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Merrifield Elementary School in Duncanville, TX
(PK-04 • 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 36
Address
 102 E VINYARD ST
Duncanville, TX 75137
Telephone
(972) 708-2900
(make sure to verify first before calling)
City-data.com school rating
36
Students
512
Classroom Teachers (FTE)
34.0
Free lunch eligible students
382
Reduced-price lunch
eligible students
31
School district
DUNCANVILLE 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:
FAIRMEADOWS EL (1.5 miles):

49
CENTRAL EL (0.4 miles):

38
Merrifield Elementary School:

36
GRACE R BRANDENBURG INT (1.5 miles):

34
S GUS ALEXANDER JR EL (1.6 miles):

33
GLENN C HARDIN INT (0.5 miles):

22
J HERMAN REED MIDDLE (0.5 miles):

20
WILLIAM LEE HASTINGS EL (1.0 miles):

13
MARY E SMITHEY PACE H S (0.4 miles):

0
Merrifield Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Duncanville:

30
Merrifield Elementary School:

36

Students & Teachers


Total enrollment:
Enrollment in 2016: 512
Enrollment in 2015: 550
Enrollment in 2014: 536
Enrollment in 2013: 570
Enrollment in 2012: 559
Enrollment in 2011: 558
Enrollment in 2010: 558
Enrollment in 2009: 574
Enrollment in 2008: 609
Enrollment in 2007: 579
Enrollment in 2006: 580
Enrollment in 2005: 567
Enrollment in 2004: 566
Enrollment in 2003: 577
Enrollment in 2002: 544
Enrollment in 2001: 534
Enrollment in 2000: 542
Enrollment in 1999: 551

Merrifield Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04Total
All students33831069197102512
Female students154445464861259
Male students183961454941253
American Indian/Alaska Native students - 1 - 1114
Asian students - 11 - - - 2
Hispanic students164647394049237
Black students163250455348244
White students12543217
Hawaiian Native/Pacific Islander students - - 1 - - - 1
Two or More Races students - 122 - 27

Enrollment by grade:
Pre-Kindergarten enrollment: 33
Kindergarten enrollment: 83
1st grade enrollment: 106
2nd grade enrollment: 91
3rd grade enrollment: 97
4th grade enrollment: 102

Merrifield Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 259 (50.6%)
Merrifield Elementary School:

50.6%
Texas:

49.0%
Male enrollment: 253 (49.4%)
Merrifield Elementary School:

49.4%
State:

50.1%

Merrifield Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 4 (0.8%)
Here:

0.8%
Texas:

0.4%
Asian enrollment: 2 (0.4%)
School:

0.4%
Texas:

3.1%
Hispanic enrollment: 237 (46.3%)
Merrifield Elementary School:

46.3%
Texas:

46.9%
Black enrollment: 244 (47.7%)
School:

47.7%
Texas:

11.6%
White enrollment: 17 (3.3%)
Here:

3.3%
State:

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

0.2%
State:

0.1%
Two or More Races enrollment: 7 (1.4%)
Here:

1.4%
State:

2.1%

Merrifield Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 413 (80.7%)
School:

80.7%
State:

61.6%
Free lunch eligible students: 382 (74.6%)
School:

74.6%
Texas:

55.4%
Reduced-price lunch eligible students: 31 (6.1%)
Here:

6.1%
Texas:

6.2%

Merrifield Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 34

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE nurses: 0.5

Student/Teacher Ratio
Merrifield Elementary School:

15.1
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,878,308
  • Full-time Equivalency Count of Teachers: 34 (Salary Expenditures: $1,492,701)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $77,531)
  • Full-time Equivalency Count of Support Services Staff: 4.5 (Salary Expenditures: $157,899)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $150,177)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $24,000
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,251,543
  • Salary Expenditures for Teachers: $1,821,802
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $94,124)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $185,440)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $150,177)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $24,000

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic109
  • American Indian2
  • Native Hawaiian2
  • White2
  • IDEA7
Students Enrolled in LEP Programs: 115 (male: 66, female: 49)
  • Hispanic: 109 (male: 62, female: 47)
  • American Indian / Alaska Native: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 2 (all female)
  • 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: 34 (male: 23, female: 11)
  • Hispanic: 20 (male: 13, female: 7)
  • Black: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black10
  • White2
  • LEP2
Students with disabilities served under Section 504: 16 (male: 7, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (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 Kindergarten: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
School:

2.4%
Texas:

5.2%
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 1st grade students retained
Merrifield Elementary School:

3.8%
State:

6.1%
Total number of students retained in 2nd grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 2nd grade students retained
Merrifield Elementary School:

6.6%
State:

4.8%
Total number of students retained in 3rd grade: 2 (all female)
  • Black: 2

Percent of 3rd grade students retained
Here:

2.1%
Texas:

4.1%
Total number of students retained in 4th grade: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 4th grade students retained
Merrifield Elementary School:

5.9%
State:

3.6%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic4
  • Black2
  • White2
  • LEP4
Gifted and Talented Student Enrollment: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

15.6
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)

  • All1,364
  • Males1,367
  • Females1,362
  • Hispanic1,360
  • Black1,364
Math Average Scale Score:

1,364
Texas:

1,453
Math students tested: 101
Math # Answer Documents Submitted: 101

Math Avg Items Correct:
  • Reporting Category 1: 4.3 (54%)
  • Reporting Category 2: 6.1 (47%)
  • Reporting Category 3: 3 (43%)
  • Reporting Category 4: 2.4 (60%)

Did Not Meet Grade Level Performance: 58%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 5%

58%
23%
14%
5%
Males: (Average Scale Score: 1,367, Tested: 54, Did Not Meet Grade Level Performance: 59%, Approaches: 21%, Meets: 16%, Masters: 4%)
59%
21%
16%
4%
Females: (Average Scale Score: 1,362, Tested: 47, Did Not Meet Grade Level Performance: 57%, Approaches: 26%, Meets: 11%, Masters: 6%)
57%
26%
11%
6%
Hispanic: (Average Scale Score: 1,360, Tested: 40, Did Not Meet Grade Level Performance: 60%, Approaches: 17%, Meets: 15%, Masters: 8%)
60%
17%
15%
8%
Black: (Average Scale Score: 1,364, Tested: 57, Did Not Meet Grade Level Performance: 60%, Approaches: 24%, Meets: 12%, Masters: 4%)
60%
24%
12%
4%

    Reading Average Scale Score
    (3rd Grade)

  • All1,364
  • Males1,360
  • Females1,369
  • Hispanic1,365
  • Black1,359
Reading Average Scale Score:

1,364
Texas:

1,423
Reading students tested: 101
Reading # Answer Documents Submitted: 101

Reading Avg Items Correct:
  • Reporting Category 1: 3.5 (70%)
  • Reporting Category 2: 8 (53%)
  • Reporting Category 3: 7.2 (52%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 10%

50%
31%
9%
10%
Males: (Average Scale Score: 1,360, Tested: 54, Did Not Meet Grade Level Performance: 54%, Approaches: 29%, Meets: 10%, Masters: 7%)
54%
29%
10%
7%
Females: (Average Scale Score: 1,369, Tested: 47, Did Not Meet Grade Level Performance: 47%, Approaches: 32%, Meets: 8%, Masters: 13%)
47%
32%
8%
13%
Hispanic: (Average Scale Score: 1,365, Tested: 40, Did Not Meet Grade Level Performance: 50%, Approaches: 30%, Meets: 5%, Masters: 15%)
50%
30%
5%
15%
Black: (Average Scale Score: 1,359, Tested: 57, Did Not Meet Grade Level Performance: 53%, Approaches: 31%, Meets: 9%, Masters: 7%)
53%
31%
9%
7%
3rd Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

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

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,549
  • Males1,550
  • Females1,549
  • Hispanic1,578
  • Black1,514
Math Average Scale Score:

1,549
Texas:

1,546
Math students tested: 71
Math # Answer Documents Submitted: 71

Math Avg Items Correct:
  • Reporting Category 1: 6.2 (69%)
  • Reporting Category 2: 7.3 (67%)
  • Reporting Category 3: 6 (60%)
  • Reporting Category 4: 2.8 (69%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 10%

15%
43%
32%
10%
Males: (Average Scale Score: 1,550, Tested: 29, Did Not Meet Grade Level Performance: 17%, Approaches: 42%, Meets: 31%, Masters: 10%)
17%
42%
31%
10%
Females: (Average Scale Score: 1,549, Tested: 42, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 33%, Masters: 10%)
14%
43%
33%
10%
Hispanic: (Average Scale Score: 1,578, Tested: 35, Did Not Meet Grade Level Performance: 9%, Approaches: 37%, Meets: 43%, Masters: 11%)
9%
37%
43%
11%
Black: (Average Scale Score: 1,514, Tested: 32, Did Not Meet Grade Level Performance: 25%, Approaches: 47%, Meets: 22%, Masters: 6%)
25%
47%
22%
6%

    Reading Average Scale Score
    (4th Grade)

  • All1,482
  • Males1,482
  • Females1,481
  • Hispanic1,498
  • Black1,456
Reading Average Scale Score:

1,482
State:

1,496
Reading students tested: 71
Reading # Answer Documents Submitted: 71

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 9.2 (62%)
  • Reporting Category 3: 7.7 (59%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 14%

32%
34%
20%
14%
Males: (Average Scale Score: 1,482, Tested: 29, Did Not Meet Grade Level Performance: 28%, Approaches: 31%, Meets: 27%, Masters: 14%)
28%
31%
27%
14%
Females: (Average Scale Score: 1,481, Tested: 42, Did Not Meet Grade Level Performance: 36%, Approaches: 35%, Meets: 15%, Masters: 14%)
36%
35%
15%
14%
Hispanic: (Average Scale Score: 1,498, Tested: 35, Did Not Meet Grade Level Performance: 23%, Approaches: 37%, Meets: 23%, Masters: 17%)
23%
37%
23%
17%
Black: (Average Scale Score: 1,456, Tested: 32, Did Not Meet Grade Level Performance: 44%, Approaches: 31%, Meets: 16%, Masters: 9%)
44%
31%
16%
9%

    Writing Average Scale Score
    (4th Grade)

  • All3,547
  • Males3,440
  • Females3,622
  • Hispanic3,653
  • Black3,448
Writing Average Scale Score:

3,547
Texas:

3,570
Writing students tested: 70
Writing # Answer Documents Submitted: 70

Writing Avg Items Correct:
  • Reporting Category 1: 3.5 (44%)
  • Reporting Category 2: 3.7 (46%)
  • Reporting Category 3: 9.9 (62%)

Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 4%

57%
20%
19%
4%
Males: (Average Scale Score: 3,440, Tested: 29, Did Not Meet Grade Level Performance: 55%, Approaches: 24%, Meets: 18%, Masters: 3%)
55%
24%
18%
3%
Females: (Average Scale Score: 3,622, Tested: 41, Did Not Meet Grade Level Performance: 59%, Approaches: 17%, Meets: 19%, Masters: 5%)
59%
17%
19%
5%
Hispanic: (Average Scale Score: 3,653, Tested: 35, Did Not Meet Grade Level Performance: 46%, Approaches: 25%, Meets: 26%, Masters: 3%)
46%
25%
26%
3%
Black: (Average Scale Score: 3,448, Tested: 30, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 14%, Masters: 3%)
67%
16%
14%
3%

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)
  • Black: 2

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

3.9
State:

17.4

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

  • Hispanic16
  • Black22
  • White2
  • LEP4
  • IDEA2
  • 5044
Chronic Student Absenteeism: 40 (male: 16, female: 24)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 22 (male: 8, female: 14)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

78.1
Texas:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 52 (male: 31, female: 21)
  • Black: 52 (male: 31, female: 21)
  • Individuals With Disabilities Education Act (IDEA): 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 26

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

50.8
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Native Hawaiian2
  • Black19
  • LEP2
Students without disabilities receiving one or more in-school suspension: 25 (male: 15, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 19 (male: 11, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 13 (male: 5, female: 8)
  • Black: 13 (male: 5, female: 8)
Students without disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 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:

2.0
State:

27.5
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2

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