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Mimi Farley Elementary School in Boys Ranch, TX
(KG-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 86
Address
 29 TASCOSA TRAIL
Boys Ranch, TX 79010
Telephone
(806) 534-2248
(make sure to verify first before calling)
Website
http://www.boysranchisd.org
City-data.com school rating
86
Students
48
Classroom Teachers (FTE)
8.4
Free lunch eligible students
20
School district
BOYS RANCH 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:
Mimi Farley Elementary School:

86
BLAKEMORE MIDDLE (0.1 miles):

70
CHANNING SCHOOL (11.4 miles):

63
BOYS RANCH H S (0.1 miles):

43
Mimi Farley Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Oldham County:

64
Boys Ranch:

66
Mimi Farley Elementary School:

86

Students & Teachers


Total enrollment:
Enrollment in 2016: 48
Enrollment in 2015: 36
Enrollment in 2014: 42
Enrollment in 2013: 45
Enrollment in 2012: 53
Enrollment in 2011: 55
Enrollment in 2010: 45
Enrollment in 2009: 60
Enrollment in 2008: 58
Enrollment in 2007: 63
Enrollment in 2006: 65
Enrollment in 2005: 64
Enrollment in 2004: 37
Enrollment in 2003: 45
Enrollment in 2002: 62
Enrollment in 2001: 60
Enrollment in 2000: 59
Enrollment in 1999: 62

Mimi Farley Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students15581071248
Female students - 54543324
Male students1 - 1364924
Hispanic students - 1 - - 2 - 47
Black students111 - - 1 - 4
White students - 33586732
Two or More Races students - - 13 - - 15

Enrollment by grade:
Pre-Kindergarten enrollment: 1
Kindergarten enrollment: 5
1st grade enrollment: 5
2nd grade enrollment: 8
3rd grade enrollment: 10
4th grade enrollment: 7
5th grade enrollment: 12

Mimi Farley Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 24 (50.0%)
School:

50.0%
Texas:

49.0%
Male enrollment: 24 (50.0%)
School:

50.0%
Texas:

50.1%

Mimi Farley Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 7 (14.6%)
Here:

14.6%
Texas:

46.9%
Black enrollment: 4 (8.3%)
School:

8.3%
Texas:

11.6%
White enrollment: 32 (66.7%)
School:

66.7%
Texas:

32.3%
Two or More Races enrollment: 5 (10.4%)
School:

10.4%
Texas:

2.1%

Mimi Farley Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 20 (41.7%)
Here:

41.7%
State:

61.6%
Free lunch eligible students: 20 (41.7%)
Mimi Farley Elementary School:

41.7%
Texas:

55.4%
Reduced-price lunch eligible students: 0 (0.0%)
Mimi Farley Elementary School:

0.0%
State:

6.2%

Mimi Farley Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 8.4

Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 0.5
Number of FTE teachers who were absent more than 10 school days during the school years: 1

Student/Teacher Ratio
Mimi Farley Elementary School:

5.7
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $575,589
  • Full-time Equivalency Count of Teachers: 2.4 (Salary Expenditures: $42,217)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $21,167)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $27,498)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $93,203)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $490,494
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $632,362
  • Salary Expenditures for Teachers: $45,962
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $21,167)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $27,498)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $93,203)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

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: 4 (all male)
  • White: 4
Students with disabilities served under Section 504: 2 (all female)
  • White: 2

Retention:
Show data for

(State average from 2,468 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 3rd grade: 2 (all female)
  • White: 2

Percent of 3rd grade students retained
Here:

20.0%
Texas:

4.3%

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: 9 (male: 5, female: 4)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)

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

187.5
State:

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:

1,404
State:

1,453
Math students tested: 6
Math # Answer Documents Submitted: 6

Math Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 6.2 (47%)
  • Reporting Category 3: 3.8 (55%)
  • Reporting Category 4: 2.7 (67%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 0%

33%
50%
17%
White: (Average Scale Score: 1,417, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%
Reading Average Scale Score:

1,429
Texas:

1,423
Reading students tested: 6
Reading # Answer Documents Submitted: 6

Reading Avg Items Correct:
  • Reporting Category 1: 4 (80%)
  • Reporting Category 2: 9.8 (66%)
  • Reporting Category 3: 8.8 (63%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 17%

33%
34%
16%
17%
White: (Average Scale Score: 1,452, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 20%, Masters: 20%)
20%
40%
20%
20%
4th Grade
Math Average Scale Score:

1,562
Texas:

1,546
Math students tested: 8
Math # Answer Documents Submitted: 8

Math Avg Items Correct:
  • Reporting Category 1: 6.4 (71%)
  • Reporting Category 2: 6.9 (63%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 2.9 (72%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 13%

13%
50%
25%
13%
Males: (Average Scale Score: 1,494, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%
Reading Average Scale Score:

1,536
State:

1,496
Reading students tested: 8
Reading # Answer Documents Submitted: 8

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 10.9 (73%)
  • Reporting Category 3: 9.4 (72%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 25%

13%
50%
13%
25%
Males: (Average Scale Score: 1,525, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 0%, Masters: 20%)
20%
60%
20%
Writing Average Scale Score:

3,715
Texas:

3,570
Writing students tested: 8
Writing # Answer Documents Submitted: 8

Writing Avg Items Correct:
  • Reporting Category 1: 3.3 (41%)
  • Reporting Category 2: 5 (63%)
  • Reporting Category 3: 10.9 (68%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 38%
Masters Grade Level Performance: 0%

38%
25%
38%
Males: (Average Scale Score: 3,752, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 0%, Meets: 60%, Masters: 0%)
40%
60%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,703
  • Females1,721
  • White1,721
Math Average Scale Score:

1,703
Texas:

1,603
Math students tested: 12
Math # Answer Documents Submitted: 12

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (74%)
  • Reporting Category 2: 12.6 (74%)
  • Reporting Category 3: 7.7 (85%)
  • Reporting Category 4: 3.3 (81%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 42%

8%
17%
33%
42%
Females: (Average Scale Score: 1,721, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 25%, Masters: 50%)
13%
13%
25%
50%
White: (Average Scale Score: 1,721, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 40%, Masters: 40%)
20%
40%
40%

    Reading Average Scale Score
    (5th Grade)

  • All1,625
  • Females1,643
  • White1,638
Reading Average Scale Score:

1,625
State:

1,546
Reading students tested: 12
Reading # Answer Documents Submitted: 12

Reading Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 12.4 (78%)
  • Reporting Category 3: 10.5 (75%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 8%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 50%

25%
8%
17%
50%
Females: (Average Scale Score: 1,643, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 0%, Meets: 25%, Masters: 50%)
25%
25%
50%
White: (Average Scale Score: 1,638, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 10%, Meets: 20%, Masters: 50%)
20%
10%
20%
50%

    Science Average Scale Score
    (5th Grade)

  • All4,083
  • Females4,093
  • White4,152
Science Average Scale Score:

4,083
State:

3,771
Science students tested: 11
Science # Answer Documents Submitted: 11

Science Avg Items Correct:
  • Reporting Category 1: 5.1 (85%)
  • Reporting Category 2: 5.9 (74%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 10.1 (84%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 18%

45%
37%
18%
Females: (Average Scale Score: 4,093, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 57%, Masters: 14%)
29%
57%
14%
White: (Average Scale Score: 4,152, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 44%, Meets: 34%, Masters: 22%)
44%
34%
22%

Health & Safety


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: 15 (male: 14, female: 1)
  • Hispanic: 1 (all male)
  • White: 14 (male: 13, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Instances of out-of-school suspension (Students without disabilities): 17

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

354.2
State:

102.7
Students without disabilities receiving one or more in-school suspension: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 11

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

229.2
State:

27.5
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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