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Jim Barnes Middle School in Seguin, TX
(06-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 53
Address
 1539 JOE CARRILLO ST
Seguin, TX 78155
Telephone
(830) 401-8756
(make sure to verify first before calling)
Website
http://www.seguin.k12.tx.us
City-data.com school rating
53
Students
806
Classroom Teachers (FTE)
50.4
Free lunch eligible students
433
Reduced-price lunch
eligible students
57
School district
SEGUIN ISD
Charter school
No
Title I status
Title I schoolwide eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
KOENNECKE EL (0.2 miles):

73
VOGEL EL (3.4 miles):

56
WEINERT EL (1.9 miles):

54
Jim Barnes Middle School:

53
ORALIA R RODRIGUEZ EL (2.4 miles):

52
JEFFERSON AVE EL (2.5 miles):

45
SEGUIN H S (1.4 miles):

36
PATLAN EL (3.0 miles):

34
MERCER & BLUMBERG LRN CTR (1.7 miles):

9
Jim Barnes Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Guadalupe County:

60
Seguin:

51
Jim Barnes Middle School:

53

Students & Teachers


Total enrollment:
Enrollment in 2016: 806
Enrollment in 2015: 530
Enrollment in 2014: 534
Enrollment in 2013: 530
Enrollment in 2012: 547
Enrollment in 2011: 536
Enrollment in 2010: 549
Enrollment in 2009: 564
Enrollment in 2008: 551
Enrollment in 2007: 541
Enrollment in 2006: 556
Enrollment in 2005: 577
Enrollment in 2004: 495
Enrollment in 2003: 491
Enrollment in 2002: 484
Enrollment in 2001: 410
Enrollment in 2000: 436
Enrollment in 1999: 478

Jim Barnes Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students298239269806
Female students155119149423
Male students143120120383
American Indian/Alaska Native students1113
Asian students3339
Hispanic students214167165546
Black students1791238
White students625886206
Hawaiian Native/Pacific Islander students - - 11
Two or More Races students1113

Enrollment by grade:
6th grade enrollment: 298
7th grade enrollment: 239
8th grade enrollment: 269

Jim Barnes Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 423 (52.5%)
Jim Barnes Middle School:

52.5%
Texas:

49.0%
Male enrollment: 383 (47.5%)
Here:

47.5%
State:

50.1%

Jim Barnes Middle School - Historical enrollment by gender


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

0.4%
Texas:

0.4%
Asian enrollment: 9 (1.1%)
School:

1.1%
State:

3.1%
Hispanic enrollment: 546 (67.7%)
Jim Barnes Middle School:

67.7%
State:

46.9%
Black enrollment: 38 (4.7%)
Jim Barnes Middle School:

4.7%
Texas:

11.6%
White enrollment: 206 (25.6%)
Jim Barnes Middle School:

25.6%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Jim Barnes Middle School:

0.1%
State:

0.1%
Two or More Races enrollment: 3 (0.4%)
Jim Barnes Middle School:

0.4%
Texas:

2.1%

Jim Barnes Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 490 (60.8%)
Jim Barnes Middle School:

60.8%
State:

61.6%
Free lunch eligible students: 433 (53.7%)
Jim Barnes Middle School:

53.7%
Texas:

55.4%
Reduced-price lunch eligible students: 57 (7.1%)
School:

7.1%
Texas:

6.2%

Jim Barnes Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 50.4

Number of FTE teachers in their first year of teaching: 9
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Jim Barnes Middle School:

16.0
State:

15.6

Jim Barnes Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,892,090
  • Full-time Equivalency Count of Teachers: 44 (Salary Expenditures: $2,241,825)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $13,043)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $308,044)
  • Full-time Equivalency Count of School Administration Staff: 6.5 (Salary Expenditures: $329,177)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $179,963
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,295,961
  • Salary Expenditures for Teachers: $2,565,721
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $91,222)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $309,841)
  • Full-time Equivalency Count of School Administration Staff: 6.5 (Salary Expenditures: $329,177)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $179,963

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic31
  • American Indian2
  • Asian4
  • IDEA7
Students Enrolled in LEP Programs: 37 (male: 19, female: 18)
  • Hispanic: 31 (male: 17, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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

  • Hispanic56
  • Black4
  • White23
  • LEP7
Students with disabilities served under IDEA: 83 (male: 57, female: 26)
  • Hispanic: 56 (male: 37, female: 19)
  • Black: 4 (all male)
  • White: 23 (male: 16, female: 7)
  • Limited English Proficiency (LEP): 7 (all male)

    Students with disabilities served under Section 504

  • Hispanic40
  • American Indian2
  • Black4
  • White25
  • LEP2
Students with disabilities served under Section 504: 71 (male: 39, female: 32)
  • Hispanic: 40 (male: 23, female: 17)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 14, female: 11)
  • Limited English Proficiency (LEP): 2 (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 8th grade: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Percent of 8th grade students retained
Here:

0.7%
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

  • Hispanic25
  • Asian2
  • Black2
  • White37
  • LEP2
Gifted and Talented Student Enrollment: 66 (male: 36, female: 30)
  • Hispanic: 25 (male: 14, female: 11)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 37 (male: 20, female: 17)
  • Limited English Proficiency (LEP): 2 (all male)

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

81.9
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,889
  • Males4,936
  • Females4,786
  • Hispanic4,700
  • White5,132
Algebra I Average Scale Score:

4,889
State:

4,001
Algebra I students tested: 45
Algebra I # Answer Documents Submitted: 45

Algebra I Avg Items Correct:
  • Reporting Category 1: 9.5 (86%)
  • Reporting Category 2: 10.6 (88%)
  • Reporting Category 3: 12.3 (88%)
  • Reporting Category 4: 9.8 (89%)
  • Reporting Category 5: 5.8 (96%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 4%
Masters Grade Level Performance: 96%

4%
96%
Males: (Average Scale Score: 4,936, Tested: 31, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 3%, Masters: 97%)
3%
97%
Females: (Average Scale Score: 4,786, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 7%, Masters: 93%)
7%
93%
Hispanic: (Average Scale Score: 4,700, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 4%, Masters: 96%)
4%
96%
White: (Average Scale Score: 5,132, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 5%, Masters: 95%)
5%
95%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,612
  • Males1,613
  • Females1,612
  • Hispanic1,593
  • Black1,591
  • White1,666
Math Average Scale Score:

1,612
Texas:

1,546
Math students tested: 298
Math # Answer Documents Submitted: 298

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (53%)
  • Reporting Category 2: 7.6 (51%)
  • Reporting Category 3: 3 (50%)
  • Reporting Category 4: 3.5 (51%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 12%

27%
37%
24%
12%
Males: (Average Scale Score: 1,613, Tested: 157, Did Not Meet Grade Level Performance: 29%, Approaches: 35%, Meets: 23%, Masters: 13%)
29%
35%
23%
13%
Females: (Average Scale Score: 1,612, Tested: 141, Did Not Meet Grade Level Performance: 26%, Approaches: 39%, Meets: 25%, Masters: 10%)
26%
39%
25%
10%
Hispanic: (Average Scale Score: 1,593, Tested: 198, Did Not Meet Grade Level Performance: 33%, Approaches: 40%, Meets: 18%, Masters: 9%)
33%
40%
18%
9%
Black: (Average Scale Score: 1,591, Tested: 15, Did Not Meet Grade Level Performance: 27%, Approaches: 53%, Meets: 7%, Masters: 13%)
27%
53%
7%
13%
White: (Average Scale Score: 1,666, Tested: 80, Did Not Meet Grade Level Performance: 13%, Approaches: 28%, Meets: 40%, Masters: 20%)
13%
28%
40%
20%

    Reading Average Scale Score
    (6th Grade)

  • All1,540
  • Males1,523
  • Females1,559
  • Hispanic1,517
  • Black1,536
  • White1,598
Reading Average Scale Score:

1,540
State:

1,457
Reading students tested: 297
Reading # Answer Documents Submitted: 298

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 11 (65%)
  • Reporting Category 3: 8.2 (54%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 12%

44%
29%
15%
12%
Males: (Average Scale Score: 1,523, Tested: 156, Did Not Meet Grade Level Performance: 49%, Approaches: 30%, Meets: 12%, Masters: 9%)
49%
30%
12%
9%
Females: (Average Scale Score: 1,559, Tested: 141, Did Not Meet Grade Level Performance: 38%, Approaches: 29%, Meets: 18%, Masters: 15%)
38%
29%
18%
15%
Hispanic: (Average Scale Score: 1,517, Tested: 197, Did Not Meet Grade Level Performance: 52%, Approaches: 30%, Meets: 9%, Masters: 9%)
52%
30%
9%
9%
Black: (Average Scale Score: 1,536, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 47%, Meets: 20%, Masters: 0%)
33%
47%
20%
White: (Average Scale Score: 1,598, Tested: 80, Did Not Meet Grade Level Performance: 25%, Approaches: 27%, Meets: 27%, Masters: 21%)
25%
27%
27%
21%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,617
  • Males1,604
  • Females1,630
  • Hispanic1,606
  • Black1,625
  • White1,645
Math Average Scale Score:

1,617
Texas:

1,571
Math students tested: 263
Math # Answer Documents Submitted: 265

Math Avg Items Correct:
  • Reporting Category 1: 3.4 (57%)
  • Reporting Category 2: 7.3 (48%)
  • Reporting Category 3: 5.6 (47%)
  • Reporting Category 4: 2.6 (38%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 7%

41%
30%
22%
7%
Males: (Average Scale Score: 1,604, Tested: 131, Did Not Meet Grade Level Performance: 46%, Approaches: 27%, Meets: 22%, Masters: 5%)
46%
27%
22%
5%
Females: (Average Scale Score: 1,630, Tested: 132, Did Not Meet Grade Level Performance: 36%, Approaches: 33%, Meets: 22%, Masters: 9%)
36%
33%
22%
9%
Hispanic: (Average Scale Score: 1,606, Tested: 180, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 16%, Masters: 7%)
46%
31%
16%
7%
Black: (Average Scale Score: 1,625, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 17%, Masters: 0%)
33%
50%
17%
White: (Average Scale Score: 1,645, Tested: 72, Did Not Meet Grade Level Performance: 28%, Approaches: 29%, Meets: 35%, Masters: 8%)
28%
29%
35%
8%

    Reading Average Scale Score
    (7th Grade)

  • All1,624
  • Males1,575
  • Females1,672
  • Hispanic1,607
  • Black1,578
  • White1,668
Reading Average Scale Score:

1,624
State:

1,550
Reading students tested: 265
Reading # Answer Documents Submitted: 265

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 11.2 (62%)
  • Reporting Category 3: 9.4 (59%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 22%

37%
25%
16%
22%
Males: (Average Scale Score: 1,575, Tested: 131, Did Not Meet Grade Level Performance: 51%, Approaches: 24%, Meets: 12%, Masters: 13%)
51%
24%
12%
13%
Females: (Average Scale Score: 1,672, Tested: 134, Did Not Meet Grade Level Performance: 24%, Approaches: 26%, Meets: 19%, Masters: 31%)
24%
26%
19%
31%
Hispanic: (Average Scale Score: 1,607, Tested: 181, Did Not Meet Grade Level Performance: 43%, Approaches: 24%, Meets: 16%, Masters: 17%)
43%
24%
16%
17%
Black: (Average Scale Score: 1,578, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 0%, Masters: 17%)
50%
33%
17%
White: (Average Scale Score: 1,668, Tested: 73, Did Not Meet Grade Level Performance: 25%, Approaches: 24%, Meets: 18%, Masters: 33%)
25%
24%
18%
33%

    Writing Average Scale Score
    (7th Grade)

  • All3,735
  • Males3,508
  • Females3,962
  • Hispanic3,661
  • Black3,544
  • White3,918
Writing Average Scale Score:

3,735
State:

3,515
Writing students tested: 262
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 264

Writing Avg Items Correct:
  • Reporting Category 1: 8.2 (51%)
  • Reporting Category 2: 8 (61%)
  • Reporting Category 3: 11.2 (66%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 11%

42%
23%
24%
11%
Males: (Average Scale Score: 3,508, Tested: 131, Did Not Meet Grade Level Performance: 60%, Approaches: 19%, Meets: 16%, Masters: 5%)
60%
19%
16%
5%
Females: (Average Scale Score: 3,962, Tested: 131, Did Not Meet Grade Level Performance: 24%, Approaches: 26%, Meets: 33%, Masters: 17%)
24%
26%
33%
17%
Hispanic: (Average Scale Score: 3,661, Tested: 178, Did Not Meet Grade Level Performance: 46%, Approaches: 23%, Meets: 23%, Masters: 8%)
46%
23%
23%
8%
Black: (Average Scale Score: 3,544, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 17%, Masters: 0%)
50%
33%
17%
White: (Average Scale Score: 3,918, Tested: 73, Did Not Meet Grade Level Performance: 33%, Approaches: 20%, Meets: 29%, Masters: 18%)
33%
20%
29%
18%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,697
  • Males1,668
  • Females1,722
  • Hispanic1,697
  • Black1,651
  • White1,715
Math Average Scale Score:

1,697
State:

1,539
Math students tested: 224
Math # Answer Documents Submitted: 269

Math Avg Items Correct:
  • Reporting Category 1: 2.6 (66%)
  • Reporting Category 2: 9.8 (62%)
  • Reporting Category 3: 9.6 (64%)
  • Reporting Category 4: 4.3 (62%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 42%
Masters Grade Level Performance: 11%

23%
24%
42%
11%
Males: (Average Scale Score: 1,668, Tested: 102, Did Not Meet Grade Level Performance: 29%, Approaches: 31%, Meets: 33%, Masters: 7%)
29%
31%
33%
7%
Females: (Average Scale Score: 1,722, Tested: 122, Did Not Meet Grade Level Performance: 17%, Approaches: 19%, Meets: 50%, Masters: 14%)
17%
19%
50%
14%
Hispanic: (Average Scale Score: 1,697, Tested: 165, Did Not Meet Grade Level Performance: 21%, Approaches: 27%, Meets: 40%, Masters: 12%)
21%
27%
40%
12%
Black: (Average Scale Score: 1,651, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 12%, Meets: 38%, Masters: 6%)
44%
12%
38%
6%
White: (Average Scale Score: 1,715, Tested: 39, Did Not Meet Grade Level Performance: 21%, Approaches: 15%, Meets: 56%, Masters: 8%)
21%
15%
56%
8%

    Reading Average Scale Score
    (8th Grade)

  • All1,653
  • Males1,641
  • Females1,666
  • Hispanic1,640
  • Black1,599
  • White1,711
Reading Average Scale Score:

1,653
Texas:

1,561
Reading students tested: 268
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 269

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 12.7 (67%)
  • Reporting Category 3: 10.7 (63%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 22%

28%
36%
14%
22%
Males: (Average Scale Score: 1,641, Tested: 133, Did Not Meet Grade Level Performance: 35%, Approaches: 33%, Meets: 9%, Masters: 23%)
35%
33%
9%
23%
Females: (Average Scale Score: 1,666, Tested: 135, Did Not Meet Grade Level Performance: 21%, Approaches: 39%, Meets: 19%, Masters: 21%)
21%
39%
19%
21%
Hispanic: (Average Scale Score: 1,640, Tested: 188, Did Not Meet Grade Level Performance: 29%, Approaches: 40%, Meets: 16%, Masters: 15%)
29%
40%
16%
15%
Black: (Average Scale Score: 1,599, Tested: 18, Did Not Meet Grade Level Performance: 39%, Approaches: 44%, Meets: 6%, Masters: 11%)
39%
44%
6%
11%
White: (Average Scale Score: 1,711, Tested: 57, Did Not Meet Grade Level Performance: 25%, Approaches: 19%, Meets: 14%, Masters: 42%)
25%
19%
14%
42%

    Science Average Scale Score
    (8th Grade)

  • All3,880
  • Males3,929
  • Females3,832
  • Hispanic3,788
  • Black3,589
  • White4,257
Science Average Scale Score:

3,880
State:

3,634
Science students tested: 270
Science # Answer Documents Submitted: 270

Science Avg Items Correct:
  • Reporting Category 1: 7.1 (65%)
  • Reporting Category 2: 5.6 (62%)
  • Reporting Category 3: 6.8 (62%)
  • Reporting Category 4: 7.4 (67%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 20%

26%
29%
25%
20%
Males: (Average Scale Score: 3,929, Tested: 133, Did Not Meet Grade Level Performance: 29%, Approaches: 23%, Meets: 23%, Masters: 25%)
29%
23%
23%
25%
Females: (Average Scale Score: 3,832, Tested: 137, Did Not Meet Grade Level Performance: 24%, Approaches: 34%, Meets: 27%, Masters: 15%)
24%
34%
27%
15%
Hispanic: (Average Scale Score: 3,788, Tested: 190, Did Not Meet Grade Level Performance: 27%, Approaches: 34%, Meets: 25%, Masters: 14%)
27%
34%
25%
14%
Black: (Average Scale Score: 3,589, Tested: 18, Did Not Meet Grade Level Performance: 61%, Approaches: 11%, Meets: 17%, Masters: 11%)
61%
11%
17%
11%
White: (Average Scale Score: 4,257, Tested: 57, Did Not Meet Grade Level Performance: 12%, Approaches: 20%, Meets: 28%, Masters: 40%)
12%
20%
28%
40%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,755
  • Males3,834
  • Females3,678
  • Hispanic3,695
  • Black3,681
  • White3,948
Social Studies Average Scale Score:

3,755
Texas:

3,461
Social Studies students tested: 267
# Absent - Not Tested: 3
Social Studies # Answer Documents Submitted: 270

Social Studies Avg Items Correct:
  • Reporting Category 1: 10.1 (60%)
  • Reporting Category 2: 6.6 (66%)
  • Reporting Category 3: 5.5 (55%)
  • Reporting Category 4: 4 (57%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 18%

36%
28%
18%
18%
Males: (Average Scale Score: 3,834, Tested: 132, Did Not Meet Grade Level Performance: 33%, Approaches: 22%, Meets: 20%, Masters: 25%)
33%
22%
20%
25%
Females: (Average Scale Score: 3,678, Tested: 135, Did Not Meet Grade Level Performance: 39%, Approaches: 34%, Meets: 16%, Masters: 11%)
39%
34%
16%
11%
Hispanic: (Average Scale Score: 3,695, Tested: 187, Did Not Meet Grade Level Performance: 39%, Approaches: 28%, Meets: 20%, Masters: 13%)
39%
28%
20%
13%
Black: (Average Scale Score: 3,681, Tested: 18, Did Not Meet Grade Level Performance: 44%, Approaches: 34%, Meets: 5%, Masters: 17%)
44%
34%
5%
17%
White: (Average Scale Score: 3,948, Tested: 57, Did Not Meet Grade Level Performance: 26%, Approaches: 25%, Meets: 17%, Masters: 32%)
26%
25%
17%
32%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

2.5
Texas:

17.4
Students without disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2

Students without disabilities who received a school-related arrest per 1,000 students
Jim Barnes Middle School:

2.5
Texas:

13.1
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

2.5
State:

5.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2

Students with disabilities who received a school-related arrest per 1,000 students
Here:

2.5
Texas:

4.1

Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Jim Barnes Middle School:

1.2
Texas:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 13
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Jim Barnes Middle School:

16.1
State:

1.3

    Students reported as harassed or bullied on the basis of race, color, or national origin

  • Hispanic8
  • White5
  • LEP2
  • IDEA5
  • 5042
Students reported as harassed or bullied on the basis of race, color, or national origin: 13 (all male)
  • Hispanic: 8
  • White: 5
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 5
  • Section 504: 2

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Hispanic8
  • White5
  • LEP2
  • IDEA5
  • 5042
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 13 (all male)
  • Hispanic: 8
  • White: 5
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 5
  • Section 504: 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

  • Hispanic112
  • American Indian2
  • Black4
  • White34
  • LEP10
  • IDEA22
  • 50413
Chronic Student Absenteeism: 152 (male: 60, female: 92)
  • Hispanic: 112 (male: 50, female: 62)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 34 (male: 8, female: 26)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 17, female: 5)
  • Section 504: 13 (male: 5, female: 8)
Chronic Student Absenteeism per 1,000 students
School:

188.6
State:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic254
  • American Indian11
  • Black52
  • White32
  • LEP46
  • IDEA63
  • 50475
School days missed due to out-of-school suspension: 349 (male: 218, female: 131)
  • Hispanic: 254 (male: 156, female: 98)
  • American Indian / Alaska Native: 11 (all female)
  • Black: 52 (male: 46, female: 6)
  • White: 32 (male: 16, female: 16)
  • Limited English Proficiency (LEP): 46 (male: 25, female: 21)
  • Individuals With Disabilities Education Act (IDEA): 63 (male: 49, female: 14)
  • Section 504: 75 (male: 52, female: 23)
Instances of out-of-school suspension (Students without disabilities): 52

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

64.5
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic43
  • Black10
  • White19
  • LEP13
Students without disabilities receiving one or more in-school suspension: 72 (male: 60, female: 12)
  • Hispanic: 43 (male: 41, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 19 (male: 11, female: 8)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)

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

  • Hispanic28
  • Black4
  • White4
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 36 (male: 18, female: 18)
  • Hispanic: 28 (male: 14, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic22
  • American Indian2
  • Black4
  • White10
  • LEP4
Students without disabilities receiving more than one out-of-school suspension: 38 (male: 18, female: 20)
  • Hispanic: 22 (male: 14, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 2, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 12

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

14.9
State:

27.5
Instances of out-of-school suspension (Section 504 only): 14

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

17.4
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic31
  • Black4
  • White7
  • LEP7
  • 50416
Students with disabilities receiving one or more in-school suspension: 42 (male: 27, female: 15)
  • Hispanic: 31 (male: 20, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Section 504: 16 (male: 11, female: 5)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic7
  • Black4
  • White4
  • LEP2
  • 5044
Students with disabilities receiving only one out-of-school suspension: 15 (male: 6, female: 9)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic13
  • Black2
  • LEP2
  • 5047
Students with disabilities receiving more than one out-of-school suspension: 15 (male: 10, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 7 (male: 5, female: 2)

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion 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

  • Hispanic31
  • American Indian2
  • Black2
  • White4
  • LEP4
Students without Disabilities who received an expulsion with educational services: 39 (male: 18, female: 21)
  • Hispanic: 31 (male: 14, female: 17)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students without Disabilities who received an expulsion with educational services per 1,000 students
Jim Barnes Middle School:

48.4
Texas:

32.9
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

2.5
State:

2.0

    Students with Disabilities who received an expulsion with educational services

  • Hispanic16
  • Black2
  • LEP2
  • 5047
Students with Disabilities who received an expulsion with educational services: 18 (male: 10, female: 8)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 7 (male: 2, female: 5)

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

22.3
Texas:

5.4

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
7th grade student enrollment in Algebra I: 2
Percent of 7th grade students who passed: -100.0%
Here:  -100.0%
Texas:  102.7%

    8th grade student enrollment in Algebra I

  • Hispanic25
  • Asian4
  • Black2
  • White22
  • LEP2
8th grade student enrollment in Algebra I: 53 (male: 21, female: 32)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 22 (male: 8, female: 14)
  • Limited English Proficiency (LEP): 2 (all male)
8th grade studenst who passed Algebra I: 43 (male: 17, female: 26)
  • Hispanic: 23 (male: 10, female: 13)
  • White: 20 (male: 7, female: 13)
Percent of 8th grade students who passed
Here:

81.1%
State:

87.0%

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