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Trinity Meadows Int School in Keller, TX
(05-06 • 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 69
Address
 3500 KELLER HICKS RD
Keller, TX 76244
Telephone
(817) 744-4300
(make sure to verify first before calling)
Website
http://www.kellerisd.net
City-data.com school rating
69
Students
1,006
Classroom Teachers (FTE)
58.0
Free lunch eligible students
194
Reduced-price lunch
eligible students
51
School district
KELLER 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:
KAY GRANGER EL (1.5 miles):

93
TRINITY SPRINGS MIDDLE (0.2 miles):

90
EAGLE RIDGE EL (1.4 miles):

86
TIMBERVIEW MIDDLE (1.2 miles):

81
TIMBER CREEK H S (0.9 miles):

79
CAPROCK EL (0.8 miles):

74
INTERNATIONAL LEADERSHIP OF TEXAS - KELLER H S (1.6 miles):

74
INDEPENDENCE EL (0.8 miles):

73
Trinity Meadows Int School:

69
Trinity Meadows Int School rating compared to average state, county and city schools ratings:
Texas:

54
Tarrant County:

54
Keller:

79
Trinity Meadows Int School:

69

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,006
Enrollment in 2015: 988
Enrollment in 2014: 1,022
Enrollment in 2013: 994
Enrollment in 2012: 1,009
Enrollment in 2011: 960
Enrollment in 2010: 1,083
Enrollment in 2009: 995
Enrollment in 2008: 847
Enrollment in 2007: 631

Trinity Meadows Int School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06Total
All students5154911,006
Female students250237487
Male students265254519
American Indian/Alaska Native students213
Asian students243357
Hispanic students128138266
Black students424587
White students294253547
Hawaiian Native/Pacific Islander students224
Two or More Races students231942

Enrollment by grade:
5th grade enrollment: 515
6th grade enrollment: 491

Trinity Meadows Int School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 487 (48.4%)
School:

48.4%
Texas:

49.0%
Male enrollment: 519 (51.6%)
Trinity Meadows Int School:

51.6%
State:

50.1%

Trinity Meadows Int School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.3%)
Here:

0.3%
State:

0.4%
Asian enrollment: 57 (5.7%)
Here:

5.7%
State:

3.1%
Hispanic enrollment: 266 (26.4%)
Here:

26.4%
Texas:

46.9%
Black enrollment: 87 (8.6%)
Here:

8.6%
State:

11.6%
White enrollment: 547 (54.4%)
Trinity Meadows Int School:

54.4%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 4 (0.4%)
School:

0.4%
Texas:

0.1%
Two or More Races enrollment: 42 (4.2%)
School:

4.2%
Texas:

2.1%

Trinity Meadows Int School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 245 (24.4%)
School:

24.4%
State:

61.6%
Free lunch eligible students: 194 (19.3%)
Here:

19.3%
Texas:

55.4%
Reduced-price lunch eligible students: 51 (5.1%)
School:

5.1%
Texas:

6.2%

Trinity Meadows Int School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 58

Number of FTE teachers in their first year of teaching: 3.9
Number of FTE school counselors: 2.3
Number of FTE teachers who were absent more than 10 school days during the school years: 16
Number of FTE nurses: 1

Student/Teacher Ratio
School:

17.4
Texas:

15.6

Trinity Meadows Int School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,567,809
  • Full-time Equivalency Count of Teachers: 58 (Salary Expenditures: $2,884,924)
  • Full-time Equivalency Count of Instructional Aides: 2.9 (Salary Expenditures: $50,591)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $349,655)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $282,639)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $3,529,458
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,152,481
  • Salary Expenditures for Teachers: $3,211,288
  • Full-time Equivalency Count of Instructional Aides: 8.8 (Salary Expenditures: $169,026)
  • Full-time Equivalency Count of Support Services Staff: 9.1 (Salary Expenditures: $489,528)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $282,639)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $3,995,695

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic82
  • Asian4
  • Black5
  • White4
  • Multirace2
  • IDEA13
Students Enrolled in LEP Programs: 97 (male: 55, female: 42)
  • Hispanic: 82 (male: 44, female: 38)
  • Asian: 4 (male: 2, female: 2)
  • Black: 5 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • 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

  • Hispanic20
  • Asian4
  • Black10
  • White53
  • LEP14
Students with disabilities served under IDEA: 87 (male: 58, female: 29)
  • Hispanic: 20 (male: 10, female: 10)
  • Asian: 4 (all male)
  • Black: 10 (all male)
  • White: 53 (male: 34, female: 19)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

    Students with disabilities served under Section 504

  • Hispanic43
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black13
  • White100
  • Multirace4
  • LEP10
Students with disabilities served under Section 504: 168 (male: 99, female: 69)
  • Hispanic: 43 (male: 26, female: 17)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 100 (male: 59, female: 41)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 1,975 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 5th grade

  • Native Hawaiian2
  • Black2
  • White2
  • IDEA2
  • 5042
Total number of students retained in 5th grade: 6 (all male)
  • Native Hawaiian / Pacific Islander: 2
  • Black: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 2

Percent of 5th grade students retained
School:

1.2%
State:

4.3%
Total number of students retained in 6th grade: 2 (all female)
  • White: 2

Percent of 6th grade students retained
Trinity Meadows Int School:

0.4%
State:

6.3%

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
  • Asian13
  • Native Hawaiian2
  • Black4
  • White79
  • Multirace7
  • LEP4
  • IDEA2
Gifted and Talented Student Enrollment: 124 (male: 70, female: 54)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 13 (male: 8, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 79 (male: 47, female: 32)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

123.3
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,265 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.
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,650
  • Males1,656
  • Females1,644
  • Hispanic1,631
  • American Indian1,637
  • Asian1,723
  • Black1,597
  • White1,659
  • Multirace1,699
Math Average Scale Score:

1,650
Texas:

1,603
Math students tested: 453
# Absent - Not Tested: 4
Math # Answer Documents Submitted: 457

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 12.1 (71%)
  • Reporting Category 3: 6.6 (73%)
  • Reporting Category 4: 2.8 (70%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 31%

9%
32%
28%
31%
Males: (Average Scale Score: 1,656, Tested: 233, Did Not Meet Grade Level Performance: 9%, Approaches: 29%, Meets: 29%, Masters: 33%)
9%
29%
29%
33%
Females: (Average Scale Score: 1,644, Tested: 220, Did Not Meet Grade Level Performance: 9%, Approaches: 36%, Meets: 25%, Masters: 30%)
9%
36%
25%
30%
Hispanic: (Average Scale Score: 1,631, Tested: 123, Did Not Meet Grade Level Performance: 8%, Approaches: 40%, Meets: 26%, Masters: 26%)
8%
40%
26%
26%
American Indian: (Average Scale Score: 1,637, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 17%, Masters: 33%)
17%
33%
17%
33%
Asian: (Average Scale Score: 1,723, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 19%, Meets: 29%, Masters: 52%)
19%
29%
52%
Black: (Average Scale Score: 1,597, Tested: 38, Did Not Meet Grade Level Performance: 29%, Approaches: 26%, Meets: 21%, Masters: 24%)
29%
26%
21%
24%
White: (Average Scale Score: 1,659, Tested: 252, Did Not Meet Grade Level Performance: 8%, Approaches: 31%, Meets: 28%, Masters: 33%)
8%
31%
28%
33%
Multirace: (Average Scale Score: 1,699, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 15%, Meets: 39%, Masters: 46%)
15%
39%
46%

    Reading Average Scale Score
    (5th Grade)

  • All1,615
  • Males1,602
  • Females1,628
  • Hispanic1,606
  • American Indian1,563
  • Asian1,671
  • Black1,578
  • White1,619
  • Multirace1,640
Reading Average Scale Score:

1,615
Texas:

1,546
Reading students tested: 420
# Absent - Not Tested: 4
Reading # Answer Documents Submitted: 424

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (77%)
  • Reporting Category 2: 12.5 (78%)
  • Reporting Category 3: 9.9 (71%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 32%

13%
24%
31%
32%
Males: (Average Scale Score: 1,602, Tested: 218, Did Not Meet Grade Level Performance: 16%, Approaches: 25%, Meets: 28%, Masters: 31%)
16%
25%
28%
31%
Females: (Average Scale Score: 1,628, Tested: 202, Did Not Meet Grade Level Performance: 9%, Approaches: 23%, Meets: 34%, Masters: 34%)
9%
23%
34%
34%
Hispanic: (Average Scale Score: 1,606, Tested: 90, Did Not Meet Grade Level Performance: 13%, Approaches: 28%, Meets: 32%, Masters: 27%)
13%
28%
32%
27%
American Indian: (Average Scale Score: 1,563, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 0%, Masters: 33%)
33%
34%
33%
Asian: (Average Scale Score: 1,671, Tested: 21, Did Not Meet Grade Level Performance: 10%, Approaches: 9%, Meets: 29%, Masters: 52%)
10%
9%
29%
52%
Black: (Average Scale Score: 1,578, Tested: 38, Did Not Meet Grade Level Performance: 29%, Approaches: 21%, Meets: 18%, Masters: 32%)
29%
21%
18%
32%
White: (Average Scale Score: 1,619, Tested: 252, Did Not Meet Grade Level Performance: 10%, Approaches: 25%, Meets: 32%, Masters: 33%)
10%
25%
32%
33%
Multirace: (Average Scale Score: 1,640, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 0%, Meets: 47%, Masters: 38%)
15%
47%
38%

    Science Average Scale Score
    (5th Grade)

  • All3,999
  • Males4,032
  • Females3,964
  • Hispanic3,866
  • American Indian3,852
  • Asian4,144
  • Black3,826
  • White4,046
  • Multirace4,342
Science Average Scale Score:

3,999
State:

3,771
Science students tested: 417
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 421

Science Avg Items Correct:
  • Reporting Category 1: 4.6 (76%)
  • Reporting Category 2: 6.1 (77%)
  • Reporting Category 3: 7.4 (74%)
  • Reporting Category 4: 8.7 (72%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 24%

16%
32%
28%
24%
Males: (Average Scale Score: 4,032, Tested: 215, Did Not Meet Grade Level Performance: 14%, Approaches: 31%, Meets: 28%, Masters: 27%)
14%
31%
28%
27%
Females: (Average Scale Score: 3,964, Tested: 201, Did Not Meet Grade Level Performance: 17%, Approaches: 34%, Meets: 27%, Masters: 22%)
17%
34%
27%
22%
Hispanic: (Average Scale Score: 3,866, Tested: 89, Did Not Meet Grade Level Performance: 19%, Approaches: 42%, Meets: 27%, Masters: 12%)
19%
42%
27%
12%
American Indian: (Average Scale Score: 3,852, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 0%, Masters: 33%)
17%
50%
33%
Asian: (Average Scale Score: 4,144, Tested: 21, Did Not Meet Grade Level Performance: 5%, Approaches: 33%, Meets: 29%, Masters: 33%)
5%
33%
29%
33%
Black: (Average Scale Score: 3,826, Tested: 38, Did Not Meet Grade Level Performance: 32%, Approaches: 31%, Meets: 21%, Masters: 16%)
32%
31%
21%
16%
White: (Average Scale Score: 4,046, Tested: 250, Did Not Meet Grade Level Performance: 13%, Approaches: 30%, Meets: 30%, Masters: 27%)
13%
30%
30%
27%
Multirace: (Average Scale Score: 4,342, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 8%, Meets: 15%, Masters: 62%)
15%
8%
15%
62%
5th Grade (Spanish)

    Math Average Scale Score
    (5th Grade (Spanish))

  • All1,506
  • Females1,468
  • Hispanic1,507
Math Average Scale Score:

1,506
Texas:

298
Math students tested: 9
Math # Answer Documents Submitted: 9

Math Avg Items Correct:
  • Reporting Category 1: 2.2 (37%)
  • Reporting Category 2: 9 (53%)
  • Reporting Category 3: 4.3 (48%)
  • Reporting Category 4: 1.9 (47%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 11%

33%
45%
11%
11%
Females: (Average Scale Score: 1,468, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 67%, Meets: 0%, Masters: 0%)
33%
67%
Hispanic: (Average Scale Score: 1,507, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 12%, Masters: 13%)
38%
38%
12%
13%

    Reading Average Scale Score
    (5th Grade (Spanish))

  • All1,591
  • Males1,592
  • Females1,591
  • Hispanic1,592
Reading Average Scale Score:

1,591
State:

683
Reading students tested: 42
Reading # Answer Documents Submitted: 42

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 10.7 (67%)
  • Reporting Category 3: 9 (65%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 29%

26%
26%
19%
29%
Males: (Average Scale Score: 1,592, Tested: 18, Did Not Meet Grade Level Performance: 28%, Approaches: 28%, Meets: 16%, Masters: 28%)
28%
28%
16%
28%
Females: (Average Scale Score: 1,591, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 21%, Masters: 29%)
25%
25%
21%
29%
Hispanic: (Average Scale Score: 1,592, Tested: 41, Did Not Meet Grade Level Performance: 27%, Approaches: 24%, Meets: 20%, Masters: 29%)
27%
24%
20%
29%

    Science Average Scale Score
    (5th Grade (Spanish))

  • All3,676
  • Males3,776
  • Females3,606
  • Hispanic3,672
Science Average Scale Score:

3,676
State:

857
Science students tested: 45
Science # Answer Documents Submitted: 45

Science Avg Items Correct:
  • Reporting Category 1: 3.6 (61%)
  • Reporting Category 2: 5.4 (68%)
  • Reporting Category 3: 5.5 (55%)
  • Reporting Category 4: 8.1 (68%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 9%

29%
42%
20%
9%
Males: (Average Scale Score: 3,776, Tested: 20, Did Not Meet Grade Level Performance: 25%, Approaches: 30%, Meets: 30%, Masters: 15%)
25%
30%
30%
15%
Females: (Average Scale Score: 3,606, Tested: 24, Did Not Meet Grade Level Performance: 29%, Approaches: 54%, Meets: 13%, Masters: 4%)
29%
54%
13%
4%
Hispanic: (Average Scale Score: 3,672, Tested: 44, Did Not Meet Grade Level Performance: 30%, Approaches: 40%, Meets: 21%, Masters: 9%)
30%
40%
21%
9%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,720
  • Males1,720
  • Females1,720
  • Hispanic1,698
  • Asian1,809
  • Black1,666
  • White1,723
  • Multirace1,812
Math Average Scale Score:

1,720
State:

1,546
Math students tested: 457
Math # Answer Documents Submitted: 457

Math Avg Items Correct:
  • Reporting Category 1: 6.9 (69%)
  • Reporting Category 2: 10.3 (69%)
  • Reporting Category 3: 4.1 (68%)
  • Reporting Category 4: 4.6 (66%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 34%

9%
23%
34%
34%
Males: (Average Scale Score: 1,720, Tested: 239, Did Not Meet Grade Level Performance: 7%, Approaches: 23%, Meets: 39%, Masters: 31%)
7%
23%
39%
31%
Females: (Average Scale Score: 1,720, Tested: 218, Did Not Meet Grade Level Performance: 11%, Approaches: 23%, Meets: 30%, Masters: 36%)
11%
23%
30%
36%
Hispanic: (Average Scale Score: 1,698, Tested: 115, Did Not Meet Grade Level Performance: 9%, Approaches: 27%, Meets: 37%, Masters: 27%)
9%
27%
37%
27%
Asian: (Average Scale Score: 1,809, Tested: 31, Did Not Meet Grade Level Performance: 0%, Approaches: 19%, Meets: 16%, Masters: 65%)
19%
16%
65%
Black: (Average Scale Score: 1,666, Tested: 41, Did Not Meet Grade Level Performance: 12%, Approaches: 37%, Meets: 29%, Masters: 22%)
12%
37%
29%
22%
White: (Average Scale Score: 1,723, Tested: 253, Did Not Meet Grade Level Performance: 9%, Approaches: 21%, Meets: 36%, Masters: 34%)
9%
21%
36%
34%
Multirace: (Average Scale Score: 1,812, Tested: 13, Did Not Meet Grade Level Performance: 8%, Approaches: 7%, Meets: 23%, Masters: 62%)
8%
7%
23%
62%

    Reading Average Scale Score
    (6th Grade)

  • All1,626
  • Males1,608
  • Females1,646
  • Hispanic1,598
  • Asian1,676
  • Black1,567
  • White1,641
  • Multirace1,668
Reading Average Scale Score:

1,626
State:

1,457
Reading students tested: 457
Reading # Answer Documents Submitted: 457

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 12.9 (76%)
  • Reporting Category 3: 10.6 (70%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 25%

18%
32%
25%
25%
Males: (Average Scale Score: 1,608, Tested: 239, Did Not Meet Grade Level Performance: 20%, Approaches: 35%, Meets: 26%, Masters: 19%)
20%
35%
26%
19%
Females: (Average Scale Score: 1,646, Tested: 218, Did Not Meet Grade Level Performance: 16%, Approaches: 29%, Meets: 23%, Masters: 32%)
16%
29%
23%
32%
Hispanic: (Average Scale Score: 1,598, Tested: 115, Did Not Meet Grade Level Performance: 22%, Approaches: 38%, Meets: 25%, Masters: 15%)
22%
38%
25%
15%
Asian: (Average Scale Score: 1,676, Tested: 31, Did Not Meet Grade Level Performance: 13%, Approaches: 26%, Meets: 26%, Masters: 35%)
13%
26%
26%
35%
Black: (Average Scale Score: 1,567, Tested: 41, Did Not Meet Grade Level Performance: 22%, Approaches: 61%, Meets: 5%, Masters: 12%)
22%
61%
5%
12%
White: (Average Scale Score: 1,641, Tested: 253, Did Not Meet Grade Level Performance: 16%, Approaches: 27%, Meets: 27%, Masters: 30%)
16%
27%
27%
30%
Multirace: (Average Scale Score: 1,668, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 8%, Meets: 39%, Masters: 38%)
15%
8%
39%
38%

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.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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: 10

Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
Trinity Meadows Int School:

11.9
State:

38.0

Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Trinity Meadows Int School:

1.0
State:

1.3


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

  • Hispanic7
  • Black2
  • White13
  • LEP4
  • IDEA4
  • 5047
Chronic Student Absenteeism: 22 (male: 7, female: 15)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all female)
  • White: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Trinity Meadows Int School:

21.9
Texas:

147.9

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

  • Hispanic6
  • Asian7
  • Black10
  • White22
  • LEP2
  • IDEA9
  • 50419
School days missed due to out-of-school suspension: 45 (all male)
  • Hispanic: 6
  • Asian: 7
  • Black: 10
  • White: 22
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 9
  • Section 504: 19
Instances of out-of-school suspension (Students without disabilities): 26

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

25.8
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic16
  • Asian2
  • Black19
  • White37
  • LEP10
Students without disabilities receiving one or more in-school suspension: 74 (male: 59, female: 15)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 2 (all male)
  • Black: 19 (male: 14, female: 5)
  • White: 37 (male: 32, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

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

  • Hispanic2
  • Asian2
  • Black2
  • White8
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 14 (all male)
  • Hispanic: 2
  • Asian: 2
  • Black: 2
  • White: 8
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 5

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Here:

5.0
State:

27.5
Instances of out-of-school suspension (Section 504 only): 15

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

14.9
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 10 (all male)
  • Black: 2
  • White: 8
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 5

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Trinity Meadows Int School:

2.0
State:

5.4

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