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Elfida Chavez Elementary School in El Paso, TX
(PK-05 • 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 84
Address
 11720 PEBBLE HILLS
EL PASO, TX 79936
Telephone
(915) 937-8300
(make sure to verify first before calling)
Website
http://www.sisd.net
City-data.com school rating
84
Students
766
Classroom Teachers (FTE)
40.5
Free lunch eligible students
475
Reduced-price lunch
eligible students
93
School district
SOCORRO 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:
Elfida Chavez Elementary School:

84
BILL SYBERT SCHOOL (0.9 miles):

80
WILLIAM D SLIDER MIDDLE (1.3 miles):

80
PASO DEL NORTE SCHOOL (1.2 miles):

76
O'SHEA KELEHER EL (1.3 miles):

75
JANE A HAMBRIC SCHOOL (1.0 miles):

67
MONTWOOD MIDDLE (0.1 miles):

64
BENITO MARTINEZ EL (0.5 miles):

60
MONTWOOD H S (1.3 miles):

50
Elfida Chavez Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
El Paso County:

54
El Paso:

56
Elfida Chavez Elementary School:

84

Students & Teachers


Total enrollment:
Enrollment in 2016: 766
Enrollment in 2015: 845
Enrollment in 2014: 920
Enrollment in 2013: 987
Enrollment in 2012: 971
Enrollment in 2011: 1,012
Enrollment in 2010: 1,051
Enrollment in 2009: 1,087
Enrollment in 2008: 1,119
Enrollment in 2007: 1,141
Enrollment in 2006: 1,123
Enrollment in 2005: 1,069
Enrollment in 2004: 1,052
Enrollment in 2003: 1,246
Enrollment in 2002: 1,253
Enrollment in 2001: 1,197
Enrollment in 2000: 1,568
Enrollment in 1999: 1,193

Elfida Chavez Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students16105123130126113153766
Female students4495963615176363
Male students12566467656277403
American Indian/Alaska Native students - - - - 1 - - 1
Asian students1112 - - 510
Hispanic students1497115123117111138715
Black students - 3222 - 312
White students134262523
Hawaiian Native/Pacific Islander students - 1 - 1 - - 24
Two or More Races students - - 1 - - - - 1

Enrollment by grade:
Pre-Kindergarten enrollment: 16
Kindergarten enrollment: 105
1st grade enrollment: 123
2nd grade enrollment: 130
3rd grade enrollment: 126
4th grade enrollment: 113
5th grade enrollment: 153

Elfida Chavez Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 363 (47.4%)
Elfida Chavez Elementary School:

47.4%
Texas:

49.0%
Male enrollment: 403 (52.6%)
Elfida Chavez Elementary School:

52.6%
State:

50.1%

Elfida Chavez Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Here:

0.1%
State:

0.4%
Asian enrollment: 10 (1.3%)
Here:

1.3%
Texas:

3.1%
Hispanic enrollment: 715 (93.3%)
Here:

93.3%
Texas:

46.9%
Black enrollment: 12 (1.6%)
School:

1.6%
State:

11.6%
White enrollment: 23 (3.0%)
Here:

3.0%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 4 (0.5%)
School:

0.5%
State:

0.1%
Two or More Races enrollment: 1 (0.1%)
School:

0.1%
State:

2.1%

Elfida Chavez Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 568 (74.2%)
Here:

74.2%
State:

61.6%
Free lunch eligible students: 475 (62.0%)
School:

62.0%
Texas:

55.4%
Reduced-price lunch eligible students: 93 (12.1%)
Here:

12.1%
State:

6.2%

Elfida Chavez Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 40.5

Number of FTE teachers in their first year of teaching: 2.9
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE security guards: 1
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

18.9
Texas:

15.6

Elfida Chavez Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,306,389
  • Full-time Equivalency Count of Teachers: 39.5 (Salary Expenditures: $1,813,259)
  • Full-time Equivalency Count of Instructional Aides: 3.9 (Salary Expenditures: $49,802)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $282,723)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $160,605)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $87,738
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,592,161
  • Salary Expenditures for Teachers: $2,025,029
  • Full-time Equivalency Count of Instructional Aides: 6.9 (Salary Expenditures: $123,804)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $282,723)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $160,605)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic187
  • Asian2
  • White7
  • IDEA13
Students Enrolled in LEP Programs: 196 (male: 108, female: 88)
  • Hispanic: 187 (male: 104, female: 83)
  • Asian: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, 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: 78 (male: 56, female: 22)
  • Hispanic: 74 (male: 52, female: 22)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 20 (male: 16, female: 4)

    Students with disabilities served under Section 504

  • Hispanic25
  • Black2
  • White4
  • LEP5
Students with disabilities served under Section 504: 31 (male: 19, female: 12)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

Retention:
Show data for

(State average from 3,201 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 2nd grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 2nd grade students retained
Here:

1.5%
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: 13 (male: 8, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

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

17.0
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)

  • All1,479
  • Males1,482
  • Females1,475
  • Hispanic1,479
Math Average Scale Score:

1,479
State:

1,453
Math students tested: 130
Math # Answer Documents Submitted: 131

Math Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 8.9 (68%)
  • Reporting Category 3: 4.5 (65%)
  • Reporting Category 4: 3.1 (77%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 23%

13%
36%
28%
23%
Males: (Average Scale Score: 1,482, Tested: 68, Did Not Meet Grade Level Performance: 6%, Approaches: 41%, Meets: 32%, Masters: 21%)
6%
41%
32%
21%
Females: (Average Scale Score: 1,475, Tested: 62, Did Not Meet Grade Level Performance: 21%, Approaches: 31%, Meets: 22%, Masters: 26%)
21%
31%
22%
26%
Hispanic: (Average Scale Score: 1,479, Tested: 123, Did Not Meet Grade Level Performance: 12%, Approaches: 37%, Meets: 27%, Masters: 24%)
12%
37%
27%
24%

    Reading Average Scale Score
    (3rd Grade)

  • All1,453
  • Males1,463
  • Females1,442
  • Hispanic1,452
Reading Average Scale Score:

1,453
Texas:

1,423
Reading students tested: 129
Reading # Answer Documents Submitted: 130

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (82%)
  • Reporting Category 2: 10.4 (70%)
  • Reporting Category 3: 9.2 (66%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 20%

18%
36%
26%
20%
Males: (Average Scale Score: 1,463, Tested: 66, Did Not Meet Grade Level Performance: 14%, Approaches: 39%, Meets: 26%, Masters: 21%)
14%
39%
26%
21%
Females: (Average Scale Score: 1,442, Tested: 63, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 25%, Masters: 19%)
22%
34%
25%
19%
Hispanic: (Average Scale Score: 1,452, Tested: 122, Did Not Meet Grade Level Performance: 18%, Approaches: 36%, Meets: 26%, Masters: 20%)
18%
36%
26%
20%
3rd Grade (Spanish)
Reading students tested: 1
Reading # Answer Documents Submitted: 1

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,591
  • Males1,576
  • Females1,604
  • Hispanic1,591
  • Black1,521
Math Average Scale Score:

1,591
State:

1,546
Math students tested: 148
Math # Answer Documents Submitted: 148

Math Avg Items Correct:
  • Reporting Category 1: 6.7 (75%)
  • Reporting Category 2: 7.8 (71%)
  • Reporting Category 3: 6.9 (69%)
  • Reporting Category 4: 2.9 (71%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 32%

13%
30%
25%
32%
Males: (Average Scale Score: 1,576, Tested: 71, Did Not Meet Grade Level Performance: 17%, Approaches: 35%, Meets: 16%, Masters: 32%)
17%
35%
16%
32%
Females: (Average Scale Score: 1,604, Tested: 77, Did Not Meet Grade Level Performance: 9%, Approaches: 26%, Meets: 34%, Masters: 31%)
9%
26%
34%
31%
Hispanic: (Average Scale Score: 1,591, Tested: 134, Did Not Meet Grade Level Performance: 13%, Approaches: 30%, Meets: 25%, Masters: 32%)
13%
30%
25%
32%
Black: (Average Scale Score: 1,521, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 0%, Masters: 20%)
20%
60%
20%

    Reading Average Scale Score
    (4th Grade)

  • All1,561
  • Males1,535
  • Females1,586
  • Hispanic1,559
  • Black1,547
Reading Average Scale Score:

1,561
Texas:

1,496
Reading students tested: 148
Reading # Answer Documents Submitted: 148

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (73%)
  • Reporting Category 2: 11 (73%)
  • Reporting Category 3: 9.3 (72%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 32%

19%
24%
25%
32%
Males: (Average Scale Score: 1,535, Tested: 71, Did Not Meet Grade Level Performance: 24%, Approaches: 30%, Meets: 21%, Masters: 25%)
24%
30%
21%
25%
Females: (Average Scale Score: 1,586, Tested: 77, Did Not Meet Grade Level Performance: 14%, Approaches: 20%, Meets: 28%, Masters: 38%)
14%
20%
28%
38%
Hispanic: (Average Scale Score: 1,559, Tested: 134, Did Not Meet Grade Level Performance: 20%, Approaches: 24%, Meets: 25%, Masters: 31%)
20%
24%
25%
31%
Black: (Average Scale Score: 1,547, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 40%, Masters: 20%)
20%
20%
40%
20%

    Writing Average Scale Score
    (4th Grade)

  • All3,990
  • Males3,866
  • Females4,102
  • Hispanic3,974
  • Black3,599
Writing Average Scale Score:

3,990
State:

3,570
Writing students tested: 149
Writing # Answer Documents Submitted: 149

Writing Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 4.6 (58%)
  • Reporting Category 3: 12.3 (77%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 17%

24%
24%
35%
17%
Males: (Average Scale Score: 3,866, Tested: 71, Did Not Meet Grade Level Performance: 35%, Approaches: 26%, Meets: 26%, Masters: 13%)
35%
26%
26%
13%
Females: (Average Scale Score: 4,102, Tested: 78, Did Not Meet Grade Level Performance: 14%, Approaches: 22%, Meets: 43%, Masters: 21%)
14%
22%
43%
21%
Hispanic: (Average Scale Score: 3,974, Tested: 135, Did Not Meet Grade Level Performance: 25%, Approaches: 24%, Meets: 35%, Masters: 16%)
25%
24%
35%
16%
Black: (Average Scale Score: 3,599, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 20%, Masters: 0%)
40%
40%
20%
4th Grade (Spanish)
Math students tested: 4
Math # Answer Documents Submitted: 4

Reading students tested: 4
Reading # Answer Documents Submitted: 4

Writing students tested: 4
Writing # Answer Documents Submitted: 4

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,668
  • Males1,667
  • Females1,668
  • Hispanic1,674
Math Average Scale Score:

1,668
State:

1,603
Math students tested: 147
Math # Answer Documents Submitted: 147

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 13 (77%)
  • Reporting Category 3: 6.5 (72%)
  • Reporting Category 4: 2.9 (72%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 38%

8%
23%
31%
38%
Males: (Average Scale Score: 1,667, Tested: 75, Did Not Meet Grade Level Performance: 12%, Approaches: 20%, Meets: 29%, Masters: 39%)
12%
20%
29%
39%
Females: (Average Scale Score: 1,668, Tested: 72, Did Not Meet Grade Level Performance: 4%, Approaches: 25%, Meets: 33%, Masters: 38%)
4%
25%
33%
38%
Hispanic: (Average Scale Score: 1,674, Tested: 139, Did Not Meet Grade Level Performance: 7%, Approaches: 21%, Meets: 32%, Masters: 40%)
7%
21%
32%
40%

    Reading Average Scale Score
    (5th Grade)

  • All1,615
  • Males1,606
  • Females1,624
  • Hispanic1,619
Reading Average Scale Score:

1,615
Texas:

1,546
Reading students tested: 144
Reading # Answer Documents Submitted: 144

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (77%)
  • Reporting Category 2: 12.3 (77%)
  • Reporting Category 3: 9.9 (71%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 32%

16%
23%
29%
32%
Males: (Average Scale Score: 1,606, Tested: 73, Did Not Meet Grade Level Performance: 22%, Approaches: 23%, Meets: 25%, Masters: 30%)
22%
23%
25%
30%
Females: (Average Scale Score: 1,624, Tested: 71, Did Not Meet Grade Level Performance: 10%, Approaches: 22%, Meets: 34%, Masters: 34%)
10%
22%
34%
34%
Hispanic: (Average Scale Score: 1,619, Tested: 136, Did Not Meet Grade Level Performance: 15%, Approaches: 21%, Meets: 31%, Masters: 33%)
15%
21%
31%
33%

    Science Average Scale Score
    (5th Grade)

  • All3,994
  • Males4,028
  • Females3,958
  • Hispanic4,006
Science Average Scale Score:

3,994
Texas:

3,771
Science students tested: 146
Science # Answer Documents Submitted: 146

Science Avg Items Correct:
  • Reporting Category 1: 4.3 (72%)
  • Reporting Category 2: 6.1 (77%)
  • Reporting Category 3: 7.3 (73%)
  • Reporting Category 4: 9.2 (76%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 22%

13%
35%
30%
22%
Males: (Average Scale Score: 4,028, Tested: 75, Did Not Meet Grade Level Performance: 12%, Approaches: 33%, Meets: 28%, Masters: 27%)
12%
33%
28%
27%
Females: (Average Scale Score: 3,958, Tested: 71, Did Not Meet Grade Level Performance: 14%, Approaches: 37%, Meets: 32%, Masters: 17%)
14%
37%
32%
17%
Hispanic: (Average Scale Score: 4,006, Tested: 138, Did Not Meet Grade Level Performance: 12%, Approaches: 34%, Meets: 32%, Masters: 22%)
12%
34%
32%
22%
5th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 4
Reading # Answer Documents Submitted: 4

Science students tested: 2
Science # Answer Documents Submitted: 2

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

  • Hispanic37
  • Asian2
  • White2
  • LEP7
  • IDEA10
  • 5042
Chronic Student Absenteeism: 41 (male: 25, female: 16)
  • Hispanic: 37 (male: 23, female: 14)
  • Asian: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Elfida Chavez Elementary School:

53.5
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: 2 (all male)
  • Hispanic: 2

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

2.6
Texas:

7.2

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: 11 (male: 8, female: 3)
  • Hispanic: 11 (male: 8, female: 3)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 3 (all male)
Instances of out-of-school suspension (Students without disabilities): 5

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

6.5
State:

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

1.3
Texas:

27.5
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 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.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Elfida Chavez Elementary School:

2.6
Texas:

26.6

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