Jump to a detailed profile or search site with Google Custom Search


Big Spring J H School in Big Spring, TX
(07-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 15
Address
 610 E 6TH ST
Big Spring, TX 79721
Telephone
(432) 264-4135
(make sure to verify first before calling)
Website
http://www.bsisd.esc18.net
City-data.com school rating
15
Students
649
Classroom Teachers (FTE)
47.7
Free lunch eligible students
354
Reduced-price lunch
eligible students
54
School district
BIG SPRING 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:
COAHOMA H S (10.1 miles):

68
FORSAN EL (11.3 miles):

63
BIG SPRING H S (0.4 miles):

48
COAHOMA EL (10.1 miles):

38
GOLIAD EL (1.0 miles):

27
COAHOMA J H (10.1 miles):

26
WASHINGTON EL (1.0 miles):

21
Big Spring J H School:

15
BIG SPRING INT (1.1 miles):

8
Big Spring J H School rating compared to average state, county and city schools ratings:
Texas:

54
Howard County:

35
Big Spring:

26
Big Spring J H School:

15

Students & Teachers


Total enrollment:
Enrollment in 2016: 649
Enrollment in 2015: 668
Enrollment in 2014: 960
Enrollment in 2013: 906
Enrollment in 2012: 841
Enrollment in 2011: 537
Enrollment in 2010: 529
Enrollment in 2009: 550
Enrollment in 2008: 568
Enrollment in 2007: 577
Enrollment in 2006: 617
Enrollment in 2005: 581
Enrollment in 2004: 620
Enrollment in 2003: 625
Enrollment in 2002: 660
Enrollment in 2001: 676
Enrollment in 2000: 671

Big Spring J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students332317649
Female students152144296
Male students180173353
Asian students112
Hispanic students217216433
Black students281240
White students8079159
Two or More Races students6915

Enrollment by grade:
7th grade enrollment: 332
8th grade enrollment: 317

Big Spring J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 296 (45.6%)
Here:

45.6%
State:

49.0%
Male enrollment: 353 (54.4%)
Big Spring J H School:

54.4%
Texas:

50.1%

Big Spring J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 2 (0.3%)
Here:

0.3%
Texas:

3.1%
Hispanic enrollment: 433 (66.7%)
School:

66.7%
State:

46.9%
Black enrollment: 40 (6.2%)
Big Spring J H School:

6.2%
Texas:

11.6%
White enrollment: 159 (24.5%)
Here:

24.5%
Texas:

32.3%
Two or More Races enrollment: 15 (2.3%)
Big Spring J H School:

2.3%
Texas:

2.1%

Big Spring J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 408 (62.9%)
Here:

62.9%
Texas:

61.6%
Free lunch eligible students: 354 (54.5%)
Big Spring J H School:

54.5%
Texas:

55.4%
Reduced-price lunch eligible students: 54 (8.3%)
Here:

8.3%
Texas:

6.2%

Big Spring J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 47.7

Number of FTE teachers in their first year of teaching: 5
Number of FTE teachers in their second year of teaching: 12.9
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

13.6
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,210,113
  • Full-time Equivalency Count of Teachers: 47 (Salary Expenditures: $1,764,667)
  • Full-time Equivalency Count of Instructional Aides: 3.2 (Salary Expenditures: $49,457)
  • Full-time Equivalency Count of Support Services Staff: 10.5 (Salary Expenditures: $387,390)
  • Full-time Equivalency Count of School Administration Staff: 6.3 (Salary Expenditures: $229,427)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $2,220,109
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,597,137
  • Salary Expenditures for Teachers: $2,050,650
  • Full-time Equivalency Count of Instructional Aides: 9.7 (Salary Expenditures: $150,498)
  • Full-time Equivalency Count of Support Services Staff: 11.5 (Salary Expenditures: $448,271)
  • Full-time Equivalency Count of School Administration Staff: 6.3 (Salary Expenditures: $229,427)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $2,506,092

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 21 (male: 13, female: 8)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

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

    Students with disabilities served under IDEA

  • Hispanic53
  • Black4
  • White14
  • LEP4
Students with disabilities served under IDEA: 71 (male: 44, female: 27)
  • Hispanic: 53 (male: 34, female: 19)
  • Black: 4 (all female)
  • White: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 7th grade students retained
Big Spring J H School:

1.2%
Texas:

6.0%

    Total number of students retained in 8th grade

  • Hispanic7
  • Multirace2
  • LEP2
  • IDEA2
Total number of students retained in 8th grade: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Percent of 8th grade students retained
Big Spring J H School:

2.8%
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

  • Hispanic16
  • White16
  • Multirace2
  • IDEA2
Gifted and Talented Student Enrollment: 34 (male: 21, female: 13)
  • Hispanic: 16 (male: 8, female: 8)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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

52.4
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 Average Scale Score

  • All4,332
  • Males4,443
  • Females4,252
  • Hispanic4,294
  • White4,311
Algebra I Average Scale Score:

4,332
Texas:

4,001
Algebra I students tested: 31
Algebra I # Answer Documents Submitted: 31

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.9 (81%)
  • Reporting Category 2: 8.9 (74%)
  • Reporting Category 3: 10 (72%)
  • Reporting Category 4: 7.6 (69%)
  • Reporting Category 5: 4.3 (71%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 48%

19%
33%
48%
Males: (Average Scale Score: 4,443, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 23%, Meets: 23%, Masters: 54%)
23%
23%
54%
Females: (Average Scale Score: 4,252, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 39%, Masters: 44%)
17%
39%
44%
Hispanic: (Average Scale Score: 4,294, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 21%, Meets: 32%, Masters: 47%)
21%
32%
47%
White: (Average Scale Score: 4,311, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 37%, Masters: 38%)
25%
37%
38%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,597
  • Males1,588
  • Females1,606
  • Hispanic1,587
  • Black1,531
  • White1,627
Math Average Scale Score:

1,597
State:

1,571
Math students tested: 302
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 303

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (46%)
  • Reporting Category 2: 6.4 (43%)
  • Reporting Category 3: 5.2 (44%)
  • Reporting Category 4: 2.8 (41%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 6%

51%
30%
13%
6%
Males: (Average Scale Score: 1,588, Tested: 153, Did Not Meet Grade Level Performance: 52%, Approaches: 33%, Meets: 10%, Masters: 5%)
52%
33%
10%
5%
Females: (Average Scale Score: 1,606, Tested: 149, Did Not Meet Grade Level Performance: 50%, Approaches: 27%, Meets: 16%, Masters: 7%)
50%
27%
16%
7%
Hispanic: (Average Scale Score: 1,587, Tested: 198, Did Not Meet Grade Level Performance: 56%, Approaches: 27%, Meets: 12%, Masters: 5%)
56%
27%
12%
5%
Black: (Average Scale Score: 1,531, Tested: 18, Did Not Meet Grade Level Performance: 67%, Approaches: 33%, Meets: 0%, Masters: 0%)
67%
33%
White: (Average Scale Score: 1,627, Tested: 80, Did Not Meet Grade Level Performance: 36%, Approaches: 36%, Meets: 19%, Masters: 9%)
36%
36%
19%
9%

    Reading Average Scale Score
    (7th Grade)

  • All1,583
  • Males1,561
  • Females1,606
  • Hispanic1,570
  • Black1,565
  • White1,607
Reading Average Scale Score:

1,583
Texas:

1,550
Reading students tested: 303
Reading # Answer Documents Submitted: 303

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 10.1 (56%)
  • Reporting Category 3: 8.2 (52%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 14%

48%
29%
9%
14%
Males: (Average Scale Score: 1,561, Tested: 154, Did Not Meet Grade Level Performance: 57%, Approaches: 23%, Meets: 10%, Masters: 10%)
57%
23%
10%
10%
Females: (Average Scale Score: 1,606, Tested: 149, Did Not Meet Grade Level Performance: 38%, Approaches: 35%, Meets: 10%, Masters: 17%)
38%
35%
10%
17%
Hispanic: (Average Scale Score: 1,570, Tested: 199, Did Not Meet Grade Level Performance: 51%, Approaches: 29%, Meets: 9%, Masters: 11%)
51%
29%
9%
11%
Black: (Average Scale Score: 1,565, Tested: 18, Did Not Meet Grade Level Performance: 56%, Approaches: 38%, Meets: 6%, Masters: 0%)
56%
38%
6%
White: (Average Scale Score: 1,607, Tested: 80, Did Not Meet Grade Level Performance: 40%, Approaches: 25%, Meets: 14%, Masters: 21%)
40%
25%
14%
21%

    Writing Average Scale Score
    (7th Grade)

  • All3,529
  • Males3,416
  • Females3,644
  • Hispanic3,489
  • Black3,383
  • White3,614
Writing Average Scale Score:

3,529
Texas:

3,515
Writing students tested: 300
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 301

Writing Avg Items Correct:
  • Reporting Category 1: 7.1 (44%)
  • Reporting Category 2: 7.3 (56%)
  • Reporting Category 3: 10.2 (60%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 5%

51%
29%
15%
5%
Males: (Average Scale Score: 3,416, Tested: 151, Did Not Meet Grade Level Performance: 60%, Approaches: 25%, Meets: 11%, Masters: 4%)
60%
25%
11%
4%
Females: (Average Scale Score: 3,644, Tested: 149, Did Not Meet Grade Level Performance: 42%, Approaches: 32%, Meets: 20%, Masters: 6%)
42%
32%
20%
6%
Hispanic: (Average Scale Score: 3,489, Tested: 197, Did Not Meet Grade Level Performance: 55%, Approaches: 26%, Meets: 14%, Masters: 5%)
55%
26%
14%
5%
Black: (Average Scale Score: 3,383, Tested: 18, Did Not Meet Grade Level Performance: 61%, Approaches: 39%, Meets: 0%, Masters: 0%)
61%
39%
White: (Average Scale Score: 3,614, Tested: 79, Did Not Meet Grade Level Performance: 42%, Approaches: 31%, Meets: 23%, Masters: 4%)
42%
31%
23%
4%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,588
  • Males1,572
  • Females1,603
  • Hispanic1,588
  • Black1,541
  • White1,600
  • Multirace1,607
Math Average Scale Score:

1,588
Texas:

1,539
Math students tested: 260
Math # Answer Documents Submitted: 291

Math Avg Items Correct:
  • Reporting Category 1: 2.2 (56%)
  • Reporting Category 2: 6.9 (43%)
  • Reporting Category 3: 6.1 (40%)
  • Reporting Category 4: 3 (42%)

Did Not Meet Grade Level Performance: 55%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 1%

55%
35%
9%
1%
Males: (Average Scale Score: 1,572, Tested: 124, Did Not Meet Grade Level Performance: 60%, Approaches: 35%, Meets: 5%, Masters: 0%)
60%
35%
5%
Females: (Average Scale Score: 1,603, Tested: 136, Did Not Meet Grade Level Performance: 50%, Approaches: 36%, Meets: 13%, Masters: 1%)
50%
36%
13%
1%
Hispanic: (Average Scale Score: 1,588, Tested: 193, Did Not Meet Grade Level Performance: 55%, Approaches: 35%, Meets: 10%, Masters: 0%)
55%
35%
10%
Black: (Average Scale Score: 1,541, Tested: 18, Did Not Meet Grade Level Performance: 83%, Approaches: 17%, Meets: 0%, Masters: 0%)
83%
17%
White: (Average Scale Score: 1,600, Tested: 40, Did Not Meet Grade Level Performance: 45%, Approaches: 45%, Meets: 5%, Masters: 5%)
45%
45%
5%
5%
Multirace: (Average Scale Score: 1,607, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 17%, Masters: 0%)
33%
50%
17%

    Reading Average Scale Score
    (8th Grade)

  • All1,615
  • Males1,587
  • Females1,640
  • Hispanic1,607
  • Black1,548
  • White1,661
  • Multirace1,674
Reading Average Scale Score:

1,615
Texas:

1,561
Reading students tested: 290
Reading # Answer Documents Submitted: 291

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 11.8 (62%)
  • Reporting Category 3: 9.3 (55%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 12%

45%
32%
11%
12%
Males: (Average Scale Score: 1,587, Tested: 137, Did Not Meet Grade Level Performance: 51%, Approaches: 31%, Meets: 11%, Masters: 7%)
51%
31%
11%
7%
Females: (Average Scale Score: 1,640, Tested: 153, Did Not Meet Grade Level Performance: 39%, Approaches: 34%, Meets: 11%, Masters: 16%)
39%
34%
11%
16%
Hispanic: (Average Scale Score: 1,607, Tested: 211, Did Not Meet Grade Level Performance: 46%, Approaches: 35%, Meets: 10%, Masters: 9%)
46%
35%
10%
9%
Black: (Average Scale Score: 1,548, Tested: 19, Did Not Meet Grade Level Performance: 74%, Approaches: 15%, Meets: 11%, Masters: 0%)
74%
15%
11%
White: (Average Scale Score: 1,661, Tested: 48, Did Not Meet Grade Level Performance: 29%, Approaches: 33%, Meets: 15%, Masters: 23%)
29%
33%
15%
23%
Multirace: (Average Scale Score: 1,674, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 25%, Meets: 0%, Masters: 38%)
38%
25%
38%

    Science Average Scale Score
    (8th Grade)

  • All3,705
  • Males3,707
  • Females3,703
  • Hispanic3,666
  • Black3,469
  • White3,874
  • Multirace3,970
Science Average Scale Score:

3,705
Texas:

3,634
Science students tested: 289
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 293

Science Avg Items Correct:
  • Reporting Category 1: 6.2 (57%)
  • Reporting Category 2: 5 (56%)
  • Reporting Category 3: 6.6 (60%)
  • Reporting Category 4: 6.6 (60%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 12%

41%
28%
19%
12%
Males: (Average Scale Score: 3,707, Tested: 135, Did Not Meet Grade Level Performance: 44%, Approaches: 26%, Meets: 13%, Masters: 17%)
44%
26%
13%
17%
Females: (Average Scale Score: 3,703, Tested: 154, Did Not Meet Grade Level Performance: 38%, Approaches: 30%, Meets: 24%, Masters: 8%)
38%
30%
24%
8%
Hispanic: (Average Scale Score: 3,666, Tested: 210, Did Not Meet Grade Level Performance: 43%, Approaches: 27%, Meets: 19%, Masters: 11%)
43%
27%
19%
11%
Black: (Average Scale Score: 3,469, Tested: 19, Did Not Meet Grade Level Performance: 63%, Approaches: 26%, Meets: 6%, Masters: 5%)
63%
26%
6%
5%
White: (Average Scale Score: 3,874, Tested: 48, Did Not Meet Grade Level Performance: 29%, Approaches: 31%, Meets: 23%, Masters: 17%)
29%
31%
23%
17%
Multirace: (Average Scale Score: 3,970, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 13%, Masters: 25%)
25%
37%
13%
25%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,428
  • Males3,457
  • Females3,403
  • Hispanic3,416
  • Black3,308
  • White3,469
  • Multirace3,525
Social Studies Average Scale Score:

3,428
State:

3,461
Social Studies students tested: 289
# Absent - Not Tested: 4
Social Studies # Answer Documents Submitted: 293

Social Studies Avg Items Correct:
  • Reporting Category 1: 8 (47%)
  • Reporting Category 2: 4.8 (48%)
  • Reporting Category 3: 4.4 (44%)
  • Reporting Category 4: 3 (43%)

Did Not Meet Grade Level Performance: 65%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 5%
Masters Grade Level Performance: 6%

65%
24%
5%
6%
Males: (Average Scale Score: 3,457, Tested: 135, Did Not Meet Grade Level Performance: 63%, Approaches: 23%, Meets: 6%, Masters: 8%)
63%
23%
6%
8%
Females: (Average Scale Score: 3,403, Tested: 154, Did Not Meet Grade Level Performance: 66%, Approaches: 26%, Meets: 5%, Masters: 3%)
66%
26%
5%
3%
Hispanic: (Average Scale Score: 3,416, Tested: 210, Did Not Meet Grade Level Performance: 64%, Approaches: 26%, Meets: 6%, Masters: 4%)
64%
26%
6%
4%
Black: (Average Scale Score: 3,308, Tested: 19, Did Not Meet Grade Level Performance: 79%, Approaches: 10%, Meets: 6%, Masters: 5%)
79%
10%
6%
5%
White: (Average Scale Score: 3,469, Tested: 48, Did Not Meet Grade Level Performance: 67%, Approaches: 18%, Meets: 7%, Masters: 8%)
67%
18%
7%
8%
Multirace: (Average Scale Score: 3,525, Tested: 8, Did Not Meet Grade Level Performance: 63%, Approaches: 25%, Meets: 0%, Masters: 13%)
63%
25%
13%

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): 94

    Students without disabilities who received corporal punishment

  • Hispanic43
  • Black5
  • White10
  • Multirace2
  • LEP2
Students without disabilities who received corporal punishment: 60 (male: 41, female: 19)
  • Hispanic: 43 (male: 26, female: 17)
  • Black: 5 (all male)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of corporal punishment (Students with disabilities): 27

    Students with disabilities who received corporal punishment

  • Hispanic10
  • Black4
  • White2
  • LEP2
Students with disabilities who received corporal punishment: 16 (male: 12, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic79
  • Black4
  • White28
  • Multirace2
  • LEP4
  • IDEA16
Chronic Student Absenteeism: 113 (male: 60, female: 53)
  • Hispanic: 79 (male: 41, female: 38)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
Chronic Student Absenteeism per 1,000 students
Here:

174.1
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

  • Hispanic274
  • Black47
  • White129
  • Multirace34
  • LEP3
  • IDEA54
School days missed due to out-of-school suspension: 484 (male: 312, female: 172)
  • Hispanic: 274 (male: 150, female: 124)
  • Black: 47 (male: 42, female: 5)
  • White: 129 (male: 115, female: 14)
  • Two or More Races: 34 (male: 5, female: 29)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 54 (male: 36, female: 18)
Instances of out-of-school suspension (Students without disabilities): 282

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

434.5
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic76
  • Black13
  • White22
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 113 (male: 69, female: 44)
  • Hispanic: 76 (male: 44, female: 32)
  • Black: 13 (male: 11, female: 2)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic37
  • Black10
  • White16
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 63 (male: 36, female: 27)
  • Hispanic: 37 (male: 20, female: 17)
  • Black: 10 (male: 8, female: 2)
  • White: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic34
  • Black2
  • White13
  • Multirace4
Students without disabilities receiving more than one out-of-school suspension: 53 (male: 32, female: 21)
  • Hispanic: 34 (male: 17, female: 17)
  • Black: 2 (all male)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 37

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

57.0
Texas:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic19
  • Black4
  • White5
  • LEP2
Students with disabilities receiving one or more in-school suspension: 28 (male: 18, female: 10)
  • Hispanic: 19 (male: 11, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 13 (male: 6, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • Two or More Races: 2 (all male)

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 under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Big Spring J H School:

3.1
State:

26.6
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here:

3.1
Texas:

2.2

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: 19 (male: 9, female: 10)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all male)
  • White: 10 (male: 5, female: 5)
8th grade studenst who passed Algebra I: 19 (male: 8, female: 11)
  • Hispanic: 11 (male: 4, female: 7)
  • White: 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Big Spring J H School:

100.0%
State:

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: 2


Student Enrollment in Geometry: 8 (male: 4, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • White: 4 (male: 2, female: 2)

Comments

Review, comment, or add new information about this topic:

Discuss Big Spring, Texas (TX) on our hugely popular Texas forum.

  1. All Cities
  2. Texas
  3. Big Spring main city page
  4. Schools in Texas
  5. Big Spring J H School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents