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Harry Mckillop Elementary School in Melissa, TX
(PK-03 • Public • Regular School)

Address
 3509 LIBERTY WAY
Melissa, TX 75454
Telephone
(972) 837-2632
(make sure to verify first before calling)
Students
779
Classroom Teachers (FTE)
43.5
Free lunch eligible students
115
Reduced-price lunch
eligible students
28
School district
MELISSA ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 779
Enrollment in 2015: 718
Enrollment in 2014: 660
Enrollment in 2013: 566
Enrollment in 2012: 538
Enrollment in 2011: 602
Enrollment in 2010: 573
Enrollment in 2009: 524
Enrollment in 2008: 479
Enrollment in 2007: 583
Enrollment in 2006: 499
Enrollment in 2005: 420
Enrollment in 2004: 323
Enrollment in 2003: 305
Enrollment in 2002: 261
Enrollment in 2001: 261
Enrollment in 2000: 283
Enrollment in 1999: 278

Harry Mckillop Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03Total
All students42166164210197779
Female students1774779996363
Male students259287111101416
American Indian/Alaska Native students - 31217
Asian students3112310
Hispanic students1130264033140
Black students512520850
White students21114121140148544
Hawaiian Native/Pacific Islander students - - 1 - - 1
Two or More Races students2696427

Enrollment by grade:
Pre-Kindergarten enrollment: 42
Kindergarten enrollment: 166
1st grade enrollment: 164
2nd grade enrollment: 210
3rd grade enrollment: 197

Harry Mckillop Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 363 (46.6%)
Harry Mckillop Elementary School:

46.6%
Texas:

49.0%
Male enrollment: 416 (53.4%)
Here:

53.4%
State:

50.1%

Harry Mckillop Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 7 (0.9%)
Here:

0.9%
State:

0.4%
Asian enrollment: 10 (1.3%)
Harry Mckillop Elementary School:

1.3%
Texas:

3.1%
Hispanic enrollment: 140 (18.0%)
Harry Mckillop Elementary School:

18.0%
State:

46.9%
Black enrollment: 50 (6.4%)
Harry Mckillop Elementary School:

6.4%
Texas:

11.6%
White enrollment: 544 (69.8%)
Here:

69.8%
Texas:

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

0.1%
Texas:

0.1%
Two or More Races enrollment: 27 (3.5%)
Here:

3.5%
Texas:

2.1%

Harry Mckillop Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 143 (18.4%)
Harry Mckillop Elementary School:

18.4%
Texas:

61.6%
Free lunch eligible students: 115 (14.8%)
Harry Mckillop Elementary School:

14.8%
Texas:

55.4%
Reduced-price lunch eligible students: 28 (3.6%)
Here:

3.6%
State:

6.2%

Harry Mckillop Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 43.5

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 18
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1

Student/Teacher Ratio
School:

17.9
Texas:

15.6

Harry Mckillop Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,548,996
  • Full-time Equivalency Count of Teachers: 31 (Salary Expenditures: $2,200,390)
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $104,187)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $60,401)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $184,018)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $249,465
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,143,942
  • Salary Expenditures for Teachers: $2,200,390
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $104,187)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $60,401)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $184,018)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $3,039

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic37
  • Asian4
  • Black2
  • IDEA4
Students Enrolled in LEP Programs: 43 (male: 22, female: 21)
  • Hispanic: 37 (male: 20, female: 17)
  • Asian: 4 (male: 2, female: 2)
  • Black: 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 served under IDEA: 68 (male: 48, female: 20)
  • Hispanic: 17 (male: 7, female: 10)
  • Black: 4 (all male)
  • White: 47 (male: 37, female: 10)

Retention:
Show data for

(State average from 2,844 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 Kindergarten: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of Kindergarten students retained
School:

2.4%
Texas:

5.2%
Total number of students retained in 2nd grade: 2 (all male)
  • White: 2

Percent of 2nd grade students retained
Here:

1.0%
State:

4.8%

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: 14 (male: 7, female: 7)
  • Hispanic: 2 (all female)
  • American Indian / Alaska Native: 2 (all male)
  • White: 10 (male: 5, female: 5)

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

18.0
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 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.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,558
  • Males1,564
  • Females1,552
  • Hispanic1,517
  • Black1,565
  • White1,568
  • Multirace1,516
Math Average Scale Score:

1,558
Texas:

1,453
Math students tested: 200
Math # Answer Documents Submitted: 200

Math Avg Items Correct:
  • Reporting Category 1: 6.6 (83%)
  • Reporting Category 2: 10.3 (79%)
  • Reporting Category 3: 5.2 (74%)
  • Reporting Category 4: 3.3 (82%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 43%

6%
24%
28%
43%
Males: (Average Scale Score: 1,564, Tested: 103, Did Not Meet Grade Level Performance: 5%, Approaches: 21%, Meets: 29%, Masters: 45%)
5%
21%
29%
45%
Females: (Average Scale Score: 1,552, Tested: 97, Did Not Meet Grade Level Performance: 6%, Approaches: 27%, Meets: 26%, Masters: 41%)
6%
27%
26%
41%
Hispanic: (Average Scale Score: 1,517, Tested: 36, Did Not Meet Grade Level Performance: 8%, Approaches: 31%, Meets: 19%, Masters: 42%)
8%
31%
19%
42%
Black: (Average Scale Score: 1,565, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 38%, Meets: 31%, Masters: 31%)
38%
31%
31%
White: (Average Scale Score: 1,568, Tested: 133, Did Not Meet Grade Level Performance: 3%, Approaches: 23%, Meets: 29%, Masters: 45%)
3%
23%
29%
45%
Multirace: (Average Scale Score: 1,516, Tested: 14, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 21%, Masters: 36%)
29%
14%
21%
36%

    Reading Average Scale Score
    (3rd Grade)

  • All1,503
  • Males1,498
  • Females1,508
  • Hispanic1,462
  • Black1,489
  • White1,515
  • Multirace1,481
Reading Average Scale Score:

1,503
Texas:

1,423
Reading students tested: 199
Reading # Answer Documents Submitted: 200

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (87%)
  • Reporting Category 2: 11.1 (74%)
  • Reporting Category 3: 10.3 (74%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 37%

8%
33%
22%
37%
Males: (Average Scale Score: 1,498, Tested: 102, Did Not Meet Grade Level Performance: 8%, Approaches: 37%, Meets: 20%, Masters: 35%)
8%
37%
20%
35%
Females: (Average Scale Score: 1,508, Tested: 97, Did Not Meet Grade Level Performance: 7%, Approaches: 30%, Meets: 24%, Masters: 39%)
7%
30%
24%
39%
Hispanic: (Average Scale Score: 1,462, Tested: 36, Did Not Meet Grade Level Performance: 14%, Approaches: 36%, Meets: 19%, Masters: 31%)
14%
36%
19%
31%
Black: (Average Scale Score: 1,489, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 47%, Meets: 7%, Masters: 31%)
15%
47%
7%
31%
White: (Average Scale Score: 1,515, Tested: 132, Did Not Meet Grade Level Performance: 5%, Approaches: 34%, Meets: 24%, Masters: 37%)
5%
34%
24%
37%
Multirace: (Average Scale Score: 1,481, Tested: 14, Did Not Meet Grade Level Performance: 14%, Approaches: 22%, Meets: 14%, Masters: 50%)
14%
22%
14%
50%

Health & Safety


Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic13
  • American Indian2
  • Black4
  • White28
  • Multirace4
  • LEP4
Chronic Student Absenteeism: 51 (male: 25, female: 26)
  • Hispanic: 13 (male: 5, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Harry Mckillop Elementary School:

65.5
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School:

10.3
State:

6.8

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: 2 (all male)
  • Hispanic: 1
  • White: 1
Instances of out-of-school suspension (Students without disabilities): 2

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

2.6
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 4 (all male)
  • Black: 2
  • White: 2
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Students with disabilities receiving one or more in-school suspension: 2 (all female)
  • Black: 2

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