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Tuscany Heights School in San Antonio, 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 95
Address
 25001 WILDERNESS OAK
San Antonio, TX 78260
Telephone
(210) 407-8200
(make sure to verify first before calling)
Website
http://www.neisd.net
City-data.com school rating
95
Students
866
Classroom Teachers (FTE)
50.7
Free lunch eligible students
74
Reduced-price lunch
eligible students
16
School district
NORTH EAST 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:
Tuscany Heights School:

95
MH SPECHT EL (0.9 miles):

93
BUSH MIDDLE (2.5 miles):

93
TEJEDA MIDDLE (2.3 miles):

92
INDIAN SPRINGS EL (1.3 miles):

91
CIBOLO GREEN (1.6 miles):

91
CANYON RIDGE EL (2.0 miles):

90
ROAN FOREST EL (1.6 miles):

89
JOHNSON H S (1.6 miles):

88
Tuscany Heights School rating compared to average state, county and city schools ratings:
Texas:

54
Bexar County:

48
San Antonio:

48
Tuscany Heights School:

95

Students & Teachers


Total enrollment:
Enrollment in 2016: 866
Enrollment in 2015: 837
Enrollment in 2014: 877
Enrollment in 2013: 895
Enrollment in 2012: 952
Enrollment in 2011: 891

Tuscany Heights School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students6100134131168174153866
Female students2425664888373408
Male students4587867809180458
American Indian/Alaska Native students - - - - - 1 - 1
Asian students - 413111117763
Hispanic students3345048695663323
Black students - 49657435
White students3534856688170379
Two or More Races students - 514101512965

Enrollment by grade:
Pre-Kindergarten enrollment: 6
Kindergarten enrollment: 100
1st grade enrollment: 134
2nd grade enrollment: 131
3rd grade enrollment: 168
4th grade enrollment: 174
5th grade enrollment: 153

Tuscany Heights School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 408 (47.1%)
Here:

47.1%
Texas:

49.0%
Male enrollment: 458 (52.9%)
School:

52.9%
Texas:

50.1%

Tuscany Heights 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: 63 (7.3%)
Tuscany Heights School:

7.3%
State:

3.1%
Hispanic enrollment: 323 (37.3%)
School:

37.3%
State:

46.9%
Black enrollment: 35 (4.0%)
Tuscany Heights School:

4.0%
State:

11.6%
White enrollment: 379 (43.8%)
School:

43.8%
State:

32.3%
Two or More Races enrollment: 65 (7.5%)
Tuscany Heights School:

7.5%
Texas:

2.1%

Tuscany Heights School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 90 (10.4%)
School:

10.4%
State:

61.6%
Free lunch eligible students: 74 (8.5%)
Tuscany Heights School:

8.5%
Texas:

55.4%
Reduced-price lunch eligible students: 16 (1.8%)
School:

1.8%
State:

6.2%

Tuscany Heights School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 50.7

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 1.5
Number of FTE nurses: 1
Number of FTE psychologists: 0.7

Student/Teacher Ratio
Tuscany Heights School:

17.1
State:

15.6

Tuscany Heights School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,867,082
  • Full-time Equivalency Count of Teachers: 50.7 (Salary Expenditures: $2,454,776)
  • Full-time Equivalency Count of Instructional Aides: 2.9 (Salary Expenditures: $49,742)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $209,809)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $152,255)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $400
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,371,603
  • Salary Expenditures for Teachers: $2,760,460
  • Full-time Equivalency Count of Instructional Aides: 8.6 (Salary Expenditures: $156,676)
  • Full-time Equivalency Count of Support Services Staff: 5.2 (Salary Expenditures: $301,712)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $152,255)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $400

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic49
  • Asian25
  • White7
  • Multirace2
  • IDEA4
Students Enrolled in LEP Programs: 83 (male: 47, female: 36)
  • Hispanic: 49 (male: 29, female: 20)
  • Asian: 25 (male: 11, female: 14)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 68 (male: 48, female: 20)
  • Hispanic: 32 (male: 19, female: 13)
  • White: 32 (male: 25, female: 7)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic22
  • Asian2
  • Black4
  • White28
  • Multirace7
  • LEP4
Students with disabilities served under Section 504: 63 (male: 29, female: 34)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 7 (male: 2, female: 5)
  • 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

  • Hispanic4
  • Asian2
  • White2
  • IDEA4
Total number of students retained in Kindergarten: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of Kindergarten students retained
School:

8.0%
State:

5.2%
Total number of students retained in 2nd grade: 2 (all female)
  • Hispanic: 2

Percent of 2nd grade students retained
Here:

1.5%
State:

4.8%
Total number of students retained in 3rd grade: 2 (all male)
  • White: 2

Percent of 3rd grade students retained
Here:

1.2%
Texas:

4.1%
Total number of students retained in 5th grade: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)

Percent of 5th grade students retained
Tuscany Heights School:

2.6%
State:

4.3%

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

  • Hispanic10
  • Asian7
  • White37
  • Multirace4
  • LEP4
  • IDEA4
Gifted and Talented Student Enrollment: 58 (male: 32, female: 26)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • White: 37 (male: 17, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

67.0
Texas:

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)

  • All1,533
  • Males1,535
  • Females1,530
  • Hispanic1,526
  • Asian1,571
  • White1,535
  • Multirace1,514
Math Average Scale Score:

1,533
State:

1,453
Math students tested: 127
Math # Answer Documents Submitted: 127

Math Avg Items Correct:
  • Reporting Category 1: 6.3 (79%)
  • Reporting Category 2: 9.9 (76%)
  • Reporting Category 3: 4.8 (69%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 39%

9%
26%
26%
39%
Males: (Average Scale Score: 1,535, Tested: 78, Did Not Meet Grade Level Performance: 10%, Approaches: 25%, Meets: 27%, Masters: 38%)
10%
25%
27%
38%
Females: (Average Scale Score: 1,530, Tested: 49, Did Not Meet Grade Level Performance: 8%, Approaches: 29%, Meets: 24%, Masters: 39%)
8%
29%
24%
39%
Hispanic: (Average Scale Score: 1,526, Tested: 51, Did Not Meet Grade Level Performance: 8%, Approaches: 29%, Meets: 28%, Masters: 35%)
8%
29%
28%
35%
Asian: (Average Scale Score: 1,571, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 11%, Masters: 56%)
33%
11%
56%
White: (Average Scale Score: 1,535, Tested: 46, Did Not Meet Grade Level Performance: 15%, Approaches: 22%, Meets: 24%, Masters: 39%)
15%
22%
24%
39%
Multirace: (Average Scale Score: 1,514, Tested: 17, Did Not Meet Grade Level Performance: 6%, Approaches: 29%, Meets: 36%, Masters: 29%)
6%
29%
36%
29%

    Reading Average Scale Score
    (3rd Grade)

  • All1,525
  • Males1,501
  • Females1,564
  • Hispanic1,510
  • Asian1,491
  • White1,556
  • Multirace1,498
Reading Average Scale Score:

1,525
Texas:

1,423
Reading students tested: 127
Reading # Answer Documents Submitted: 127

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (88%)
  • Reporting Category 2: 11.1 (74%)
  • Reporting Category 3: 10.9 (78%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 46%

11%
21%
22%
46%
Males: (Average Scale Score: 1,501, Tested: 78, Did Not Meet Grade Level Performance: 14%, Approaches: 26%, Meets: 19%, Masters: 41%)
14%
26%
19%
41%
Females: (Average Scale Score: 1,564, Tested: 49, Did Not Meet Grade Level Performance: 6%, Approaches: 14%, Meets: 27%, Masters: 53%)
6%
14%
27%
53%
Hispanic: (Average Scale Score: 1,510, Tested: 51, Did Not Meet Grade Level Performance: 12%, Approaches: 23%, Meets: 26%, Masters: 39%)
12%
23%
26%
39%
Asian: (Average Scale Score: 1,491, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 23%, Masters: 44%)
11%
22%
23%
44%
White: (Average Scale Score: 1,556, Tested: 46, Did Not Meet Grade Level Performance: 9%, Approaches: 21%, Meets: 16%, Masters: 54%)
9%
21%
16%
54%
Multirace: (Average Scale Score: 1,498, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 11%, Meets: 36%, Masters: 35%)
18%
11%
36%
35%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,611
  • Males1,626
  • Females1,597
  • Hispanic1,574
  • Asian1,651
  • Black1,614
  • White1,629
  • Multirace1,607
Math Average Scale Score:

1,611
Texas:

1,546
Math students tested: 135
Math # Answer Documents Submitted: 135

Math Avg Items Correct:
  • Reporting Category 1: 6.9 (76%)
  • Reporting Category 2: 7.9 (72%)
  • Reporting Category 3: 7.3 (73%)
  • Reporting Category 4: 2.8 (70%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 34%

13%
30%
23%
34%
Males: (Average Scale Score: 1,626, Tested: 66, Did Not Meet Grade Level Performance: 11%, Approaches: 27%, Meets: 23%, Masters: 39%)
11%
27%
23%
39%
Females: (Average Scale Score: 1,597, Tested: 69, Did Not Meet Grade Level Performance: 14%, Approaches: 34%, Meets: 23%, Masters: 29%)
14%
34%
23%
29%
Hispanic: (Average Scale Score: 1,574, Tested: 44, Did Not Meet Grade Level Performance: 16%, Approaches: 36%, Meets: 21%, Masters: 27%)
16%
36%
21%
27%
Asian: (Average Scale Score: 1,651, Tested: 14, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 7%, Masters: 64%)
14%
15%
7%
64%
Black: (Average Scale Score: 1,614, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 33%, Masters: 17%)
17%
33%
33%
17%
White: (Average Scale Score: 1,629, Tested: 60, Did Not Meet Grade Level Performance: 12%, Approaches: 26%, Meets: 25%, Masters: 37%)
12%
26%
25%
37%
Multirace: (Average Scale Score: 1,607, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 45%, Meets: 37%, Masters: 18%)
45%
37%
18%

    Reading Average Scale Score
    (4th Grade)

  • All1,594
  • Males1,594
  • Females1,594
  • Hispanic1,550
  • Asian1,610
  • Black1,606
  • White1,626
  • Multirace1,569
Reading Average Scale Score:

1,594
Texas:

1,496
Reading students tested: 135
Reading # Answer Documents Submitted: 135

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (78%)
  • Reporting Category 2: 11.8 (78%)
  • Reporting Category 3: 9.9 (76%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 34%

7%
30%
29%
34%
Males: (Average Scale Score: 1,594, Tested: 66, Did Not Meet Grade Level Performance: 5%, Approaches: 27%, Meets: 39%, Masters: 29%)
5%
27%
39%
29%
Females: (Average Scale Score: 1,594, Tested: 69, Did Not Meet Grade Level Performance: 10%, Approaches: 32%, Meets: 19%, Masters: 39%)
10%
32%
19%
39%
Hispanic: (Average Scale Score: 1,550, Tested: 44, Did Not Meet Grade Level Performance: 11%, Approaches: 41%, Meets: 21%, Masters: 27%)
11%
41%
21%
27%
Asian: (Average Scale Score: 1,610, Tested: 14, Did Not Meet Grade Level Performance: 14%, Approaches: 22%, Meets: 21%, Masters: 43%)
14%
22%
21%
43%
Black: (Average Scale Score: 1,606, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 17%, Masters: 50%)
33%
17%
50%
White: (Average Scale Score: 1,626, Tested: 60, Did Not Meet Grade Level Performance: 3%, Approaches: 22%, Meets: 37%, Masters: 38%)
3%
22%
37%
38%
Multirace: (Average Scale Score: 1,569, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 36%, Meets: 37%, Masters: 18%)
9%
36%
37%
18%

    Writing Average Scale Score
    (4th Grade)

  • All3,992
  • Males3,928
  • Females4,053
  • Hispanic3,886
  • Asian4,115
  • Black4,091
  • White4,054
  • Multirace3,881
Writing Average Scale Score:

3,992
Texas:

3,570
Writing students tested: 134
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 135

Writing Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 5.1 (63%)
  • Reporting Category 3: 12 (75%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 17%

17%
29%
37%
17%
Males: (Average Scale Score: 3,928, Tested: 65, Did Not Meet Grade Level Performance: 17%, Approaches: 35%, Meets: 36%, Masters: 12%)
17%
35%
36%
12%
Females: (Average Scale Score: 4,053, Tested: 69, Did Not Meet Grade Level Performance: 17%, Approaches: 22%, Meets: 39%, Masters: 22%)
17%
22%
39%
22%
Hispanic: (Average Scale Score: 3,886, Tested: 44, Did Not Meet Grade Level Performance: 23%, Approaches: 34%, Meets: 36%, Masters: 7%)
23%
34%
36%
7%
Asian: (Average Scale Score: 4,115, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 23%, Meets: 24%, Masters: 38%)
15%
23%
24%
38%
Black: (Average Scale Score: 4,091, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 67%, Masters: 0%)
17%
16%
67%
White: (Average Scale Score: 4,054, Tested: 60, Did Not Meet Grade Level Performance: 15%, Approaches: 25%, Meets: 35%, Masters: 25%)
15%
25%
35%
25%
Multirace: (Average Scale Score: 3,881, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 36%, Meets: 55%, Masters: 0%)
9%
36%
55%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,712
  • Males1,727
  • Females1,698
  • Hispanic1,706
  • Asian1,839
  • Black1,613
  • White1,699
  • Multirace1,774
Math Average Scale Score:

1,712
Texas:

1,603
Math students tested: 181
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 182

Math Avg Items Correct:
  • Reporting Category 1: 4.6 (77%)
  • Reporting Category 2: 13.3 (78%)
  • Reporting Category 3: 7.3 (81%)
  • Reporting Category 4: 3.1 (78%)

Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 47%

4%
19%
30%
47%
Males: (Average Scale Score: 1,727, Tested: 90, Did Not Meet Grade Level Performance: 3%, Approaches: 17%, Meets: 28%, Masters: 52%)
3%
17%
28%
52%
Females: (Average Scale Score: 1,698, Tested: 91, Did Not Meet Grade Level Performance: 4%, Approaches: 22%, Meets: 32%, Masters: 42%)
4%
22%
32%
42%
Hispanic: (Average Scale Score: 1,706, Tested: 81, Did Not Meet Grade Level Performance: 4%, Approaches: 22%, Meets: 32%, Masters: 42%)
4%
22%
32%
42%
Asian: (Average Scale Score: 1,839, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Black: (Average Scale Score: 1,613, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 12%, Meets: 50%, Masters: 13%)
25%
12%
50%
13%
White: (Average Scale Score: 1,699, Tested: 65, Did Not Meet Grade Level Performance: 3%, Approaches: 23%, Meets: 29%, Masters: 45%)
3%
23%
29%
45%
Multirace: (Average Scale Score: 1,774, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 6%, Meets: 27%, Masters: 67%)
6%
27%
67%

    Reading Average Scale Score
    (5th Grade)

  • All1,675
  • Males1,680
  • Females1,670
  • Hispanic1,663
  • Asian1,729
  • Black1,617
  • White1,675
  • Multirace1,729
Reading Average Scale Score:

1,675
State:

1,546
Reading students tested: 181
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 182

Reading Avg Items Correct:
  • Reporting Category 1: 6.7 (84%)
  • Reporting Category 2: 13.2 (82%)
  • Reporting Category 3: 11.2 (80%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 48%

6%
14%
32%
48%
Males: (Average Scale Score: 1,680, Tested: 90, Did Not Meet Grade Level Performance: 4%, Approaches: 13%, Meets: 33%, Masters: 50%)
4%
13%
33%
50%
Females: (Average Scale Score: 1,670, Tested: 91, Did Not Meet Grade Level Performance: 8%, Approaches: 16%, Meets: 31%, Masters: 45%)
8%
16%
31%
45%
Hispanic: (Average Scale Score: 1,663, Tested: 81, Did Not Meet Grade Level Performance: 6%, Approaches: 16%, Meets: 31%, Masters: 47%)
6%
16%
31%
47%
Asian: (Average Scale Score: 1,729, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 33%, Masters: 56%)
11%
33%
56%
Black: (Average Scale Score: 1,617, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 13%, Masters: 50%)
13%
25%
13%
50%
White: (Average Scale Score: 1,675, Tested: 65, Did Not Meet Grade Level Performance: 6%, Approaches: 14%, Meets: 37%, Masters: 43%)
6%
14%
37%
43%
Multirace: (Average Scale Score: 1,729, Tested: 18, Did Not Meet Grade Level Performance: 6%, Approaches: 5%, Meets: 28%, Masters: 61%)
6%
5%
28%
61%

    Science Average Scale Score
    (5th Grade)

  • All4,179
  • Males4,285
  • Females4,074
  • Hispanic4,114
  • Asian4,606
  • Black3,773
  • White4,177
  • Multirace4,430
Science Average Scale Score:

4,179
State:

3,771
Science students tested: 182
Science # Answer Documents Submitted: 182

Science Avg Items Correct:
  • Reporting Category 1: 4.7 (79%)
  • Reporting Category 2: 6.7 (84%)
  • Reporting Category 3: 7.6 (76%)
  • Reporting Category 4: 9.7 (81%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 35%

9%
23%
33%
35%
Males: (Average Scale Score: 4,285, Tested: 91, Did Not Meet Grade Level Performance: 8%, Approaches: 15%, Meets: 31%, Masters: 46%)
8%
15%
31%
46%
Females: (Average Scale Score: 4,074, Tested: 91, Did Not Meet Grade Level Performance: 11%, Approaches: 30%, Meets: 36%, Masters: 23%)
11%
30%
36%
23%
Hispanic: (Average Scale Score: 4,114, Tested: 82, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 35%, Masters: 32%)
11%
22%
35%
32%
Asian: (Average Scale Score: 4,606, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 11%, Masters: 67%)
22%
11%
67%
Black: (Average Scale Score: 3,773, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 43%, Masters: 0%)
29%
28%
43%
White: (Average Scale Score: 4,177, Tested: 66, Did Not Meet Grade Level Performance: 6%, Approaches: 26%, Meets: 35%, Masters: 33%)
6%
26%
35%
33%
Multirace: (Average Scale Score: 4,430, Tested: 18, Did Not Meet Grade Level Performance: 11%, Approaches: 11%, Meets: 28%, Masters: 50%)
11%
11%
28%
50%

Health & Safety


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
  • Asian2
  • Black2
  • White13
  • Multirace4
  • LEP4
  • IDEA7
Chronic Student Absenteeism: 43 (male: 22, female: 21)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Tuscany Heights School:

49.7
State:

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: 2 (all female)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Tuscany Heights School:

2.3
Texas:

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

  • Hispanic3
  • Black8
  • White9
  • LEP1
  • IDEA9
School days missed due to out-of-school suspension: 20 (male: 19, female: 1)
  • Hispanic: 3 (all male)
  • Black: 8 (male: 7, female: 1)
  • White: 9 (all male)
  • Limited English Proficiency (LEP): 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 9 (all male)
Instances of out-of-school suspension (Students without disabilities): 8

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

9.2
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic28
  • Asian2
  • Black7
  • White13
  • Multirace4
  • LEP7
Students without disabilities receiving one or more in-school suspension: 54 (male: 43, female: 11)
  • Hispanic: 28 (male: 23, female: 5)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2
Instances of out-of-school suspension (Students with disabilities): 6

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

6.9
State:

27.5
Students with disabilities receiving one or more in-school suspension: 11 (male: 7, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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