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Wood Middle School in San Antonio, TX
(06-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 37
Address
 14800 JUDSON RD
San Antonio, TX 78233
Telephone
(210) 356-6200
(make sure to verify first before calling)
Website
http://www.neisd.net
City-data.com school rating
37
Students
1,064
Classroom Teachers (FTE)
65.6
Free lunch eligible students
553
Reduced-price lunch
eligible students
128
School district
NORTH EAST 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:
SCHOOL OF SCIENCE AND TECHNOLOGY - ALAMO (1.7 miles):

84
FOX RUN EL (0.8 miles):

74
HARRIS MIDDLE (1.8 miles):

70
STAHL EL (1.1 miles):

64
MADISON H S (1.5 miles):

54
WOODSTONE EL (0.9 miles):

49
NORTHERN HILLS EL (1.7 miles):

47
Wood Middle School:

37
JUDSON LEARNING ACAD (1.5 miles):

27
Wood Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Bexar County:

48
San Antonio:

48
Wood Middle School:

37

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,064
Enrollment in 2015: 1,042
Enrollment in 2014: 1,087
Enrollment in 2013: 1,064
Enrollment in 2012: 992
Enrollment in 2011: 986
Enrollment in 2010: 991
Enrollment in 2009: 997
Enrollment in 2008: 1,008
Enrollment in 2007: 1,018
Enrollment in 2006: 1,173
Enrollment in 2005: 1,212
Enrollment in 2004: 1,266
Enrollment in 2003: 1,255
Enrollment in 2002: 1,228
Enrollment in 2001: 1,174
Enrollment in 2000: 1,170
Enrollment in 1999: 1,217

Wood Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students3603343701,064
Female students171168187526
Male students189166183538
American Indian/Alaska Native students2 - 24
Asian students83516
Hispanic students230228239697
Black students18343486
White students896278229
Hawaiian Native/Pacific Islander students1 - - 1
Two or More Races students1271231

Enrollment by grade:
6th grade enrollment: 360
7th grade enrollment: 334
8th grade enrollment: 370

Wood Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 526 (49.4%)
Wood Middle School:

49.4%
State:

49.0%
Male enrollment: 538 (50.6%)
Wood Middle School:

50.6%
State:

50.1%

Wood Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 4 (0.4%)
Here:

0.4%
Texas:

0.4%
Asian enrollment: 16 (1.5%)
School:

1.5%
Texas:

3.1%
Hispanic enrollment: 697 (65.5%)
Here:

65.5%
State:

46.9%
Black enrollment: 86 (8.1%)
School:

8.1%
Texas:

11.6%
White enrollment: 229 (21.5%)
School:

21.5%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Here:

0.1%
Texas:

0.1%
Two or More Races enrollment: 31 (2.9%)
School:

2.9%
State:

2.1%

Wood Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 681 (64.0%)
Here:

64.0%
Texas:

61.6%
Free lunch eligible students: 553 (52.0%)
Wood Middle School:

52.0%
State:

55.4%
Reduced-price lunch eligible students: 128 (12.0%)
Wood Middle School:

12.0%
Texas:

6.2%

Wood Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 65.6

Number of FTE teachers in their first year of teaching: 5
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 2.5
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

16.2
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,655,168
  • Full-time Equivalency Count of Teachers: 65.6 (Salary Expenditures: $2,940,123)
  • Full-time Equivalency Count of Instructional Aides: 1.9 (Salary Expenditures: $43,452)
  • Full-time Equivalency Count of Support Services Staff: 8.6 (Salary Expenditures: $348,675)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $318,418)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $82,575
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,785,291
  • Salary Expenditures for Teachers: $3,759,092
  • Full-time Equivalency Count of Instructional Aides: 8.6 (Salary Expenditures: $186,873)
  • Full-time Equivalency Count of Support Services Staff: 17.9 (Salary Expenditures: $761,668)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $318,418)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $82,575

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic73
  • Asian4
  • White2
  • IDEA7
Students Enrolled in LEP Programs: 79 (male: 46, female: 33)
  • Hispanic: 73 (male: 44, female: 29)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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

  • Hispanic71
  • Black7
  • White23
  • LEP8
Students with disabilities served under IDEA: 101 (male: 60, female: 41)
  • Hispanic: 71 (male: 43, female: 28)
  • Black: 7 (all male)
  • White: 23 (male: 10, female: 13)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic49
  • Asian2
  • Black13
  • White37
  • Multirace2
  • LEP7
Students with disabilities served under Section 504: 103 (male: 67, female: 36)
  • Hispanic: 49 (male: 32, female: 17)
  • Asian: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 37 (male: 23, female: 14)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Retention:
Show data for

(State average from 1,054 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 7th grade: 2 (all male)
  • Black: 2

Percent of 7th grade students retained
Wood Middle School:

0.6%
Texas:

6.0%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic4
  • Asian2
  • Black2
  • White10
  • Multirace4
Gifted and Talented Student Enrollment: 22 (male: 10, female: 12)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)

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

20.7
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,147
  • Males4,150
  • Females4,143
  • Hispanic4,101
  • Black4,208
  • White4,132
  • Multirace4,506
Algebra I Average Scale Score:

4,147
Texas:

4,001
Algebra I students tested: 132
Algebra I # Answer Documents Submitted: 132

Algebra I Avg Items Correct:
  • Reporting Category 1: 6.3 (57%)
  • Reporting Category 2: 8.7 (73%)
  • Reporting Category 3: 9.9 (71%)
  • Reporting Category 4: 7.1 (65%)
  • Reporting Category 5: 4.1 (69%)

Did Not Meet Grade Level Performance: 1%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 33%

1%
30%
36%
33%
Males: (Average Scale Score: 4,150, Tested: 69, Did Not Meet Grade Level Performance: 1%, Approaches: 31%, Meets: 30%, Masters: 38%)
1%
31%
30%
38%
Females: (Average Scale Score: 4,143, Tested: 63, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 43%, Masters: 27%)
30%
43%
27%
Hispanic: (Average Scale Score: 4,101, Tested: 76, Did Not Meet Grade Level Performance: 1%, Approaches: 38%, Meets: 28%, Masters: 33%)
1%
38%
28%
33%
Black: (Average Scale Score: 4,208, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 57%, Masters: 14%)
29%
57%
14%
White: (Average Scale Score: 4,132, Tested: 39, Did Not Meet Grade Level Performance: 0%, Approaches: 23%, Meets: 49%, Masters: 28%)
23%
49%
28%
Multirace: (Average Scale Score: 4,506, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 40%, Masters: 60%)
40%
60%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,587
  • Males1,583
  • Females1,590
  • Hispanic1,592
  • Asian1,674
  • Black1,526
  • White1,597
Math Average Scale Score:

1,587
State:

1,546
Math students tested: 293
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 294

Math Avg Items Correct:
  • Reporting Category 1: 4.7 (47%)
  • Reporting Category 2: 7.3 (49%)
  • Reporting Category 3: 2.6 (43%)
  • Reporting Category 4: 3 (43%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 7%

34%
41%
18%
7%
Males: (Average Scale Score: 1,583, Tested: 138, Did Not Meet Grade Level Performance: 35%, Approaches: 40%, Meets: 20%, Masters: 5%)
35%
40%
20%
5%
Females: (Average Scale Score: 1,590, Tested: 155, Did Not Meet Grade Level Performance: 34%, Approaches: 42%, Meets: 16%, Masters: 8%)
34%
42%
16%
8%
Hispanic: (Average Scale Score: 1,592, Tested: 197, Did Not Meet Grade Level Performance: 33%, Approaches: 42%, Meets: 18%, Masters: 7%)
33%
42%
18%
7%
Asian: (Average Scale Score: 1,674, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 25%, Masters: 38%)
13%
25%
25%
38%
Black: (Average Scale Score: 1,526, Tested: 32, Did Not Meet Grade Level Performance: 53%, Approaches: 38%, Meets: 9%, Masters: 0%)
53%
38%
9%
White: (Average Scale Score: 1,597, Tested: 49, Did Not Meet Grade Level Performance: 29%, Approaches: 47%, Meets: 16%, Masters: 8%)
29%
47%
16%
8%

    Reading Average Scale Score
    (6th Grade)

  • All1,531
  • Males1,503
  • Females1,557
  • Hispanic1,537
  • Asian1,600
  • Black1,438
  • White1,561
Reading Average Scale Score:

1,531
State:

1,457
Reading students tested: 292
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 294

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 10.7 (63%)
  • Reporting Category 3: 7.9 (53%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 9%

48%
30%
13%
9%
Males: (Average Scale Score: 1,503, Tested: 138, Did Not Meet Grade Level Performance: 59%, Approaches: 27%, Meets: 10%, Masters: 4%)
59%
27%
10%
4%
Females: (Average Scale Score: 1,557, Tested: 154, Did Not Meet Grade Level Performance: 39%, Approaches: 31%, Meets: 18%, Masters: 12%)
39%
31%
18%
12%
Hispanic: (Average Scale Score: 1,537, Tested: 196, Did Not Meet Grade Level Performance: 45%, Approaches: 32%, Meets: 14%, Masters: 9%)
45%
32%
14%
9%
Asian: (Average Scale Score: 1,600, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 0%, Meets: 25%, Masters: 38%)
38%
25%
38%
Black: (Average Scale Score: 1,438, Tested: 32, Did Not Meet Grade Level Performance: 81%, Approaches: 16%, Meets: 3%, Masters: 0%)
81%
16%
3%
White: (Average Scale Score: 1,561, Tested: 49, Did Not Meet Grade Level Performance: 39%, Approaches: 37%, Meets: 14%, Masters: 10%)
39%
37%
14%
10%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,633
  • Males1,625
  • Females1,640
  • Hispanic1,627
  • Asian1,798
  • Black1,625
  • White1,629
  • Multirace1,634
Math Average Scale Score:

1,633
Texas:

1,571
Math students tested: 298
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 299

Math Avg Items Correct:
  • Reporting Category 1: 3.6 (60%)
  • Reporting Category 2: 7.3 (49%)
  • Reporting Category 3: 5.9 (49%)
  • Reporting Category 4: 3.2 (46%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 10%

32%
39%
19%
10%
Males: (Average Scale Score: 1,625, Tested: 140, Did Not Meet Grade Level Performance: 34%, Approaches: 40%, Meets: 16%, Masters: 10%)
34%
40%
16%
10%
Females: (Average Scale Score: 1,640, Tested: 158, Did Not Meet Grade Level Performance: 29%, Approaches: 39%, Meets: 21%, Masters: 11%)
29%
39%
21%
11%
Hispanic: (Average Scale Score: 1,627, Tested: 192, Did Not Meet Grade Level Performance: 33%, Approaches: 40%, Meets: 17%, Masters: 10%)
33%
40%
17%
10%
Asian: (Average Scale Score: 1,798, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 22%, Masters: 56%)
22%
22%
56%
Black: (Average Scale Score: 1,625, Tested: 36, Did Not Meet Grade Level Performance: 33%, Approaches: 31%, Meets: 33%, Masters: 3%)
33%
31%
33%
3%
White: (Average Scale Score: 1,629, Tested: 51, Did Not Meet Grade Level Performance: 35%, Approaches: 38%, Meets: 19%, Masters: 8%)
35%
38%
19%
8%
Multirace: (Average Scale Score: 1,634, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 67%, Meets: 11%, Masters: 11%)
11%
67%
11%
11%

    Reading Average Scale Score
    (7th Grade)

  • All1,624
  • Males1,604
  • Females1,641
  • Hispanic1,618
  • Asian1,747
  • Black1,594
  • White1,640
  • Multirace1,637
Reading Average Scale Score:

1,624
State:

1,550
Reading students tested: 298
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 299

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 11 (61%)
  • Reporting Category 3: 9.8 (61%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 19%

36%
27%
18%
19%
Males: (Average Scale Score: 1,604, Tested: 140, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 13%, Masters: 16%)
43%
28%
13%
16%
Females: (Average Scale Score: 1,641, Tested: 158, Did Not Meet Grade Level Performance: 30%, Approaches: 27%, Meets: 20%, Masters: 23%)
30%
27%
20%
23%
Hispanic: (Average Scale Score: 1,618, Tested: 192, Did Not Meet Grade Level Performance: 39%, Approaches: 27%, Meets: 16%, Masters: 18%)
39%
27%
16%
18%
Asian: (Average Scale Score: 1,747, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 11%, Masters: 56%)
33%
11%
56%
Black: (Average Scale Score: 1,594, Tested: 36, Did Not Meet Grade Level Performance: 44%, Approaches: 25%, Meets: 9%, Masters: 22%)
44%
25%
9%
22%
White: (Average Scale Score: 1,640, Tested: 51, Did Not Meet Grade Level Performance: 27%, Approaches: 30%, Meets: 23%, Masters: 20%)
27%
30%
23%
20%
Multirace: (Average Scale Score: 1,637, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 22%, Masters: 11%)
33%
34%
22%
11%

    Writing Average Scale Score
    (7th Grade)

  • All3,695
  • Males3,568
  • Females3,806
  • Hispanic3,678
  • Asian4,340
  • Black3,591
  • White3,730
  • Multirace3,643
Writing Average Scale Score:

3,695
State:

3,515
Writing students tested: 300
Writing # Answer Documents Submitted: 300

Writing Avg Items Correct:
  • Reporting Category 1: 7.2 (45%)
  • Reporting Category 2: 8.3 (64%)
  • Reporting Category 3: 11.5 (68%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 7%

41%
25%
27%
7%
Males: (Average Scale Score: 3,568, Tested: 140, Did Not Meet Grade Level Performance: 51%, Approaches: 22%, Meets: 23%, Masters: 4%)
51%
22%
23%
4%
Females: (Average Scale Score: 3,806, Tested: 160, Did Not Meet Grade Level Performance: 31%, Approaches: 28%, Meets: 32%, Masters: 9%)
31%
28%
32%
9%
Hispanic: (Average Scale Score: 3,678, Tested: 193, Did Not Meet Grade Level Performance: 43%, Approaches: 24%, Meets: 26%, Masters: 7%)
43%
24%
26%
7%
Asian: (Average Scale Score: 4,340, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 56%, Masters: 22%)
22%
56%
22%
Black: (Average Scale Score: 3,591, Tested: 36, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 33%, Masters: 0%)
33%
34%
33%
White: (Average Scale Score: 3,730, Tested: 52, Did Not Meet Grade Level Performance: 42%, Approaches: 23%, Meets: 25%, Masters: 10%)
42%
23%
25%
10%
Multirace: (Average Scale Score: 3,643, Tested: 9, Did Not Meet Grade Level Performance: 56%, Approaches: 22%, Meets: 11%, Masters: 11%)
56%
22%
11%
11%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,646
  • Males1,637
  • Females1,656
  • Hispanic1,639
  • Black1,634
  • White1,668
  • Multirace1,634
Math Average Scale Score:

1,646
State:

1,539
Math students tested: 240
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 373

Math Avg Items Correct:
  • Reporting Category 1: 2 (49%)
  • Reporting Category 2: 9.1 (57%)
  • Reporting Category 3: 8 (53%)
  • Reporting Category 4: 3.5 (50%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 4%

35%
34%
27%
4%
Males: (Average Scale Score: 1,637, Tested: 133, Did Not Meet Grade Level Performance: 36%, Approaches: 38%, Meets: 22%, Masters: 4%)
36%
38%
22%
4%
Females: (Average Scale Score: 1,656, Tested: 107, Did Not Meet Grade Level Performance: 33%, Approaches: 30%, Meets: 32%, Masters: 5%)
33%
30%
32%
5%
Hispanic: (Average Scale Score: 1,639, Tested: 159, Did Not Meet Grade Level Performance: 36%, Approaches: 35%, Meets: 25%, Masters: 4%)
36%
35%
25%
4%
Black: (Average Scale Score: 1,634, Tested: 24, Did Not Meet Grade Level Performance: 42%, Approaches: 33%, Meets: 21%, Masters: 4%)
42%
33%
21%
4%
White: (Average Scale Score: 1,668, Tested: 47, Did Not Meet Grade Level Performance: 28%, Approaches: 36%, Meets: 30%, Masters: 6%)
28%
36%
30%
6%
Multirace: (Average Scale Score: 1,634, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 29%, Masters: 0%)
43%
28%
29%

    Reading Average Scale Score
    (8th Grade)

  • All1,667
  • Males1,651
  • Females1,686
  • Hispanic1,653
  • Asian1,720
  • Black1,648
  • White1,700
  • Multirace1,705
Reading Average Scale Score:

1,667
Texas:

1,561
Reading students tested: 371
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 373

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (66%)
  • Reporting Category 2: 13.5 (71%)
  • Reporting Category 3: 11 (65%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 20%

25%
37%
18%
20%
Males: (Average Scale Score: 1,651, Tested: 200, Did Not Meet Grade Level Performance: 27%, Approaches: 41%, Meets: 14%, Masters: 18%)
27%
41%
14%
18%
Females: (Average Scale Score: 1,686, Tested: 171, Did Not Meet Grade Level Performance: 22%, Approaches: 32%, Meets: 24%, Masters: 22%)
22%
32%
24%
22%
Hispanic: (Average Scale Score: 1,653, Tested: 234, Did Not Meet Grade Level Performance: 25%, Approaches: 41%, Meets: 19%, Masters: 15%)
25%
41%
19%
15%
Asian: (Average Scale Score: 1,720, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 0%, Meets: 14%, Masters: 57%)
29%
14%
57%
Black: (Average Scale Score: 1,648, Tested: 31, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 19%, Masters: 10%)
29%
42%
19%
10%
White: (Average Scale Score: 1,700, Tested: 86, Did Not Meet Grade Level Performance: 22%, Approaches: 29%, Meets: 16%, Masters: 33%)
22%
29%
16%
33%
Multirace: (Average Scale Score: 1,705, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 25%, Meets: 17%, Masters: 25%)
33%
25%
17%
25%

    Science Average Scale Score
    (8th Grade)

  • All3,932
  • Males3,947
  • Females3,916
  • Hispanic3,846
  • Asian4,562
  • Black3,754
  • White4,161
  • Multirace4,142
Science Average Scale Score:

3,932
State:

3,634
Science students tested: 369
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 370

Science Avg Items Correct:
  • Reporting Category 1: 7 (64%)
  • Reporting Category 2: 5.9 (66%)
  • Reporting Category 3: 7 (63%)
  • Reporting Category 4: 7.7 (70%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 24%

30%
21%
25%
24%
Males: (Average Scale Score: 3,947, Tested: 199, Did Not Meet Grade Level Performance: 30%, Approaches: 19%, Meets: 25%, Masters: 26%)
30%
19%
25%
26%
Females: (Average Scale Score: 3,916, Tested: 170, Did Not Meet Grade Level Performance: 29%, Approaches: 24%, Meets: 26%, Masters: 21%)
29%
24%
26%
21%
Hispanic: (Average Scale Score: 3,846, Tested: 234, Did Not Meet Grade Level Performance: 32%, Approaches: 24%, Meets: 26%, Masters: 18%)
32%
24%
26%
18%
Asian: (Average Scale Score: 4,562, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 29%, Masters: 57%)
14%
29%
57%
Black: (Average Scale Score: 3,754, Tested: 31, Did Not Meet Grade Level Performance: 39%, Approaches: 26%, Meets: 25%, Masters: 10%)
39%
26%
25%
10%
White: (Average Scale Score: 4,161, Tested: 83, Did Not Meet Grade Level Performance: 20%, Approaches: 13%, Meets: 28%, Masters: 39%)
20%
13%
28%
39%
Multirace: (Average Scale Score: 4,142, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 0%, Masters: 50%)
25%
25%
50%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,571
  • Males3,594
  • Females3,543
  • Hispanic3,511
  • Asian3,874
  • Black3,557
  • White3,696
  • Multirace3,720
Social Studies Average Scale Score:

3,571
Texas:

3,461
Social Studies students tested: 369
# Absent - Not Tested: 2
Social Studies # Answer Documents Submitted: 371

Social Studies Avg Items Correct:
  • Reporting Category 1: 9 (53%)
  • Reporting Category 2: 4.9 (49%)
  • Reporting Category 3: 5.3 (53%)
  • Reporting Category 4: 3.9 (55%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 8%

50%
30%
12%
8%
Males: (Average Scale Score: 3,594, Tested: 199, Did Not Meet Grade Level Performance: 50%, Approaches: 27%, Meets: 12%, Masters: 11%)
50%
27%
12%
11%
Females: (Average Scale Score: 3,543, Tested: 170, Did Not Meet Grade Level Performance: 51%, Approaches: 33%, Meets: 11%, Masters: 5%)
51%
33%
11%
5%
Hispanic: (Average Scale Score: 3,511, Tested: 235, Did Not Meet Grade Level Performance: 54%, Approaches: 32%, Meets: 9%, Masters: 5%)
54%
32%
9%
5%
Asian: (Average Scale Score: 3,874, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 14%, Masters: 29%)
29%
28%
14%
29%
Black: (Average Scale Score: 3,557, Tested: 31, Did Not Meet Grade Level Performance: 52%, Approaches: 32%, Meets: 13%, Masters: 3%)
52%
32%
13%
3%
White: (Average Scale Score: 3,696, Tested: 82, Did Not Meet Grade Level Performance: 39%, Approaches: 28%, Meets: 18%, Masters: 15%)
39%
28%
18%
15%
Multirace: (Average Scale Score: 3,720, Tested: 12, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 8%, Masters: 25%)
50%
17%
8%
25%

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

  • Hispanic79
  • Black13
  • White34
  • Multirace4
  • LEP4
  • IDEA25
Chronic Student Absenteeism: 130 (male: 56, female: 74)
  • Hispanic: 79 (male: 38, female: 41)
  • Black: 13 (male: 5, female: 8)
  • White: 34 (male: 11, female: 23)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 14, female: 11)
Chronic Student Absenteeism per 1,000 students
Here:

122.2
State:

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

  • Hispanic91
  • Black20
  • White38
  • Multirace4
  • LEP8
  • IDEA43
School days missed due to out-of-school suspension: 153 (male: 76, female: 77)
  • Hispanic: 91 (male: 49, female: 42)
  • Black: 20 (male: 9, female: 11)
  • White: 38 (male: 17, female: 21)
  • Two or More Races: 4 (male: 1, female: 3)
  • Limited English Proficiency (LEP): 8 (male: 2, female: 6)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 18, female: 25)
Instances of out-of-school suspension (Students without disabilities): 62

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

58.3
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic160
  • Asian2
  • Native Hawaiian2
  • Black34
  • White40
  • Multirace7
  • LEP22
Students without disabilities receiving one or more in-school suspension: 245 (male: 156, female: 89)
  • Hispanic: 160 (male: 95, female: 65)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 34 (male: 26, female: 8)
  • White: 40 (male: 26, female: 14)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 22 (male: 11, female: 11)

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

  • Hispanic22
  • Black2
  • White10
  • Multirace2
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 36 (male: 21, female: 15)
  • Hispanic: 22 (male: 11, female: 11)
  • Black: 2 (all female)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • Black2
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 13 (male: 7, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Two or More Races: 2 (all female)
Instances of out-of-school suspension (Students with disabilities): 24

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

22.6
Texas:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic31
  • Black4
  • White10
  • Multirace2
  • LEP5
Students with disabilities receiving one or more in-school suspension: 47 (male: 33, female: 14)
  • Hispanic: 31 (male: 23, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 5 (all female)
Students with disabilities receiving only one out-of-school suspension: 13 (male: 7, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)

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

  • Hispanic4
  • Black4
  • White2
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

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.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

1.9
Texas:

32.9
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • White: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here:

1.9
Texas:

2.0

Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 11 (male: 9, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Wood Middle School:

10.3
Texas:

49.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic64
  • Asian4
  • Black7
  • White22
  • Multirace4
  • LEP4
  • IDEA2
8th grade student enrollment in Algebra I: 101 (male: 49, female: 52)
  • Hispanic: 64 (male: 32, female: 32)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 22 (male: 8, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
8th grade studenst who passed Algebra I: 95 (male: 48, female: 47)
  • Hispanic: 65 (male: 34, female: 31)
  • Black: 4 (all male)
  • White: 26 (male: 10, female: 16)
Percent of 8th grade students who passed
Here:

94.1%
Texas:

87.0%

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