36%
45%
9%
10%
White: (Average Scale Score: 1,457, Tested: 25, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 20%, Masters: 24%)
24%
32%
20%
24%
3rd Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,559
  • Males1,564
  • Females1,552
  • Hispanic1,550
  • Black1,445
  • White1,675
Math Average Scale Score:

1,559
State:

1,546
Math students tested: 116
Math # Answer Documents Submitted: 116

Math Avg Items Correct:
  • Reporting Category 1: 6.1 (68%)
  • Reporting Category 2: 6.9 (63%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 2.8 (69%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 25%

25%
31%
19%
25%
Males: (Average Scale Score: 1,564, Tested: 69, Did Not Meet Grade Level Performance: 25%, Approaches: 30%, Meets: 17%, Masters: 28%)
25%
30%
17%
28%
Females: (Average Scale Score: 1,552, Tested: 47, Did Not Meet Grade Level Performance: 26%, Approaches: 31%, Meets: 22%, Masters: 21%)
26%
31%
22%
21%
Hispanic: (Average Scale Score: 1,550, Tested: 90, Did Not Meet Grade Level Performance: 26%, Approaches: 34%, Meets: 17%, Masters: 23%)
26%
34%
17%
23%
Black: (Average Scale Score: 1,445, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 29%, Meets: 0%, Masters: 14%)
57%
29%
14%
White: (Average Scale Score: 1,675, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 33%, Masters: 47%)
20%
33%
47%

    Reading Average Scale Score
    (4th Grade)

  • All1,466
  • Males1,469
  • Females1,463
  • Hispanic1,468
  • Black1,340
  • White1,539
Reading Average Scale Score:

1,466
State:

1,496
Reading students tested: 115
Reading # Answer Documents Submitted: 115

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (62%)
  • Reporting Category 2: 8.8 (59%)
  • Reporting Category 3: 7.6 (58%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 11%

38%
34%
17%
11%
Males: (Average Scale Score: 1,469, Tested: 68, Did Not Meet Grade Level Performance: 43%, Approaches: 23%, Meets: 19%, Masters: 15%)
43%
23%
19%
15%
Females: (Average Scale Score: 1,463, Tested: 47, Did Not Meet Grade Level Performance: 32%, Approaches: 49%, Meets: 13%, Masters: 6%)
32%
49%
13%
6%
Hispanic: (Average Scale Score: 1,468, Tested: 89, Did Not Meet Grade Level Performance: 38%, Approaches: 34%, Meets: 17%, Masters: 11%)
38%
34%
17%
11%
Black: (Average Scale Score: 1,340, Tested: 7, Did Not Meet Grade Level Performance: 71%, Approaches: 15%, Meets: 14%, Masters: 0%)
71%
15%
14%
White: (Average Scale Score: 1,539, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 47%, Meets: 20%, Masters: 20%)
13%
47%
20%
20%

    Writing Average Scale Score
    (4th Grade)

  • All3,548
  • Males3,474
  • Females3,655
  • Hispanic3,545
  • Black3,081
  • White3,916
Writing Average Scale Score:

3,548
State:

3,570
Writing students tested: 115
Writing # Answer Documents Submitted: 115

Writing Avg Items Correct:
  • Reporting Category 1: 3.4 (42%)
  • Reporting Category 2: 3.6 (45%)
  • Reporting Category 3: 10.1 (63%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 3%

44%
29%
24%
3%
Males: (Average Scale Score: 3,474, Tested: 68, Did Not Meet Grade Level Performance: 49%, Approaches: 32%, Meets: 15%, Masters: 4%)
49%
32%
15%
4%
Females: (Average Scale Score: 3,655, Tested: 47, Did Not Meet Grade Level Performance: 38%, Approaches: 24%, Meets: 36%, Masters: 2%)
38%
24%
36%
2%
Hispanic: (Average Scale Score: 3,545, Tested: 89, Did Not Meet Grade Level Performance: 45%, Approaches: 27%, Meets: 26%, Masters: 2%)
45%
27%
26%
2%
Black: (Average Scale Score: 3,081, Tested: 7, Did Not Meet Grade Level Performance: 71%, Approaches: 29%, Meets: 0%, Masters: 0%)
71%
29%
White: (Average Scale Score: 3,916, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 47%, Meets: 27%, Masters: 13%)
13%
47%
27%
13%
4th Grade (Spanish)
Math students tested: 2
Math # Answer Documents Submitted: 2

Reading students tested: 3
Reading # Answer Documents Submitted: 3

Writing students tested: 3
Writing # Answer Documents Submitted: 3

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,649
  • Males1,629
  • Females1,677
  • Hispanic1,647
  • Black1,600
  • White1,670
Math Average Scale Score:

1,649
State:

1,603
Math students tested: 112
Math # Answer Documents Submitted: 112

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (73%)
  • Reporting Category 2: 12.5 (73%)
  • Reporting Category 3: 6.4 (71%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 37%

9%
26%
28%
37%
Males: (Average Scale Score: 1,629, Tested: 66, Did Not Meet Grade Level Performance: 12%, Approaches: 33%, Meets: 23%, Masters: 32%)
12%
33%
23%
32%
Females: (Average Scale Score: 1,677, Tested: 46, Did Not Meet Grade Level Performance: 4%, Approaches: 16%, Meets: 37%, Masters: 43%)
4%
16%
37%
43%
Hispanic: (Average Scale Score: 1,647, Tested: 87, Did Not Meet Grade Level Performance: 6%, Approaches: 33%, Meets: 29%, Masters: 32%)
6%
33%
29%
32%
Black: (Average Scale Score: 1,600, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 0%, Meets: 40%, Masters: 20%)
40%
40%
20%
White: (Average Scale Score: 1,670, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 0%, Meets: 22%, Masters: 61%)
17%
22%
61%

    Reading Average Scale Score
    (5th Grade)

  • All1,552
  • Males1,537
  • Females1,575
  • Hispanic1,536
  • Black1,501
  • White1,628
Reading Average Scale Score:

1,552
State:

1,546
Reading students tested: 111
Reading # Answer Documents Submitted: 111

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 10.7 (67%)
  • Reporting Category 3: 9.1 (65%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 24%

29%
32%
15%
24%
Males: (Average Scale Score: 1,537, Tested: 66, Did Not Meet Grade Level Performance: 35%, Approaches: 32%, Meets: 13%, Masters: 20%)
35%
32%
13%
20%
Females: (Average Scale Score: 1,575, Tested: 45, Did Not Meet Grade Level Performance: 20%, Approaches: 33%, Meets: 16%, Masters: 31%)
20%
33%
16%
31%
Hispanic: (Average Scale Score: 1,536, Tested: 86, Did Not Meet Grade Level Performance: 30%, Approaches: 37%, Meets: 13%, Masters: 20%)
30%
37%
13%
20%
Black: (Average Scale Score: 1,501, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 0%, Masters: 20%)
60%
20%
20%
White: (Average Scale Score: 1,628, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 23%, Masters: 44%)
17%
16%
23%
44%

    Science Average Scale Score
    (5th Grade)

  • All3,858
  • Males3,859
  • Females3,857
  • Hispanic3,823
  • Black3,669
  • White4,043
Science Average Scale Score:

3,858
Texas:

3,771
Science students tested: 112
Science # Answer Documents Submitted: 112

Science Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 5.7 (72%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 8.6 (72%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 16%

21%
42%
21%
16%
Males: (Average Scale Score: 3,859, Tested: 66, Did Not Meet Grade Level Performance: 24%, Approaches: 40%, Meets: 22%, Masters: 14%)
24%
40%
22%
14%
Females: (Average Scale Score: 3,857, Tested: 46, Did Not Meet Grade Level Performance: 17%, Approaches: 46%, Meets: 17%, Masters: 20%)
17%
46%
17%
20%
Hispanic: (Average Scale Score: 3,823, Tested: 87, Did Not Meet Grade Level Performance: 21%, Approaches: 46%, Meets: 22%, Masters: 11%)
21%
46%
22%
11%
Black: (Average Scale Score: 3,669, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 0%, Masters: 20%)
60%
20%
20%
White: (Average Scale Score: 4,043, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 27%, Meets: 23%, Masters: 33%)
17%
27%
23%
33%
5th Grade (Spanish)
Math students tested: 2
Math # Answer Documents Submitted: 2

Reading students tested: 3
Reading # Answer Documents Submitted: 3

Science students tested: 2
Science # Answer Documents Submitted: 2

Health & Safety


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

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

  • Hispanic22
  • Black4
  • White16
  • Multirace2
Chronic Student Absenteeism: 44 (male: 24, female: 20)
  • Hispanic: 22 (male: 14, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Tenie Holmes Elementary School:

55.7
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
School:

5.1
State:

7.2

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

  • Hispanic118
  • Asian1
  • Black7
  • White12
  • LEP21
  • IDEA7
School days missed due to out-of-school suspension: 138 (male: 118, female: 20)
  • Hispanic: 118 (male: 106, female: 12)
  • Asian: 1 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 12 (male: 9, female: 3)
  • Limited English Proficiency (LEP): 21 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 4, female: 3)
Instances of out-of-school suspension (Students without disabilities): 34

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

43.0
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic25
  • Black7
  • White4
  • LEP8
Students without disabilities receiving one or more in-school suspension: 36 (male: 27, female: 9)
  • Hispanic: 25 (male: 20, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 8 (all male)

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

  • Hispanic16
  • Asian2
  • Black2
  • White2
  • LEP5
Students without disabilities receiving only one out-of-school suspension: 22 (male: 20, female: 2)
  • Hispanic: 16 (male: 14, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
Students without disabilities receiving more than one out-of-school suspension: 17 (male: 13, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 4

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

5.1
Texas:

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

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

1.3
State:

12.0
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 4
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all female)
  • White: 2

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