Rosemont Middle School in Fort Worth, 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 39
- Address
- 1501 W SEMINARY DR
Fort Worth, TX 76115
- Telephone
- (817) 814-7200
(make sure to verify first before calling)
- Website
- http://www.fortworthisd.org
- City-data.com school rating
- 39
- Students
- 914
- Classroom Teachers (FTE)
- 55.2
- Free lunch eligible students
- 753
- Reduced-price lunch
eligible students - 71
- School district
- FORT WORTH 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:
WORTH HEIGHTS EL (1.5 miles): | 72 |
SOUTH HILLS EL (1.1 miles): | 48 |
RICHARD J WILSON EL (0.7 miles): | 43 |
Rosemont Middle School: | 39 |
ALICE D CONTRERAS (0.9 miles): | 38 |
SEMINARY HILLS PARK EL (0.9 miles): | 32 |
GEORGE CLARKE EL (1.3 miles): | 24 |
GREENBRIAR EL (1.4 miles): | 24 |
HUBBARD EL (0.4 miles): | 21 |
Rosemont Middle School rating compared to average state, county and city schools ratings:
Texas: | 54 |
Tarrant County: | 54 |
Fort Worth: | 45 |
Rosemont Middle School: | 39 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 914
Enrollment in 2015: 950
Enrollment in 2014: 927
Enrollment in 2013: 918
Enrollment in 2012: 932
Enrollment in 2011: 903
Enrollment in 2010: 909
Enrollment in 2009: 877
Enrollment in 2008: 898
Enrollment in 2007: 874
Enrollment in 2006: 869
Enrollment in 2005: 892
Enrollment in 2004: 865
Enrollment in 2003: 923
Enrollment in 2002: 957
Enrollment in 2001: 948
Enrollment in 2000: 947
Enrollment in 1999: 1,383
Enrollment in 2015: 950
Enrollment in 2014: 927
Enrollment in 2013: 918
Enrollment in 2012: 932
Enrollment in 2011: 903
Enrollment in 2010: 909
Enrollment in 2009: 877
Enrollment in 2008: 898
Enrollment in 2007: 874
Enrollment in 2006: 869
Enrollment in 2005: 892
Enrollment in 2004: 865
Enrollment in 2003: 923
Enrollment in 2002: 957
Enrollment in 2001: 948
Enrollment in 2000: 947
Enrollment in 1999: 1,383
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G07 | G08 | Total |
---|---|---|---|
All students | 453 | 461 | 914 |
Female students | 219 | 234 | 453 |
Male students | 234 | 227 | 461 |
American Indian/Alaska Native students | - | 1 | 1 |
Asian students | 2 | 2 | 4 |
Hispanic students | 423 | 431 | 854 |
Black students | 14 | 16 | 30 |
White students | 13 | 8 | 21 |
Two or More Races students | 1 | 3 | 4 |
Enrollment by grade:
7th grade enrollment: 453
8th grade enrollment: 461
8th grade enrollment: 461
Rosemont Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 453 (49.6%)
Rosemont Middle School: | 49.6% |
State: | 49.0% |
Male enrollment: 461 (50.4%)
Rosemont Middle School: | 50.4% |
State: | 50.1% |
Rosemont Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Here: | 0.1% |
State: | 0.4% |
Asian enrollment: 4 (0.4%)
Here: | 0.4% |
Texas: | 3.1% |
Hispanic enrollment: 854 (93.4%)
Rosemont Middle School: | 93.4% |
State: | 46.9% |
Black enrollment: 30 (3.3%)
Here: | 3.3% |
State: | 11.6% |
White enrollment: 21 (2.3%)
Rosemont Middle School: | 2.3% |
Texas: | 32.3% |
Two or More Races enrollment: 4 (0.4%)
Rosemont Middle School: | 0.4% |
State: | 2.1% |
Rosemont Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 824 (90.2%)
School: | 90.2% |
Texas: | 61.6% |
Free lunch eligible students: 753 (82.4%)
School: | 82.4% |
Texas: | 55.4% |
Reduced-price lunch eligible students: 71 (7.8%)
Here: | 7.8% |
Texas: | 6.2% |
Rosemont Middle School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 55.2
Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 4.5
Number of FTE school counselors: 3
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 4.5
Number of FTE school counselors: 3
Student/Teacher Ratio
Here: | 16.6 |
State: | 15.6 |
Rosemont Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,270,383
- Full-time Equivalency Count of Teachers: 55.2 (Salary Expenditures: $2,721,323)
- Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $244,859)
- Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $216,611)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,608,587
- Salary Expenditures for Teachers: $2,944,286
- Full-time Equivalency Count of Instructional Aides: 2.9 (Salary Expenditures: $60,364)
- Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $299,736)
- Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $216,611)
Limited English Proficiency:
Show data for
- Hispanic307
- American Indian2
- Asian2
- White2
- IDEA25
Students Enrolled in LEP Programs
- Hispanic: 307 (male: 155, female: 152)
- American Indian / Alaska Native: 2 (all male)
- Asian: 2 (all male)
- White: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 25 (male: 17, female: 8)
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 (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: 53 (male: 37, female: 16)
Students with disabilities served under Section 504: 38 (male: 31, female: 7)
- Hispanic: 53 (male: 37, female: 16)
- Limited English Proficiency (LEP): 26 (male: 19, female: 7)
- Hispanic34
- Black2
- White2
- LEP16
Students with disabilities served under Section 504
- Hispanic: 34 (male: 29, female: 5)
- Black: 2 (all female)
- White: 2 (all male)
- Limited English Proficiency (LEP): 16 (male: 11, female: 5)
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 female)
Percent of 7th grade students retained
Total number of students retained in 8th grade: 2 (all male)
Percent of 8th grade students retained
- Hispanic: 2
Percent of 7th grade students retained
School: | 0.4% |
Texas: | 6.1% |
Total number of students retained in 8th grade: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Percent of 8th grade students retained
Rosemont Middle School: | 0.4% |
Texas: | 7.2% |
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/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.
- Hispanic82
- Asian2
- Black2
- White2
- Multirace2
- LEP10
- IDEA2
Gifted and Talented Student Enrollment
- Hispanic: 82 (male: 41, female: 41)
- Asian: 2 (all male)
- Black: 2 (all female)
- White: 2 (all female)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 10 (male: 5, female: 5)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Gifted and Talented Student Enrollment per 1,000 students
School: | 98.5 |
State: | 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 students tested: 121
Algebra I # Answer Documents Submitted: 121
Algebra I Avg Items Correct:
Did Not Meet Grade Level Performance: 1%
Approaches Grade Level Performance: 3%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 74%
English I students tested: 74
English I # Answer Documents Submitted: 74
English I Avg Items Correct:
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 3%
Meets Grade Level Performance: 90%
Masters Grade Level Performance: 7%
6th Grade
Math students tested: 1
Math # Answer Documents Submitted: 1
Reading students tested: 1
Reading # Answer Documents Submitted: 1
7th Grade
Math students tested: 348
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 474
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 2%
Reading students tested: 473
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 474
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 18%
Writing students tested: 473
Writing # Answer Documents Submitted: 473
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 4%
8th Grade
Math students tested: 519
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 574
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 8%
Reading students tested: 441
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 573
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 8%
Science students tested: 513
# Absent - Not Tested: 2
Science # Answer Documents Submitted: 515
Science Avg Items Correct:
Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 15%
Social Studies students tested: 512
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 515
Social Studies Avg Items Correct:
Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 15%
- All4,582
- Males4,609
- Females4,557
- Hispanic4,574
Algebra I Average Scale Score
Algebra I Average Scale Score: | 4,582 |
Texas: | 4,001 |
Algebra I # Answer Documents Submitted: 121
Algebra I Avg Items Correct:
- Reporting Category 1: 8.5 (77%)
- Reporting Category 2: 10 (83%)
- Reporting Category 3: 11.2 (80%)
- Reporting Category 4: 9 (82%)
- Reporting Category 5: 5.3 (89%)
Did Not Meet Grade Level Performance: 1%
Approaches Grade Level Performance: 3%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 74%
Males: (Average Scale Score: 4,609, Tested: 59, Did Not Meet Grade Level Performance: 0%, Approaches: 2%, Meets: 17%, Masters: 81%)
Females: (Average Scale Score: 4,557, Tested: 62, Did Not Meet Grade Level Performance: 2%, Approaches: 4%, Meets: 28%, Masters: 66%)
Hispanic: (Average Scale Score: 4,574, Tested: 114, Did Not Meet Grade Level Performance: 1%, Approaches: 3%, Meets: 23%, Masters: 73%)
- All4,328
- Males4,287
- Females4,355
- Hispanic4,295
English I Average Scale Score
English I Average Scale Score: | 4,328 |
Texas: | 3,637 |
English I # Answer Documents Submitted: 74
English I Avg Items Correct:
- Reporting Category 1: 7.1 (89%)
- Reporting Category 2: 11 (85%)
- Reporting Category 3: 10.1 (77%)
- Reporting Category 4: 9.5 (60%)
- Reporting Category 5: 7.8 (87%)
- Reporting Category 6: 7.9 (88%)
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 3%
Meets Grade Level Performance: 90%
Masters Grade Level Performance: 7%
Males: (Average Scale Score: 4,287, Tested: 30, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 94%, Masters: 3%)
Females: (Average Scale Score: 4,355, Tested: 44, Did Not Meet Grade Level Performance: 0%, Approaches: 2%, Meets: 89%, Masters: 9%)
Hispanic: (Average Scale Score: 4,295, Tested: 68, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 94%, Masters: 3%)
6th Grade
Math students tested: 1
Math # Answer Documents Submitted: 1
Reading students tested: 1
Reading # Answer Documents Submitted: 1
7th Grade
- All1,589
- Males1,589
- Females1,589
- Hispanic1,589
- Black1,568
- White1,658
Math Average Scale Score
(7th Grade)
Math Average Scale Score: | 1,589 |
State: | 1,571 |
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 474
Math Avg Items Correct:
- Reporting Category 1: 2.8 (47%)
- Reporting Category 2: 6.7 (45%)
- Reporting Category 3: 5 (42%)
- Reporting Category 4: 2.3 (33%)
Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 2%
Males: (Average Scale Score: 1,589, Tested: 166, Did Not Meet Grade Level Performance: 48%, Approaches: 40%, Meets: 11%, Masters: 1%)
Females: (Average Scale Score: 1,589, Tested: 182, Did Not Meet Grade Level Performance: 46%, Approaches: 42%, Meets: 9%, Masters: 3%)
Hispanic: (Average Scale Score: 1,589, Tested: 320, Did Not Meet Grade Level Performance: 47%, Approaches: 41%, Meets: 10%, Masters: 2%)
Black: (Average Scale Score: 1,568, Tested: 20, Did Not Meet Grade Level Performance: 65%, Approaches: 25%, Meets: 10%, Masters: 0%)
White: (Average Scale Score: 1,658, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 80%, Meets: 20%, Masters: 0%)
- All1,624
- Males1,603
- Females1,643
- Hispanic1,623
- Black1,585
- White1,687
Reading Average Scale Score
(7th Grade)
Reading Average Scale Score: | 1,624 |
State: | 1,550 |
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 474
Reading Avg Items Correct:
- Reporting Category 1: 5.2 (64%)
- Reporting Category 2: 11.3 (63%)
- Reporting Category 3: 9.6 (60%)
Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 18%
Males: (Average Scale Score: 1,603, Tested: 228, Did Not Meet Grade Level Performance: 37%, Approaches: 31%, Meets: 17%, Masters: 15%)
Females: (Average Scale Score: 1,643, Tested: 245, Did Not Meet Grade Level Performance: 33%, Approaches: 27%, Meets: 18%, Masters: 22%)
Hispanic: (Average Scale Score: 1,623, Tested: 439, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 17%, Masters: 19%)
Black: (Average Scale Score: 1,585, Tested: 21, Did Not Meet Grade Level Performance: 52%, Approaches: 29%, Meets: 19%, Masters: 0%)
White: (Average Scale Score: 1,687, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 37%, Meets: 38%, Masters: 25%)
- All3,581
- Males3,514
- Females3,642
- Hispanic3,568
- Black3,555
- White3,950
Writing Average Scale Score
(7th Grade)
Writing Average Scale Score: | 3,581 |
State: | 3,515 |
Writing # Answer Documents Submitted: 473
Writing Avg Items Correct:
- Reporting Category 1: 7.4 (46%)
- Reporting Category 2: 7.7 (59%)
- Reporting Category 3: 10.5 (62%)
Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 4%
Males: (Average Scale Score: 3,514, Tested: 226, Did Not Meet Grade Level Performance: 51%, Approaches: 31%, Meets: 15%, Masters: 3%)
Females: (Average Scale Score: 3,642, Tested: 247, Did Not Meet Grade Level Performance: 42%, Approaches: 30%, Meets: 24%, Masters: 4%)
Hispanic: (Average Scale Score: 3,568, Tested: 439, Did Not Meet Grade Level Performance: 48%, Approaches: 29%, Meets: 20%, Masters: 3%)
Black: (Average Scale Score: 3,555, Tested: 21, Did Not Meet Grade Level Performance: 43%, Approaches: 38%, Meets: 19%, Masters: 0%)
White: (Average Scale Score: 3,950, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 50%, Meets: 25%, Masters: 13%)
8th Grade
- All1,679
- Males1,667
- Females1,691
- Hispanic1,678
- Asian1,885
- Black1,634
Math Average Scale Score
(8th Grade)
Math Average Scale Score: | 1,679 |
Texas: | 1,539 |
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 574
Math Avg Items Correct:
- Reporting Category 1: 2.5 (62%)
- Reporting Category 2: 9.4 (59%)
- Reporting Category 3: 9.2 (61%)
- Reporting Category 4: 4.1 (58%)
Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 8%
Males: (Average Scale Score: 1,667, Tested: 265, Did Not Meet Grade Level Performance: 27%, Approaches: 30%, Meets: 36%, Masters: 7%)
Females: (Average Scale Score: 1,691, Tested: 254, Did Not Meet Grade Level Performance: 20%, Approaches: 32%, Meets: 39%, Masters: 9%)
Hispanic: (Average Scale Score: 1,678, Tested: 492, Did Not Meet Grade Level Performance: 23%, Approaches: 31%, Meets: 38%, Masters: 8%)
Asian: (Average Scale Score: 1,885, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 20%, Masters: 60%)
Black: (Average Scale Score: 1,634, Tested: 18, Did Not Meet Grade Level Performance: 39%, Approaches: 33%, Meets: 22%, Masters: 6%)
- All1,623
- Males1,612
- Females1,635
- Hispanic1,624
- Black1,595
Reading Average Scale Score
(8th Grade)
Reading Average Scale Score: | 1,623 |
Texas: | 1,561 |
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 573
Reading Avg Items Correct:
- Reporting Category 1: 5 (62%)
- Reporting Category 2: 12.3 (65%)
- Reporting Category 3: 9.7 (57%)
Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 8%
Males: (Average Scale Score: 1,612, Tested: 231, Did Not Meet Grade Level Performance: 41%, Approaches: 35%, Meets: 17%, Masters: 7%)
Females: (Average Scale Score: 1,635, Tested: 210, Did Not Meet Grade Level Performance: 37%, Approaches: 35%, Meets: 19%, Masters: 9%)
Hispanic: (Average Scale Score: 1,624, Tested: 419, Did Not Meet Grade Level Performance: 38%, Approaches: 36%, Meets: 18%, Masters: 8%)
Black: (Average Scale Score: 1,595, Tested: 18, Did Not Meet Grade Level Performance: 50%, Approaches: 22%, Meets: 22%, Masters: 6%)
- All3,762
- Males3,743
- Females3,781
- Hispanic3,759
- Black3,646
Science Average Scale Score
(8th Grade)
Science Average Scale Score: | 3,762 |
Texas: | 3,634 |
# Absent - Not Tested: 2
Science # Answer Documents Submitted: 515
Science Avg Items Correct:
- Reporting Category 1: 6.8 (62%)
- Reporting Category 2: 5.4 (60%)
- Reporting Category 3: 6.3 (57%)
- Reporting Category 4: 7 (63%)
Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 15%
Males: (Average Scale Score: 3,743, Tested: 259, Did Not Meet Grade Level Performance: 38%, Approaches: 27%, Meets: 18%, Masters: 17%)
Females: (Average Scale Score: 3,781, Tested: 254, Did Not Meet Grade Level Performance: 33%, Approaches: 36%, Meets: 17%, Masters: 14%)
Hispanic: (Average Scale Score: 3,759, Tested: 483, Did Not Meet Grade Level Performance: 35%, Approaches: 32%, Meets: 18%, Masters: 15%)
Black: (Average Scale Score: 3,646, Tested: 23, Did Not Meet Grade Level Performance: 52%, Approaches: 22%, Meets: 9%, Masters: 17%)
- All3,642
- Males3,692
- Females3,591
- Hispanic3,634
- Black3,675
Social Studies Average Scale Score
(8th Grade)
Social Studies Average Scale Score: | 3,642 |
Texas: | 3,461 |
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 515
Social Studies Avg Items Correct:
- Reporting Category 1: 9.2 (54%)
- Reporting Category 2: 5.7 (57%)
- Reporting Category 3: 5.2 (52%)
- Reporting Category 4: 3.9 (56%)
Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 15%
Males: (Average Scale Score: 3,692, Tested: 258, Did Not Meet Grade Level Performance: 44%, Approaches: 27%, Meets: 9%, Masters: 20%)
Females: (Average Scale Score: 3,591, Tested: 254, Did Not Meet Grade Level Performance: 50%, Approaches: 32%, Meets: 8%, Masters: 10%)
Hispanic: (Average Scale Score: 3,634, Tested: 482, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 9%, Masters: 14%)
Black: (Average Scale Score: 3,675, Tested: 23, Did Not Meet Grade Level Performance: 65%, Approaches: 9%, Meets: 4%, Masters: 22%)
Health & Safety
Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of threats of physical attack with a weapon: 1
Total incidents per 1,000 students
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of threats of physical attack with a weapon: 1
Total incidents per 1,000 students
Here: | 1.1 |
Texas: | 38.0 |
Referrals and Arrests:
Show data for
(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who received a school-related arrest: 12 (male: 10, female: 2)
Students without disabilities who received a school-related arrest per 1,000 students
Students with disabilities who received a school-related arrest: 2 (all male)
Students with disabilities who received a school-related arrest per 1,000 students
- Hispanic: 10 (male: 8, female: 2)
- Black: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities who received a school-related arrest per 1,000 students
Rosemont Middle School: | 13.1 |
Texas: | 13.1 |
Students with disabilities who received a school-related arrest: 2 (all male)
- Hispanic: 2
Students with disabilities who received a school-related arrest per 1,000 students
Rosemont Middle School: | 2.2 |
Texas: | 4.1 |
Chronic Student Absenteeismt:
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(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.
- Hispanic124
- American Indian2
- Asian2
- Black7
- White7
- Multirace2
- LEP43
- IDEA13
- 5047
Chronic Student Absenteeism
- Hispanic: 124 (male: 62, female: 62)
- American Indian / Alaska Native: 2 (all male)
- Asian: 2 (all male)
- Black: 7 (male: 5, female: 2)
- White: 7 (male: 2, female: 5)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 43 (male: 20, female: 23)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
- Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here: | 157.5 |
State: | 147.9 |
Suspensions:
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(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).
- Hispanic316
- Native Hawaiian1
- Black12
- White14
- LEP130
- IDEA74
- 50419
School days missed due to out-of-school suspension
- Hispanic: 316 (male: 187, female: 129)
- Native Hawaiian / Pacific Islander: 1 (all male)
- Black: 12 (male: 9, female: 3)
- White: 14 (male: 4, female: 10)
- Limited English Proficiency (LEP): 130 (male: 73, female: 57)
- Individuals With Disabilities Education Act (IDEA): 74 (male: 60, female: 14)
- Section 504: 19 (all male)
Instances of out-of-school suspension (Students without disabilities): 113
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Rosemont Middle School: | 123.6 |
State: | 102.7 |
- Hispanic: 94 (male: 65, female: 29)
- Black: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 40 (male: 23, female: 17)
- Hispanic55
- Native Hawaiian2
- Black4
- LEP22
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 55 (male: 29, female: 26)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 22 (male: 11, female: 11)
- Hispanic19
- Black2
- White2
- LEP7
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 19 (male: 11, female: 8)
- Black: 2 (all male)
- White: 2 (all male)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 36
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Rosemont Middle School: | 39.4 |
State: | 27.5 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here: | 8.8 |
Texas: | 12.0 |
- Hispanic16
- American Indian2
- White2
- LEP10
- 5048
Students with disabilities receiving one or more in-school suspension
- Hispanic: 16 (male: 11, female: 5)
- American Indian / Alaska Native: 2 (all male)
- White: 2 (all female)
- Limited English Proficiency (LEP): 10 (male: 8, female: 2)
- Section 504: 8 (all male)
Students with disabilities receiving only one out-of-school suspension: 10 (male: 8, female: 2)
- Hispanic: 10 (male: 8, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Section 504: 5 (all male)
- Hispanic5
- White2
- LEP2
- 5042
Students with disabilities receiving more than one out-of-school suspension
- Hispanic: 5 (all male)
- White: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 2 (all male)
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: 2 (all male)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Rosemont Middle School: | 2.2 |
Texas: | 49.7 |
Classes & Courses
Algebra I:
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(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.
- Hispanic103
- Asian2
- Black2
- White2
- Multirace2
- LEP2
- IDEA2
8th grade student enrollment in Algebra I
- Hispanic: 103 (male: 47, female: 56)
- Asian: 2 (all male)
- Black: 2 (all female)
- White: 2 (all male)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
- Hispanic: 89 (male: 40, female: 49)
Percent of 8th grade students who passed
School: | 80.2% |
Texas: | 87.0% |
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