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Young J H School in Arlington, TX
(07-08 • 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 67
Address
 3200 WOODSIDE
Arlington, TX 76016
Telephone
(682) 867-3400
(make sure to verify first before calling)
City-data.com school rating
67
Students
832
Classroom Teachers (FTE)
56.2
Free lunch eligible students
249
Reduced-price lunch
eligible students
53
School district
ARLINGTON 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:
DITTO EL (1.0 miles):

96
LITTLE EL (0.9 miles):

79
MARTIN H S (0.5 miles):

78
COREY FINE ARTS / DUAL LANGUAGE ACADEMY (2.1 miles):

73
Young J H School:

67
WOOD EL (1.9 miles):

63
KEY EL (1.5 miles):

59
DUNN EL (1.0 miles):

40
VENTURE ALTER H S (1.0 miles):

27
Young J H School rating compared to average state, county and city schools ratings:
Texas:

54
Tarrant County:

54
Arlington:

48
Young J H School:

67

Students & Teachers


Total enrollment:
Enrollment in 2016: 832
Enrollment in 2015: 792
Enrollment in 2014: 827
Enrollment in 2013: 811
Enrollment in 2012: 756
Enrollment in 2011: 803
Enrollment in 2010: 790
Enrollment in 2009: 799
Enrollment in 2008: 846
Enrollment in 2007: 911
Enrollment in 2006: 892
Enrollment in 2005: 856
Enrollment in 2004: 858
Enrollment in 2003: 905
Enrollment in 2002: 912
Enrollment in 2001: 977
Enrollment in 2000: 969
Enrollment in 1999: 937

Young J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students418414832
Female students192218410
Male students226196422
American Indian/Alaska Native students213
Asian students302656
Hispanic students9379172
Black students5885143
White students221215436
Two or More Races students14822

Enrollment by grade:
7th grade enrollment: 418
8th grade enrollment: 414

Young J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 410 (49.3%)
School:

49.3%
State:

49.0%
Male enrollment: 422 (50.7%)
Here:

50.7%
State:

50.1%

Young J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.4%)
Young J H School:

0.4%
State:

0.4%
Asian enrollment: 56 (6.7%)
Young J H School:

6.7%
State:

3.1%
Hispanic enrollment: 172 (20.7%)
School:

20.7%
Texas:

46.9%
Black enrollment: 143 (17.2%)
Young J H School:

17.2%
State:

11.6%
White enrollment: 436 (52.4%)
Young J H School:

52.4%
State:

32.3%
Two or More Races enrollment: 22 (2.6%)
Here:

2.6%
Texas:

2.1%

Young J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 302 (36.3%)
Young J H School:

36.3%
Texas:

61.6%
Free lunch eligible students: 249 (29.9%)
School:

29.9%
Texas:

55.4%
Reduced-price lunch eligible students: 53 (6.4%)
School:

6.4%
State:

6.2%

Young J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 56.2

Number of FTE teachers in their first year of teaching: 8.5
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 23.3
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE psychologists: 4

Student/Teacher Ratio
Young J H School:

14.8
Texas:

15.6

Young J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,169,717
  • Full-time Equivalency Count of Teachers: 56.4 (Salary Expenditures: $3,091,295)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $78,422)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $75,190)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $345,463)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $280,854
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,337,305
  • Salary Expenditures for Teachers: $3,091,295
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $95,036)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $95,036)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $345,463)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $579,520

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Asian4
  • White4
  • IDEA2
Students Enrolled in LEP Programs: 24 (male: 15, female: 9)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic26
  • Asian4
  • Black20
  • White35
  • Multirace4
Students with disabilities served under IDEA: 89 (male: 59, female: 30)
  • Hispanic: 26 (male: 16, female: 10)
  • Asian: 4 (all male)
  • Black: 20 (male: 10, female: 10)
  • White: 35 (male: 25, female: 10)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic7
  • Asian2
  • Black7
  • White46
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 64 (male: 32, female: 32)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 46 (male: 23, female: 23)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 748 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)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 7th grade students retained
Young J H School:

0.5%
State:

6.0%

    Total number of students retained in 8th grade

  • Black2
  • White2
  • LEP2
  • IDEA2
Total number of students retained in 8th grade: 4 (all male)
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
School:

1.0%
State:

7.0%

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

  • Hispanic10
  • Asian13
  • Black4
  • White70
  • Multirace2
  • LEP2
Gifted and Talented Student Enrollment: 99 (male: 47, female: 52)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 13 (male: 11, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 70 (male: 29, female: 41)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

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

119.0
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

  • All4,912
  • Males4,906
  • Females4,919
  • Hispanic4,753
  • Asian5,354
  • Black4,657
  • White4,905
Algebra I Average Scale Score:

4,912
State:

4,001
Algebra I students tested: 148
Algebra I # Answer Documents Submitted: 148

Algebra I Avg Items Correct:
  • Reporting Category 1: 9.5 (86%)
  • Reporting Category 2: 10.8 (90%)
  • Reporting Category 3: 12.3 (88%)
  • Reporting Category 4: 9.8 (89%)
  • Reporting Category 5: 5.5 (92%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 2%
Meets Grade Level Performance: 5%
Masters Grade Level Performance: 93%

2%
5%
93%
Males: (Average Scale Score: 4,906, Tested: 72, Did Not Meet Grade Level Performance: 0%, Approaches: 1%, Meets: 6%, Masters: 93%)
1%
6%
93%
Females: (Average Scale Score: 4,919, Tested: 76, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 5%, Masters: 92%)
3%
5%
92%
Hispanic: (Average Scale Score: 4,753, Tested: 35, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 6%, Masters: 91%)
3%
6%
91%
Asian: (Average Scale Score: 5,354, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 5%, Masters: 95%)
5%
95%
Black: (Average Scale Score: 4,657, Tested: 12, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 17%, Masters: 83%)
17%
83%
White: (Average Scale Score: 4,905, Tested: 79, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 3%, Masters: 94%)
3%
3%
94%
Biology students tested: 3
Biology # Answer Documents Submitted: 3

English I students tested: 1
English I # Answer Documents Submitted: 1

7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,739
  • Males1,753
  • Females1,723
  • Hispanic1,687
  • Asian1,935
  • Black1,670
  • White1,760
  • Multirace1,750
Math Average Scale Score:

1,739
State:

1,571
Math students tested: 413
Math # Answer Documents Submitted: 417

Math Avg Items Correct:
  • Reporting Category 1: 4.3 (71%)
  • Reporting Category 2: 10 (67%)
  • Reporting Category 3: 7.7 (64%)
  • Reporting Category 4: 4.5 (64%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 37%

16%
26%
21%
37%
Males: (Average Scale Score: 1,753, Tested: 218, Did Not Meet Grade Level Performance: 12%, Approaches: 25%, Meets: 24%, Masters: 39%)
12%
25%
24%
39%
Females: (Average Scale Score: 1,723, Tested: 195, Did Not Meet Grade Level Performance: 19%, Approaches: 28%, Meets: 18%, Masters: 35%)
19%
28%
18%
35%
Hispanic: (Average Scale Score: 1,687, Tested: 89, Did Not Meet Grade Level Performance: 25%, Approaches: 30%, Meets: 19%, Masters: 26%)
25%
30%
19%
26%
Asian: (Average Scale Score: 1,935, Tested: 24, Did Not Meet Grade Level Performance: 0%, Approaches: 8%, Meets: 9%, Masters: 83%)
8%
9%
83%
Black: (Average Scale Score: 1,670, Tested: 70, Did Not Meet Grade Level Performance: 27%, Approaches: 32%, Meets: 25%, Masters: 16%)
27%
32%
25%
16%
White: (Average Scale Score: 1,760, Tested: 222, Did Not Meet Grade Level Performance: 10%, Approaches: 24%, Meets: 23%, Masters: 43%)
10%
24%
23%
43%
Multirace: (Average Scale Score: 1,750, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 14%, Masters: 43%)
14%
29%
14%
43%

    Reading Average Scale Score
    (7th Grade)

  • All1,678
  • Males1,669
  • Females1,688
  • Hispanic1,621
  • Asian1,791
  • Black1,650
  • White1,696
  • Multirace1,711
Reading Average Scale Score:

1,678
State:

1,550
Reading students tested: 416
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 417

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 12.5 (70%)
  • Reporting Category 3: 11 (69%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 35%

24%
24%
17%
35%
Males: (Average Scale Score: 1,669, Tested: 219, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 18%, Masters: 32%)
25%
25%
18%
32%
Females: (Average Scale Score: 1,688, Tested: 197, Did Not Meet Grade Level Performance: 23%, Approaches: 23%, Meets: 15%, Masters: 39%)
23%
23%
15%
39%
Hispanic: (Average Scale Score: 1,621, Tested: 90, Did Not Meet Grade Level Performance: 39%, Approaches: 29%, Meets: 10%, Masters: 22%)
39%
29%
10%
22%
Asian: (Average Scale Score: 1,791, Tested: 25, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 16%, Masters: 72%)
12%
16%
72%
Black: (Average Scale Score: 1,650, Tested: 71, Did Not Meet Grade Level Performance: 31%, Approaches: 31%, Meets: 14%, Masters: 24%)
31%
31%
14%
24%
White: (Average Scale Score: 1,696, Tested: 222, Did Not Meet Grade Level Performance: 18%, Approaches: 22%, Meets: 20%, Masters: 40%)
18%
22%
20%
40%
Multirace: (Average Scale Score: 1,711, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 14%, Masters: 43%)
14%
29%
14%
43%

    Writing Average Scale Score
    (7th Grade)

  • All3,867
  • Males3,778
  • Females3,966
  • Hispanic3,677
  • Asian4,557
  • Black3,709
  • White3,919
  • Multirace3,799
Writing Average Scale Score:

3,867
Texas:

3,515
Writing students tested: 419
Writing # Answer Documents Submitted: 419

Writing Avg Items Correct:
  • Reporting Category 1: 7.9 (50%)
  • Reporting Category 2: 9.2 (70%)
  • Reporting Category 3: 12.1 (71%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 14%

30%
24%
32%
14%
Males: (Average Scale Score: 3,778, Tested: 220, Did Not Meet Grade Level Performance: 35%, Approaches: 25%, Meets: 30%, Masters: 10%)
35%
25%
30%
10%
Females: (Average Scale Score: 3,966, Tested: 199, Did Not Meet Grade Level Performance: 23%, Approaches: 24%, Meets: 34%, Masters: 19%)
23%
24%
34%
19%
Hispanic: (Average Scale Score: 3,677, Tested: 91, Did Not Meet Grade Level Performance: 40%, Approaches: 30%, Meets: 19%, Masters: 11%)
40%
30%
19%
11%
Asian: (Average Scale Score: 4,557, Tested: 25, Did Not Meet Grade Level Performance: 4%, Approaches: 4%, Meets: 56%, Masters: 36%)
4%
4%
56%
36%
Black: (Average Scale Score: 3,709, Tested: 71, Did Not Meet Grade Level Performance: 39%, Approaches: 33%, Meets: 17%, Masters: 11%)
39%
33%
17%
11%
White: (Average Scale Score: 3,919, Tested: 224, Did Not Meet Grade Level Performance: 25%, Approaches: 21%, Meets: 39%, Masters: 15%)
25%
21%
39%
15%
Multirace: (Average Scale Score: 3,799, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 43%, Masters: 0%)
29%
28%
43%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,662
  • Males1,663
  • Females1,660
  • Hispanic1,658
  • Asian1,794
  • Black1,619
  • White1,670
  • Multirace1,644
Math Average Scale Score:

1,662
State:

1,539
Math students tested: 286
Math # Answer Documents Submitted: 433

Math Avg Items Correct:
  • Reporting Category 1: 2.4 (59%)
  • Reporting Category 2: 9 (57%)
  • Reporting Category 3: 8.7 (58%)
  • Reporting Category 4: 3.9 (55%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 3%

28%
32%
37%
3%
Males: (Average Scale Score: 1,663, Tested: 156, Did Not Meet Grade Level Performance: 25%, Approaches: 35%, Meets: 39%, Masters: 1%)
25%
35%
39%
1%
Females: (Average Scale Score: 1,660, Tested: 130, Did Not Meet Grade Level Performance: 32%, Approaches: 29%, Meets: 34%, Masters: 5%)
32%
29%
34%
5%
Hispanic: (Average Scale Score: 1,658, Tested: 70, Did Not Meet Grade Level Performance: 24%, Approaches: 42%, Meets: 34%, Masters: 0%)
24%
42%
34%
Asian: (Average Scale Score: 1,794, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 64%, Masters: 27%)
9%
64%
27%
Black: (Average Scale Score: 1,619, Tested: 46, Did Not Meet Grade Level Performance: 39%, Approaches: 41%, Meets: 20%, Masters: 0%)
39%
41%
20%
White: (Average Scale Score: 1,670, Tested: 143, Did Not Meet Grade Level Performance: 27%, Approaches: 27%, Meets: 42%, Masters: 4%)
27%
27%
42%
4%
Multirace: (Average Scale Score: 1,644, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 42%, Meets: 25%, Masters: 0%)
33%
42%
25%

    Reading Average Scale Score
    (8th Grade)

  • All1,712
  • Males1,695
  • Females1,730
  • Hispanic1,699
  • Asian1,809
  • Black1,665
  • White1,717
  • Multirace1,708
Reading Average Scale Score:

1,712
Texas:

1,561
Reading students tested: 430
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 433

Reading Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 14.4 (76%)
  • Reporting Category 3: 12.1 (71%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 34%

17%
26%
23%
34%
Males: (Average Scale Score: 1,695, Tested: 227, Did Not Meet Grade Level Performance: 19%, Approaches: 30%, Meets: 25%, Masters: 26%)
19%
30%
25%
26%
Females: (Average Scale Score: 1,730, Tested: 203, Did Not Meet Grade Level Performance: 16%, Approaches: 19%, Meets: 22%, Masters: 43%)
16%
19%
22%
43%
Hispanic: (Average Scale Score: 1,699, Tested: 102, Did Not Meet Grade Level Performance: 21%, Approaches: 25%, Meets: 23%, Masters: 31%)
21%
25%
23%
31%
Asian: (Average Scale Score: 1,809, Tested: 29, Did Not Meet Grade Level Performance: 10%, Approaches: 4%, Meets: 24%, Masters: 62%)
10%
4%
24%
62%
Black: (Average Scale Score: 1,665, Tested: 57, Did Not Meet Grade Level Performance: 26%, Approaches: 35%, Meets: 20%, Masters: 19%)
26%
35%
20%
19%
White: (Average Scale Score: 1,717, Tested: 222, Did Not Meet Grade Level Performance: 14%, Approaches: 26%, Meets: 25%, Masters: 35%)
14%
26%
25%
35%
Multirace: (Average Scale Score: 1,708, Tested: 16, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 12%, Masters: 38%)
25%
25%
12%
38%

    Science Average Scale Score
    (8th Grade)

  • All4,221
  • Males4,247
  • Females4,192
  • Hispanic4,105
  • Asian4,835
  • Black3,853
  • White4,288
  • Multirace4,275
Science Average Scale Score:

4,221
Texas:

3,634
Science students tested: 428
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 432

Science Avg Items Correct:
  • Reporting Category 1: 7.9 (72%)
  • Reporting Category 2: 6.8 (75%)
  • Reporting Category 3: 7.8 (71%)
  • Reporting Category 4: 8.5 (77%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 41%

15%
22%
22%
41%
Males: (Average Scale Score: 4,247, Tested: 226, Did Not Meet Grade Level Performance: 15%, Approaches: 19%, Meets: 24%, Masters: 42%)
15%
19%
24%
42%
Females: (Average Scale Score: 4,192, Tested: 202, Did Not Meet Grade Level Performance: 15%, Approaches: 26%, Meets: 19%, Masters: 40%)
15%
26%
19%
40%
Hispanic: (Average Scale Score: 4,105, Tested: 104, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 21%, Masters: 35%)
16%
28%
21%
35%
Asian: (Average Scale Score: 4,835, Tested: 29, Did Not Meet Grade Level Performance: 3%, Approaches: 14%, Meets: 11%, Masters: 72%)
3%
14%
11%
72%
Black: (Average Scale Score: 3,853, Tested: 56, Did Not Meet Grade Level Performance: 30%, Approaches: 24%, Meets: 32%, Masters: 14%)
30%
24%
32%
14%
White: (Average Scale Score: 4,288, Tested: 221, Did Not Meet Grade Level Performance: 12%, Approaches: 19%, Meets: 23%, Masters: 46%)
12%
19%
23%
46%
Multirace: (Average Scale Score: 4,275, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 34%, Meets: 13%, Masters: 40%)
13%
34%
13%
40%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,897
  • Males3,905
  • Females3,889
  • Hispanic3,831
  • Asian4,270
  • Black3,696
  • White3,930
  • Multirace3,923
Social Studies Average Scale Score:

3,897
Texas:

3,461
Social Studies students tested: 430
# Absent - Not Tested: 2
Social Studies # Answer Documents Submitted: 432

Social Studies Avg Items Correct:
  • Reporting Category 1: 10.9 (64%)
  • Reporting Category 2: 6.5 (65%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 4.7 (67%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 27%

26%
27%
20%
27%
Males: (Average Scale Score: 3,905, Tested: 227, Did Not Meet Grade Level Performance: 25%, Approaches: 27%, Meets: 22%, Masters: 26%)
25%
27%
22%
26%
Females: (Average Scale Score: 3,889, Tested: 203, Did Not Meet Grade Level Performance: 26%, Approaches: 29%, Meets: 18%, Masters: 27%)
26%
29%
18%
27%
Hispanic: (Average Scale Score: 3,831, Tested: 103, Did Not Meet Grade Level Performance: 34%, Approaches: 20%, Meets: 22%, Masters: 24%)
34%
20%
22%
24%
Asian: (Average Scale Score: 4,270, Tested: 29, Did Not Meet Grade Level Performance: 7%, Approaches: 24%, Meets: 17%, Masters: 52%)
7%
24%
17%
52%
Black: (Average Scale Score: 3,696, Tested: 57, Did Not Meet Grade Level Performance: 40%, Approaches: 27%, Meets: 19%, Masters: 14%)
40%
27%
19%
14%
White: (Average Scale Score: 3,930, Tested: 223, Did Not Meet Grade Level Performance: 20%, Approaches: 31%, Meets: 21%, Masters: 28%)
20%
31%
21%
28%
Multirace: (Average Scale Score: 3,923, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 6%, Masters: 27%)
33%
34%
6%
27%

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.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.
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 robbery without a weapon: 2


Total incidents per 1,000 students
Young J H School:

2.4
Texas:

38.0

Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic10
  • Asian2
  • Black7
  • White37
  • Multirace2
  • IDEA7
  • 50410
Chronic Student Absenteeism: 58 (male: 30, female: 28)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 37 (male: 20, female: 17)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
Young J H School:

69.7
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

  • Hispanic17
  • Asian1
  • Black25
  • White37
  • Multirace1
  • IDEA26
  • 5049
School days missed due to out-of-school suspension: 81 (male: 57, female: 24)
  • Hispanic: 17 (male: 14, female: 3)
  • Asian: 1 (all male)
  • Black: 25 (male: 19, female: 6)
  • White: 37 (male: 23, female: 14)
  • Two or More Races: 1 (all female)
  • Individuals With Disabilities Education Act (IDEA): 26 (male: 23, female: 3)
  • Section 504: 9 (male: 5, female: 4)
Instances of out-of-school suspension (Students without disabilities): 24

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

28.8
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic7
  • American Indian2
  • Asian2
  • Black31
  • White46
  • Multirace4
  • LEP5
Students without disabilities receiving one or more in-school suspension: 92 (male: 66, female: 26)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 31 (male: 20, female: 11)
  • White: 46 (male: 35, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

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

  • Hispanic4
  • Asian2
  • Black4
  • White13
  • Multirace2
Students without disabilities receiving only one out-of-school suspension: 25 (male: 14, female: 11)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 11

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Young J H School:

13.2
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 5

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

6.0
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic4
  • Asian2
  • Black13
  • White22
  • Multirace2
  • LEP2
  • 50419
Students with disabilities receiving one or more in-school suspension: 43 (male: 34, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 13 (male: 11, female: 2)
  • White: 22 (male: 17, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 19 (male: 14, female: 5)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Black2
  • White7
  • 5044
Students with disabilities receiving only one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)

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

  • Hispanic2
  • Black2
  • White4
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

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.
7th grade student enrollment in Algebra I: 2
Percent of 7th grade students who passed: -100.0%
Here:  -100.0%
Texas:  102.7%

    8th grade student enrollment in Algebra I

  • Hispanic16
  • Asian19
  • Black22
  • White82
  • Multirace4
  • IDEA4
8th grade student enrollment in Algebra I: 143 (male: 64, female: 79)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 19 (male: 11, female: 8)
  • Black: 22 (male: 8, female: 14)
  • White: 82 (male: 38, female: 44)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    8th grade studenst who passed Algebra I

  • Hispanic14
  • Asian14
  • Black17
  • White74
  • Multirace4
8th grade studenst who passed Algebra I: 123 (male: 49, female: 74)
  • Hispanic: 14 (male: 4, female: 10)
  • Asian: 14 (male: 7, female: 7)
  • Black: 17 (male: 7, female: 10)
  • White: 74 (male: 31, female: 43)
  • Two or More Races: 4 (all female)
Percent of 8th grade students who passed
School:

86.0%
Texas:

87.0%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
8th grade students enrolled in Geometry: 2

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