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Levelland Int School in Levelland, TX
(03-08 • 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 35
Address
 1100 AVE D
Levelland, TX 79336
Telephone
(806) 894-3060
(make sure to verify first before calling)
Website
http://www.levellandisd.net/
City-data.com school rating
35
Students
402
Classroom Teachers (FTE)
28.7
Free lunch eligible students
233
Reduced-price lunch
eligible students
49
School district
LEVELLAND 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:
SUNDOWN J H (10.7 miles):

86
SUNDOWN H S (10.7 miles):

84
SUNDOWN EL (10.7 miles):

81
WHITHARRAL SCHOOL (11.1 miles):

56
LEVELLAND H S (1.4 miles):

47
LEVELLAND MIDDLE (2.0 miles):

45
Levelland Int School:

35
SOUTH EL (0.3 miles):

31
CAPITOL EL (1.5 miles):

29
Levelland Int School rating compared to average state, county and city schools ratings:
Texas:

54
Hockley County:

49
Levelland:

37
Levelland Int School:

35

Students & Teachers


Total enrollment:
Enrollment in 2016: 402
Enrollment in 2015: 429
Enrollment in 2014: 423
Enrollment in 2013: 412
Enrollment in 2012: 419
Enrollment in 2011: 423
Enrollment in 2010: 430
Enrollment in 2009: 412
Enrollment in 2008: 419
Enrollment in 2007: 194
Enrollment in 2006: 395
Enrollment in 2005: 418
Enrollment in 2004: 452
Enrollment in 2003: 418
Enrollment in 2002: 429
Enrollment in 2001: 432
Enrollment in 2000: 484
Enrollment in 1999: 516

Levelland Int School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG04G05G07Total
All students1982031402
Female students1061061213
Male students9297 - 189
Asian students1 - - 1
Hispanic students1351491285
Black students105 - 15
White students5049 - 99
Hawaiian Native/Pacific Islander students1 - - 1
Two or More Races students1 - - 1

Enrollment by grade:
4th grade enrollment: 198
5th grade enrollment: 203
7th grade enrollment: 1

Levelland Int School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 213 (53.0%)
School:

53.0%
Texas:

49.0%
Male enrollment: 189 (47.0%)
School:

47.0%
State:

50.1%

Levelland Int School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 1 (0.2%)
School:

0.2%
State:

3.1%
Hispanic enrollment: 285 (70.9%)
School:

70.9%
State:

46.9%
Black enrollment: 15 (3.7%)
Here:

3.7%
State:

11.6%
White enrollment: 99 (24.6%)
School:

24.6%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
School:

0.2%
Texas:

0.1%
Two or More Races enrollment: 1 (0.2%)
Here:

0.2%
State:

2.1%

Levelland Int School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 282 (70.1%)
School:

70.1%
State:

61.6%
Free lunch eligible students: 233 (58.0%)
School:

58.0%
State:

55.4%
Reduced-price lunch eligible students: 49 (12.2%)
Levelland Int School:

12.2%
Texas:

6.2%

Levelland Int School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 28.7

Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE nurses: 0.3

Student/Teacher Ratio
School:

14.0
Texas:

15.6

Levelland Int School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,423,978
  • Full-time Equivalency Count of Teachers: 28.7 (Salary Expenditures: $1,024,618)
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $104,344)
  • Full-time Equivalency Count of Support Services Staff: 2.7 (Salary Expenditures: $138,029)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $156,987)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $104,026
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,635,680
  • Salary Expenditures for Teachers: $1,221,738
  • Full-time Equivalency Count of Instructional Aides: 9 (Salary Expenditures: $116,349)
  • Full-time Equivalency Count of Support Services Staff: 2.6 (Salary Expenditures: $140,606)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $156,987)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $177,699

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 36 (male: 20, female: 16)
  • Hispanic: 34 (male: 20, female: 14)
  • Asian: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 52 (male: 29, female: 23)
  • Hispanic: 38 (male: 19, female: 19)
  • White: 14 (male: 10, female: 4)

Retention:
Show data for

(State average from 1,996 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 4th grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 4th grade students retained
Here:

2.0%
State:

3.6%

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: 29 (male: 16, female: 13)
  • Hispanic: 13 (male: 5, female: 8)
  • White: 16 (male: 11, female: 5)

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

72.1
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,519 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.
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,501
  • Males1,487
  • Females1,514
  • Hispanic1,492
  • Black1,465
  • White1,539
Math Average Scale Score:

1,501
State:

1,546
Math students tested: 211
Math # Answer Documents Submitted: 211

Math Avg Items Correct:
  • Reporting Category 1: 5 (56%)
  • Reporting Category 2: 6.1 (55%)
  • Reporting Category 3: 5.7 (57%)
  • Reporting Category 4: 2.3 (57%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 12%

41%
33%
14%
12%
Males: (Average Scale Score: 1,487, Tested: 103, Did Not Meet Grade Level Performance: 49%, Approaches: 29%, Meets: 10%, Masters: 12%)
49%
29%
10%
12%
Females: (Average Scale Score: 1,514, Tested: 108, Did Not Meet Grade Level Performance: 33%, Approaches: 37%, Meets: 17%, Masters: 13%)
33%
37%
17%
13%
Hispanic: (Average Scale Score: 1,492, Tested: 155, Did Not Meet Grade Level Performance: 42%, Approaches: 32%, Meets: 15%, Masters: 11%)
42%
32%
15%
11%
Black: (Average Scale Score: 1,465, Tested: 11, Did Not Meet Grade Level Performance: 55%, Approaches: 27%, Meets: 18%, Masters: 0%)
55%
27%
18%
White: (Average Scale Score: 1,539, Tested: 42, Did Not Meet Grade Level Performance: 33%, Approaches: 38%, Meets: 10%, Masters: 19%)
33%
38%
10%
19%

    Reading Average Scale Score
    (4th Grade)

  • All1,493
  • Males1,478
  • Females1,507
  • Hispanic1,479
  • Black1,457
  • White1,556
Reading Average Scale Score:

1,493
State:

1,496
Reading students tested: 211
Reading # Answer Documents Submitted: 211

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 9.4 (62%)
  • Reporting Category 3: 8.1 (62%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 19%

35%
29%
17%
19%
Males: (Average Scale Score: 1,478, Tested: 103, Did Not Meet Grade Level Performance: 42%, Approaches: 24%, Meets: 17%, Masters: 17%)
42%
24%
17%
17%
Females: (Average Scale Score: 1,507, Tested: 108, Did Not Meet Grade Level Performance: 29%, Approaches: 32%, Meets: 18%, Masters: 21%)
29%
32%
18%
21%
Hispanic: (Average Scale Score: 1,479, Tested: 155, Did Not Meet Grade Level Performance: 39%, Approaches: 27%, Meets: 18%, Masters: 16%)
39%
27%
18%
16%
Black: (Average Scale Score: 1,457, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 37%, Meets: 0%, Masters: 18%)
45%
37%
18%
White: (Average Scale Score: 1,556, Tested: 42, Did Not Meet Grade Level Performance: 14%, Approaches: 34%, Meets: 23%, Masters: 29%)
14%
34%
23%
29%

    Writing Average Scale Score
    (4th Grade)

  • All3,627
  • Males3,535
  • Females3,714
  • Hispanic3,611
  • Black3,523
  • White3,712
Writing Average Scale Score:

3,627
State:

3,570
Writing students tested: 212
Writing # Answer Documents Submitted: 212

Writing Avg Items Correct:
  • Reporting Category 1: 3.6 (45%)
  • Reporting Category 2: 3.8 (48%)
  • Reporting Category 3: 10.5 (66%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 7%

45%
27%
21%
7%
Males: (Average Scale Score: 3,535, Tested: 103, Did Not Meet Grade Level Performance: 53%, Approaches: 21%, Meets: 20%, Masters: 6%)
53%
21%
20%
6%
Females: (Average Scale Score: 3,714, Tested: 109, Did Not Meet Grade Level Performance: 38%, Approaches: 32%, Meets: 23%, Masters: 7%)
38%
32%
23%
7%
Hispanic: (Average Scale Score: 3,611, Tested: 156, Did Not Meet Grade Level Performance: 46%, Approaches: 26%, Meets: 23%, Masters: 5%)
46%
26%
23%
5%
Black: (Average Scale Score: 3,523, Tested: 11, Did Not Meet Grade Level Performance: 64%, Approaches: 18%, Meets: 18%, Masters: 0%)
64%
18%
18%
White: (Average Scale Score: 3,712, Tested: 42, Did Not Meet Grade Level Performance: 38%, Approaches: 29%, Meets: 19%, Masters: 14%)
38%
29%
19%
14%
4th Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3

Reading students tested: 3
Reading # Answer Documents Submitted: 3

Writing students tested: 3
Writing # Answer Documents Submitted: 3

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,582
  • Males1,575
  • Females1,591
  • Hispanic1,570
  • Black1,578
  • White1,630
Math Average Scale Score:

1,582
State:

1,603
Math students tested: 212
Math # Answer Documents Submitted: 212

Math Avg Items Correct:
  • Reporting Category 1: 3.6 (60%)
  • Reporting Category 2: 10.1 (59%)
  • Reporting Category 3: 5.9 (65%)
  • Reporting Category 4: 2.4 (60%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 18%

24%
36%
22%
18%
Males: (Average Scale Score: 1,575, Tested: 115, Did Not Meet Grade Level Performance: 29%, Approaches: 34%, Meets: 20%, Masters: 17%)
29%
34%
20%
17%
Females: (Average Scale Score: 1,591, Tested: 97, Did Not Meet Grade Level Performance: 19%, Approaches: 38%, Meets: 23%, Masters: 20%)
19%
38%
23%
20%
Hispanic: (Average Scale Score: 1,570, Tested: 155, Did Not Meet Grade Level Performance: 27%, Approaches: 37%, Meets: 22%, Masters: 14%)
27%
37%
22%
14%
Black: (Average Scale Score: 1,578, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 50%, Meets: 25%, Masters: 13%)
13%
50%
25%
13%
White: (Average Scale Score: 1,630, Tested: 45, Did Not Meet Grade Level Performance: 13%, Approaches: 31%, Meets: 20%, Masters: 36%)
13%
31%
20%
36%

    Reading Average Scale Score
    (5th Grade)

  • All1,525
  • Males1,526
  • Females1,523
  • Hispanic1,513
  • Black1,490
  • White1,574
Reading Average Scale Score:

1,525
Texas:

1,546
Reading students tested: 212
Reading # Answer Documents Submitted: 212

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 10.3 (64%)
  • Reporting Category 3: 8.3 (59%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 9%

32%
32%
27%
9%
Males: (Average Scale Score: 1,526, Tested: 115, Did Not Meet Grade Level Performance: 35%, Approaches: 28%, Meets: 25%, Masters: 12%)
35%
28%
25%
12%
Females: (Average Scale Score: 1,523, Tested: 97, Did Not Meet Grade Level Performance: 29%, Approaches: 36%, Meets: 29%, Masters: 6%)
29%
36%
29%
6%
Hispanic: (Average Scale Score: 1,513, Tested: 155, Did Not Meet Grade Level Performance: 34%, Approaches: 33%, Meets: 26%, Masters: 7%)
34%
33%
26%
7%
Black: (Average Scale Score: 1,490, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 12%, Masters: 13%)
38%
38%
12%
13%
White: (Average Scale Score: 1,574, Tested: 45, Did Not Meet Grade Level Performance: 27%, Approaches: 20%, Meets: 35%, Masters: 18%)
27%
20%
35%
18%

    Science Average Scale Score
    (5th Grade)

  • All3,751
  • Males3,783
  • Females3,712
  • Hispanic3,698
  • Black3,816
  • White3,931
Science Average Scale Score:

3,751
State:

3,771
Science students tested: 210
Science # Answer Documents Submitted: 210

Science Avg Items Correct:
  • Reporting Category 1: 4 (66%)
  • Reporting Category 2: 5.5 (68%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 7.8 (65%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 6%

29%
38%
27%
6%
Males: (Average Scale Score: 3,783, Tested: 115, Did Not Meet Grade Level Performance: 28%, Approaches: 34%, Meets: 31%, Masters: 7%)
28%
34%
31%
7%
Females: (Average Scale Score: 3,712, Tested: 95, Did Not Meet Grade Level Performance: 29%, Approaches: 44%, Meets: 23%, Masters: 4%)
29%
44%
23%
4%
Hispanic: (Average Scale Score: 3,698, Tested: 153, Did Not Meet Grade Level Performance: 32%, Approaches: 39%, Meets: 24%, Masters: 5%)
32%
39%
24%
5%
Black: (Average Scale Score: 3,816, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 12%, Masters: 13%)
38%
38%
12%
13%
White: (Average Scale Score: 3,931, Tested: 45, Did Not Meet Grade Level Performance: 13%, Approaches: 36%, Meets: 42%, Masters: 9%)
13%
36%
42%
9%
5th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

Science students tested: 1
Science # Answer Documents Submitted: 1

Health & Safety


Corporal Punishment:
Show data for
This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 3
Students without disabilities who received corporal punishment: 4 (all male)
  • Hispanic: 2
  • White: 2

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

  • Hispanic19
  • Native Hawaiian2
  • Black4
  • White7
  • IDEA10
Chronic Student Absenteeism: 32 (male: 14, female: 18)
  • Hispanic: 19 (male: 8, female: 11)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

79.6
Texas:

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: 7 (male: 3, female: 4)
  • Hispanic: 5 (male: 3, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Instances of out-of-school suspension (Students without disabilities): 6

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

14.9
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic25
  • Black4
  • White2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 31 (male: 21, female: 10)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 1

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

2.5
State:

27.5
Students with disabilities receiving one or more in-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 2 (all female)
  • White: 2

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