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Boerne Middle North School in Boerne, 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 88
Address
 240 W JOHNS RD
Boerne, TX 78006
Telephone
(830) 357-3100
(make sure to verify first before calling)
Website
http://www.boerne-isd.net
City-data.com school rating
88
Students
729
Classroom Teachers (FTE)
51.0
Free lunch eligible students
148
Reduced-price lunch
eligible students
45
School district
BOERNE 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:
BOERNE MIDDLE SOUTH (3.2 miles):

97
CIBOLO CREEK EL (2.5 miles):

90
BOERNE - SAMUEL V CHAMPION H S (2.2 miles):

89
Boerne Middle North School:

88
FABRA EL (0.1 miles):

86
BOERNE H S (1.6 miles):

79
CURINGTON EL (0.7 miles):

66
KENDALL EL (3.1 miles):

54
MEADOWLAND CHARTER SCHOOL (2.6 miles):

10
Boerne Middle North School rating compared to average state, county and city schools ratings:
Texas:

54
Kendall County:

68
Boerne:

73
Boerne Middle North School:

88

Students & Teachers


Total enrollment:
Enrollment in 2016: 729
Enrollment in 2015: 511
Enrollment in 2014: 533
Enrollment in 2013: 535
Enrollment in 2012: 534
Enrollment in 2011: 506
Enrollment in 2010: 445
Enrollment in 2009: 711
Enrollment in 2008: 700
Enrollment in 2007: 706
Enrollment in 2006: 661
Enrollment in 2005: 632
Enrollment in 2004: 605
Enrollment in 2003: 636
Enrollment in 2002: 587
Enrollment in 2001: 591
Enrollment in 2000: 765
Enrollment in 1999: 792

Boerne Middle North School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students256227246729
Female students130111119360
Male students126116127369
American Indian/Alaska Native students1113
Asian students4127
Hispanic students787673227
Black students3216
White students163142163468
Two or More Races students75618

Enrollment by grade:
6th grade enrollment: 256
7th grade enrollment: 227
8th grade enrollment: 246

Boerne Middle North School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 360 (49.4%)
Boerne Middle North School:

49.4%
State:

49.0%
Male enrollment: 369 (50.6%)
Boerne Middle North School:

50.6%
Texas:

50.1%

Boerne Middle North School - Historical enrollment by gender


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

0.4%
State:

0.4%
Asian enrollment: 7 (1.0%)
School:

1.0%
Texas:

3.1%
Hispanic enrollment: 227 (31.1%)
Boerne Middle North School:

31.1%
State:

46.9%
Black enrollment: 6 (0.8%)
Boerne Middle North School:

0.8%
State:

11.6%
White enrollment: 468 (64.2%)
Boerne Middle North School:

64.2%
State:

32.3%
Two or More Races enrollment: 18 (2.5%)
Boerne Middle North School:

2.5%
Texas:

2.1%

Boerne Middle North School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 193 (26.5%)
School:

26.5%
Texas:

61.6%
Free lunch eligible students: 148 (20.3%)
School:

20.3%
Texas:

55.4%
Reduced-price lunch eligible students: 45 (6.2%)
School:

6.2%
Texas:

6.2%

Boerne Middle North School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 51

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 12
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Boerne Middle North School:

14.3
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,144,844
  • Full-time Equivalency Count of Teachers: 50.5 (Salary Expenditures: $2,437,302)
  • Full-time Equivalency Count of Instructional Aides: 3.5 (Salary Expenditures: $161,188)
  • Full-time Equivalency Count of Support Services Staff: 6.1 (Salary Expenditures: $343,650)
  • Full-time Equivalency Count of School Administration Staff: 3.5 (Salary Expenditures: $202,704)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $215,178
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,615,208
  • Salary Expenditures for Teachers: $2,733,132
  • Full-time Equivalency Count of Instructional Aides: 4.5 (Salary Expenditures: $258,510)
  • Full-time Equivalency Count of Support Services Staff: 6.1 (Salary Expenditures: $420,862)
  • Full-time Equivalency Count of School Administration Staff: 3.5 (Salary Expenditures: $202,704)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $227,301

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 24 (male: 13, female: 11)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 64 (male: 41, female: 23)
  • Hispanic: 35 (male: 22, female: 13)
  • White: 29 (male: 19, female: 10)
  • Limited English Proficiency (LEP): 4 (all female)

    Students with disabilities served under Section 504

  • Hispanic19
  • American Indian2
  • White37
  • Multirace4
Students with disabilities served under Section 504: 62 (male: 32, female: 30)
  • Hispanic: 19 (male: 11, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • White: 37 (male: 17, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)

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)
  • White: 2
  • Section 504: 2

Percent of 7th grade students retained
School:

0.9%
State:

6.0%
Total number of students retained in 8th grade: 2 (all female)
  • Hispanic: 2
  • Section 504: 2

Percent of 8th grade students retained
Boerne Middle North School:

0.8%
Texas:

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: 40 (male: 21, female: 19)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 34 (male: 17, female: 17)
  • Two or More Races: 2 (all male)

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

54.9
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

  • All4,732
  • Males4,648
  • Females4,839
  • Hispanic4,660
  • White4,773
  • Multirace4,529
Algebra I Average Scale Score:

4,732
Texas:

4,001
Algebra I students tested: 89
Algebra I # Answer Documents Submitted: 89

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.8 (80%)
  • Reporting Category 2: 10.3 (86%)
  • Reporting Category 3: 11.9 (85%)
  • Reporting Category 4: 9.6 (87%)
  • Reporting Category 5: 5.3 (89%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 2%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 84%

2%
14%
84%
Males: (Average Scale Score: 4,648, Tested: 50, Did Not Meet Grade Level Performance: 0%, Approaches: 2%, Meets: 18%, Masters: 80%)
2%
18%
80%
Females: (Average Scale Score: 4,839, Tested: 39, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 7%, Masters: 90%)
3%
7%
90%
Hispanic: (Average Scale Score: 4,660, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 6%, Masters: 87%)
7%
6%
87%
White: (Average Scale Score: 4,773, Tested: 66, Did Not Meet Grade Level Performance: 0%, Approaches: 2%, Meets: 15%, Masters: 83%)
2%
15%
83%
Multirace: (Average Scale Score: 4,529, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 20%, Masters: 80%)
20%
80%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,686
  • Males1,689
  • Females1,684
  • Hispanic1,635
  • White1,709
Math Average Scale Score:

1,686
Texas:

1,546
Math students tested: 264
Math # Answer Documents Submitted: 264

Math Avg Items Correct:
  • Reporting Category 1: 6.4 (64%)
  • Reporting Category 2: 9.3 (62%)
  • Reporting Category 3: 3.6 (60%)
  • Reporting Category 4: 4.9 (70%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 25%

11%
28%
36%
25%
Males: (Average Scale Score: 1,689, Tested: 139, Did Not Meet Grade Level Performance: 14%, Approaches: 23%, Meets: 37%, Masters: 26%)
14%
23%
37%
26%
Females: (Average Scale Score: 1,684, Tested: 125, Did Not Meet Grade Level Performance: 8%, Approaches: 33%, Meets: 35%, Masters: 24%)
8%
33%
35%
24%
Hispanic: (Average Scale Score: 1,635, Tested: 87, Did Not Meet Grade Level Performance: 21%, Approaches: 31%, Meets: 37%, Masters: 11%)
21%
31%
37%
11%
White: (Average Scale Score: 1,709, Tested: 164, Did Not Meet Grade Level Performance: 7%, Approaches: 27%, Meets: 36%, Masters: 30%)
7%
27%
36%
30%

    Reading Average Scale Score
    (6th Grade)

  • All1,636
  • Males1,626
  • Females1,648
  • Hispanic1,593
  • White1,657
Reading Average Scale Score:

1,636
State:

1,457
Reading students tested: 264
Reading # Answer Documents Submitted: 264

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 13 (76%)
  • Reporting Category 3: 10.5 (70%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 28%

18%
29%
25%
28%
Males: (Average Scale Score: 1,626, Tested: 139, Did Not Meet Grade Level Performance: 19%, Approaches: 29%, Meets: 28%, Masters: 24%)
19%
29%
28%
24%
Females: (Average Scale Score: 1,648, Tested: 125, Did Not Meet Grade Level Performance: 17%, Approaches: 29%, Meets: 22%, Masters: 32%)
17%
29%
22%
32%
Hispanic: (Average Scale Score: 1,593, Tested: 87, Did Not Meet Grade Level Performance: 34%, Approaches: 28%, Meets: 18%, Masters: 20%)
34%
28%
18%
20%
White: (Average Scale Score: 1,657, Tested: 164, Did Not Meet Grade Level Performance: 10%, Approaches: 30%, Meets: 28%, Masters: 32%)
10%
30%
28%
32%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,710
  • Males1,710
  • Females1,710
  • Hispanic1,667
  • White1,727
Math Average Scale Score:

1,710
Texas:

1,571
Math students tested: 273
Math # Answer Documents Submitted: 273

Math Avg Items Correct:
  • Reporting Category 1: 4.3 (72%)
  • Reporting Category 2: 9.7 (65%)
  • Reporting Category 3: 7.3 (61%)
  • Reporting Category 4: 4.1 (59%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 26%

14%
30%
30%
26%
Males: (Average Scale Score: 1,710, Tested: 130, Did Not Meet Grade Level Performance: 13%, Approaches: 31%, Meets: 30%, Masters: 26%)
13%
31%
30%
26%
Females: (Average Scale Score: 1,710, Tested: 143, Did Not Meet Grade Level Performance: 14%, Approaches: 30%, Meets: 31%, Masters: 25%)
14%
30%
31%
25%
Hispanic: (Average Scale Score: 1,667, Tested: 94, Did Not Meet Grade Level Performance: 27%, Approaches: 33%, Meets: 24%, Masters: 16%)
27%
33%
24%
16%
White: (Average Scale Score: 1,727, Tested: 168, Did Not Meet Grade Level Performance: 7%, Approaches: 30%, Meets: 34%, Masters: 29%)
7%
30%
34%
29%

    Reading Average Scale Score
    (7th Grade)

  • All1,689
  • Males1,677
  • Females1,699
  • Hispanic1,640
  • White1,711
Reading Average Scale Score:

1,689
Texas:

1,550
Reading students tested: 273
Reading # Answer Documents Submitted: 273

Reading Avg Items Correct:
  • Reporting Category 1: 5.8 (73%)
  • Reporting Category 2: 12.7 (71%)
  • Reporting Category 3: 11.7 (73%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 39%

18%
22%
21%
39%
Males: (Average Scale Score: 1,677, Tested: 130, Did Not Meet Grade Level Performance: 18%, Approaches: 25%, Meets: 22%, Masters: 35%)
18%
25%
22%
35%
Females: (Average Scale Score: 1,699, Tested: 143, Did Not Meet Grade Level Performance: 17%, Approaches: 20%, Meets: 20%, Masters: 43%)
17%
20%
20%
43%
Hispanic: (Average Scale Score: 1,640, Tested: 94, Did Not Meet Grade Level Performance: 32%, Approaches: 23%, Meets: 22%, Masters: 23%)
32%
23%
22%
23%
White: (Average Scale Score: 1,711, Tested: 168, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 21%, Masters: 46%)
11%
22%
21%
46%

    Writing Average Scale Score
    (7th Grade)

  • All4,036
  • Males3,921
  • Females4,139
  • Hispanic3,781
  • White4,149
Writing Average Scale Score:

4,036
Texas:

3,515
Writing students tested: 273
Writing # Answer Documents Submitted: 273

Writing Avg Items Correct:
  • Reporting Category 1: 8.6 (54%)
  • Reporting Category 2: 9.8 (75%)
  • Reporting Category 3: 13 (77%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 39%
Masters Grade Level Performance: 17%

19%
25%
39%
17%
Males: (Average Scale Score: 3,921, Tested: 129, Did Not Meet Grade Level Performance: 24%, Approaches: 26%, Meets: 39%, Masters: 11%)
24%
26%
39%
11%
Females: (Average Scale Score: 4,139, Tested: 144, Did Not Meet Grade Level Performance: 15%, Approaches: 22%, Meets: 40%, Masters: 23%)
15%
22%
40%
23%
Hispanic: (Average Scale Score: 3,781, Tested: 94, Did Not Meet Grade Level Performance: 35%, Approaches: 27%, Meets: 27%, Masters: 11%)
35%
27%
27%
11%
White: (Average Scale Score: 4,149, Tested: 168, Did Not Meet Grade Level Performance: 11%, Approaches: 25%, Meets: 44%, Masters: 20%)
11%
25%
44%
20%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,747
  • Males1,739
  • Females1,755
  • Hispanic1,707
  • White1,776
Math Average Scale Score:

1,747
Texas:

1,539
Math students tested: 201
Math # Answer Documents Submitted: 291

Math Avg Items Correct:
  • Reporting Category 1: 2.9 (72%)
  • Reporting Category 2: 10.9 (68%)
  • Reporting Category 3: 11 (74%)
  • Reporting Category 4: 5.2 (74%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 51%
Masters Grade Level Performance: 19%

8%
22%
51%
19%
Males: (Average Scale Score: 1,739, Tested: 98, Did Not Meet Grade Level Performance: 8%, Approaches: 23%, Meets: 56%, Masters: 13%)
8%
23%
56%
13%
Females: (Average Scale Score: 1,755, Tested: 103, Did Not Meet Grade Level Performance: 8%, Approaches: 22%, Meets: 45%, Masters: 25%)
8%
22%
45%
25%
Hispanic: (Average Scale Score: 1,707, Tested: 71, Did Not Meet Grade Level Performance: 14%, Approaches: 24%, Meets: 56%, Masters: 6%)
14%
24%
56%
6%
White: (Average Scale Score: 1,776, Tested: 122, Did Not Meet Grade Level Performance: 2%, Approaches: 23%, Meets: 46%, Masters: 29%)
2%
23%
46%
29%

    Reading Average Scale Score
    (8th Grade)

  • All1,727
  • Males1,712
  • Females1,742
  • Hispanic1,676
  • White1,747
  • Multirace1,751
Reading Average Scale Score:

1,727
Texas:

1,561
Reading students tested: 290
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 291

Reading Avg Items Correct:
  • Reporting Category 1: 6.1 (77%)
  • Reporting Category 2: 15 (79%)
  • Reporting Category 3: 12.6 (74%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 33%

11%
28%
28%
33%
Males: (Average Scale Score: 1,712, Tested: 148, Did Not Meet Grade Level Performance: 11%, Approaches: 33%, Meets: 28%, Masters: 28%)
11%
33%
28%
28%
Females: (Average Scale Score: 1,742, Tested: 142, Did Not Meet Grade Level Performance: 10%, Approaches: 23%, Meets: 29%, Masters: 38%)
10%
23%
29%
38%
Hispanic: (Average Scale Score: 1,676, Tested: 86, Did Not Meet Grade Level Performance: 20%, Approaches: 32%, Meets: 29%, Masters: 19%)
20%
32%
29%
19%
White: (Average Scale Score: 1,747, Tested: 188, Did Not Meet Grade Level Performance: 6%, Approaches: 26%, Meets: 29%, Masters: 39%)
6%
26%
29%
39%
Multirace: (Average Scale Score: 1,751, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 28%, Masters: 29%)
14%
29%
28%
29%

    Science Average Scale Score
    (8th Grade)

  • All4,233
  • Males4,298
  • Females4,166
  • Hispanic3,962
  • White4,346
  • Multirace4,561
Science Average Scale Score:

4,233
State:

3,634
Science students tested: 291
Science # Answer Documents Submitted: 291

Science Avg Items Correct:
  • Reporting Category 1: 8.2 (74%)
  • Reporting Category 2: 6.7 (74%)
  • Reporting Category 3: 8.1 (74%)
  • Reporting Category 4: 8.6 (78%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 42%

14%
17%
27%
42%
Males: (Average Scale Score: 4,298, Tested: 148, Did Not Meet Grade Level Performance: 14%, Approaches: 10%, Meets: 28%, Masters: 48%)
14%
10%
28%
48%
Females: (Average Scale Score: 4,166, Tested: 143, Did Not Meet Grade Level Performance: 15%, Approaches: 24%, Meets: 26%, Masters: 35%)
15%
24%
26%
35%
Hispanic: (Average Scale Score: 3,962, Tested: 85, Did Not Meet Grade Level Performance: 27%, Approaches: 20%, Meets: 27%, Masters: 26%)
27%
20%
27%
26%
White: (Average Scale Score: 4,346, Tested: 190, Did Not Meet Grade Level Performance: 8%, Approaches: 16%, Meets: 28%, Masters: 48%)
8%
16%
28%
48%
Multirace: (Average Scale Score: 4,561, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 28%, Masters: 43%)
14%
15%
28%
43%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,842
  • Males3,919
  • Females3,763
  • Hispanic3,681
  • White3,916
  • Multirace3,977
Social Studies Average Scale Score:

3,842
Texas:

3,461
Social Studies students tested: 290
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 291

Social Studies Avg Items Correct:
  • Reporting Category 1: 10.6 (62%)
  • Reporting Category 2: 6.3 (63%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 4.8 (69%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 16%

26%
35%
23%
16%
Males: (Average Scale Score: 3,919, Tested: 148, Did Not Meet Grade Level Performance: 18%, Approaches: 33%, Meets: 29%, Masters: 20%)
18%
33%
29%
20%
Females: (Average Scale Score: 3,763, Tested: 142, Did Not Meet Grade Level Performance: 34%, Approaches: 38%, Meets: 17%, Masters: 11%)
34%
38%
17%
11%
Hispanic: (Average Scale Score: 3,681, Tested: 84, Did Not Meet Grade Level Performance: 37%, Approaches: 34%, Meets: 25%, Masters: 4%)
37%
34%
25%
4%
White: (Average Scale Score: 3,916, Tested: 190, Did Not Meet Grade Level Performance: 21%, Approaches: 36%, Meets: 22%, Masters: 21%)
21%
36%
22%
21%
Multirace: (Average Scale Score: 3,977, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 0%, Meets: 42%, Masters: 29%)
29%
42%
29%

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.

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 robbery with a weapon: 1
Incidents of robbery without a weapon: 3

Incidents of physical attack or fight with a weapon: 1

Incidents of threats of physical attack with a weapon: 1


Total incidents per 1,000 students
Here:

8.2
State:

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

  • Hispanic22
  • Asian2
  • White22
  • Multirace4
  • LEP5
  • IDEA16
  • 5044
Chronic Student Absenteeism: 50 (male: 32, female: 18)
  • Hispanic: 22 (male: 17, female: 5)
  • Asian: 2 (all male)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

68.6
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

  • Hispanic31
  • White26
  • Multirace3
  • LEP11
  • IDEA14
  • 50414
School days missed due to out-of-school suspension: 60 (all male)
  • Hispanic: 31
  • White: 26
  • Two or More Races: 3
  • Limited English Proficiency (LEP): 11
  • Individuals With Disabilities Education Act (IDEA): 14
  • Section 504: 14
Instances of out-of-school suspension (Students without disabilities): 23

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

31.6
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic28
  • White40
  • Multirace2
  • LEP5
Students without disabilities receiving one or more in-school suspension: 70 (male: 54, female: 16)
  • Hispanic: 28 (male: 23, female: 5)
  • White: 40 (male: 29, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

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

  • Hispanic2
  • White2
  • Multirace2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 7 (all male)
  • Hispanic: 5
  • White: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 6

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

8.2
State:

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)
Boerne Middle North School:

6.9
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 2

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 without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion without educational services: 2 (all male)
  • Hispanic: 2

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

2.7
State:

2.0
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Here:

2.7
State:

5.4

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%
State:  102.7%

    8th grade student enrollment in Algebra I

  • Hispanic13
  • American Indian2
  • Asian2
  • Black2
  • White88
  • Multirace2
8th grade student enrollment in Algebra I: 109 (male: 42, female: 67)
  • Hispanic: 13 (male: 8, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 88 (male: 32, female: 56)
  • Two or More Races: 2 (all female)
8th grade studenst who passed Algebra I: 103 (male: 41, female: 62)
  • Hispanic: 14 (male: 7, female: 7)
  • White: 89 (male: 34, female: 55)
Percent of 8th grade students who passed
Boerne Middle North School:

94.5%
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.
Number of Geometry classes: 1


Student Enrollment in Geometry: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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