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Burkburnett Middle School in Burkburnett, 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 36
Address
 102 S AVE D
Burkburnett, TX 76354
Telephone
(940) 569-3381
(make sure to verify first before calling)
Website
http://www.burkburnettisd.org
City-data.com school rating
36
Students
741
Classroom Teachers (FTE)
61.6
Free lunch eligible students
288
Reduced-price lunch
eligible students
79
School district
BURKBURNETT 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:
JOHN G TOWER EL (8.1 miles):

72
SHEPPARD AFB EL (9.7 miles):

71
BURKBURNETT H S (0.9 miles):

63
I C EVANS EL (1.2 miles):

44
Burkburnett Middle School:

36
CITY VIEW JUNIOR/SENIOR HIGH (10.4 miles):

29
HAYNES EL (9.5 miles):

28
JOHN G HARDIN EL (0.1 miles):

23
KIRBY MIDDLE (10.8 miles):

15
Burkburnett Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Wichita County:

49
Burkburnett:

42
Burkburnett Middle School:

36

Students & Teachers


Total enrollment:
Enrollment in 2016: 741
Enrollment in 2015: 749
Enrollment in 2014: 733
Enrollment in 2013: 740
Enrollment in 2012: 697
Enrollment in 2011: 744
Enrollment in 2010: 770
Enrollment in 2009: 757
Enrollment in 2008: 738
Enrollment in 2007: 738
Enrollment in 2006: 751
Enrollment in 2005: 798
Enrollment in 2004: 848
Enrollment in 2003: 884
Enrollment in 2002: 821
Enrollment in 2001: 861
Enrollment in 2000: 861
Enrollment in 1999: 877

Burkburnett Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students246262233741
Female students117132118367
Male students129130115374
American Indian/Alaska Native students73111
Asian students5128
Hispanic students373834109
Black students18161650
White students166192170528
Hawaiian Native/Pacific Islander students2215
Two or More Races students1110930

Enrollment by grade:
6th grade enrollment: 246
7th grade enrollment: 262
8th grade enrollment: 233

Burkburnett Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 367 (49.5%)
Here:

49.5%
Texas:

49.0%
Male enrollment: 374 (50.5%)
Burkburnett Middle School:

50.5%
State:

50.1%

Burkburnett Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 11 (1.5%)
School:

1.5%
Texas:

0.4%
Asian enrollment: 8 (1.1%)
School:

1.1%
State:

3.1%
Hispanic enrollment: 109 (14.7%)
School:

14.7%
Texas:

46.9%
Black enrollment: 50 (6.7%)
School:

6.7%
Texas:

11.6%
White enrollment: 528 (71.3%)
Here:

71.3%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 5 (0.7%)
School:

0.7%
State:

0.1%
Two or More Races enrollment: 30 (4.0%)
School:

4.0%
Texas:

2.1%

Burkburnett Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 367 (49.5%)
Here:

49.5%
Texas:

61.6%
Free lunch eligible students: 288 (38.9%)
Burkburnett Middle School:

38.9%
Texas:

55.4%
Reduced-price lunch eligible students: 79 (10.7%)
School:

10.7%
State:

6.2%

Burkburnett Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 61.6

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1.7
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE nurses: 1
Number of FTE psychologists: 0.2

Student/Teacher Ratio
School:

12.0
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,214,488
  • Full-time Equivalency Count of Teachers: 55 (Salary Expenditures: $2,572,526)
  • Full-time Equivalency Count of Instructional Aides: 0.3 (Salary Expenditures: $13,177)
  • Full-time Equivalency Count of Support Services Staff: 9.5 (Salary Expenditures: $429,726)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $199,059)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $314,023
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $572,106
  • Salary Expenditures for Teachers: $306,518
  • Full-time Equivalency Count of Instructional Aides: 7.8 (Salary Expenditures: $149,682)
  • Full-time Equivalency Count of Support Services Staff: 2.1 (Salary Expenditures: $115,906)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $40,736

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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

  • Hispanic17
  • American Indian4
  • Black8
  • White56
  • Multirace4
Students with disabilities served under IDEA: 89 (male: 56, female: 33)
  • Hispanic: 17 (male: 10, female: 7)
  • American Indian / Alaska Native: 4 (all male)
  • Black: 8 (male: 4, female: 4)
  • White: 56 (male: 34, female: 22)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic10
  • Black4
  • White58
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 74 (male: 44, female: 30)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 58 (male: 32, female: 26)
  • Two or More Races: 2 (all male)
  • 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 6th grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 6th grade students retained
School:

1.6%
Texas:

6.3%

    Total number of students retained in 8th grade

  • Hispanic2
  • Black2
  • White7
  • Multirace2
  • 5042
Total number of students retained in 8th grade: 13 (male: 7, female: 6)
  • Hispanic: 2 (all female)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Section 504: 2 (all female)

Percent of 8th grade students retained
School:

5.6%
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

  • Hispanic2
  • Asian4
  • Black2
  • White40
  • IDEA2
Gifted and Talented Student Enrollment: 48 (male: 21, female: 27)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 40 (male: 17, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Burkburnett Middle School:

64.8
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

  • All4,001
  • Males4,029
  • Females3,973
  • Hispanic3,970
  • White3,969
Algebra I Average Scale Score:

4,001
Texas:

4,001
Algebra I students tested: 57
Algebra I # Answer Documents Submitted: 57

Algebra I Avg Items Correct:
  • Reporting Category 1: 6.8 (62%)
  • Reporting Category 2: 7.1 (59%)
  • Reporting Category 3: 9 (64%)
  • Reporting Category 4: 5.7 (52%)
  • Reporting Category 5: 3.8 (63%)

Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 16%

4%
50%
30%
16%
Males: (Average Scale Score: 4,029, Tested: 28, Did Not Meet Grade Level Performance: 4%, Approaches: 50%, Meets: 32%, Masters: 14%)
4%
50%
32%
14%
Females: (Average Scale Score: 3,973, Tested: 29, Did Not Meet Grade Level Performance: 3%, Approaches: 52%, Meets: 28%, Masters: 17%)
3%
52%
28%
17%
Hispanic: (Average Scale Score: 3,970, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 42%, Meets: 33%, Masters: 17%)
8%
42%
33%
17%
White: (Average Scale Score: 3,969, Tested: 38, Did Not Meet Grade Level Performance: 3%, Approaches: 55%, Meets: 31%, Masters: 11%)
3%
55%
31%
11%
English I students tested: 1
English I # Answer Documents Submitted: 1

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,576
  • Males1,584
  • Females1,569
  • Hispanic1,577
  • Asian1,599
  • Black1,543
  • White1,579
  • Multirace1,586
Math Average Scale Score:

1,576
Texas:

1,546
Math students tested: 210
Math # Answer Documents Submitted: 211

Math Avg Items Correct:
  • Reporting Category 1: 4.7 (47%)
  • Reporting Category 2: 6.8 (45%)
  • Reporting Category 3: 2.3 (38%)
  • Reporting Category 4: 3.2 (46%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 4%

37%
39%
20%
4%
Males: (Average Scale Score: 1,584, Tested: 104, Did Not Meet Grade Level Performance: 34%, Approaches: 40%, Meets: 22%, Masters: 4%)
34%
40%
22%
4%
Females: (Average Scale Score: 1,569, Tested: 106, Did Not Meet Grade Level Performance: 40%, Approaches: 38%, Meets: 18%, Masters: 4%)
40%
38%
18%
4%
Hispanic: (Average Scale Score: 1,577, Tested: 37, Did Not Meet Grade Level Performance: 32%, Approaches: 52%, Meets: 13%, Masters: 3%)
32%
52%
13%
3%
Asian: (Average Scale Score: 1,599, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 17%, Masters: 0%)
33%
50%
17%
Black: (Average Scale Score: 1,543, Tested: 17, Did Not Meet Grade Level Performance: 47%, Approaches: 41%, Meets: 12%, Masters: 0%)
47%
41%
12%
White: (Average Scale Score: 1,579, Tested: 133, Did Not Meet Grade Level Performance: 35%, Approaches: 39%, Meets: 21%, Masters: 5%)
35%
39%
21%
5%
Multirace: (Average Scale Score: 1,586, Tested: 14, Did Not Meet Grade Level Performance: 50%, Approaches: 14%, Meets: 29%, Masters: 7%)
50%
14%
29%
7%

    Reading Average Scale Score
    (6th Grade)

  • All1,544
  • Males1,529
  • Females1,559
  • Hispanic1,530
  • Asian1,612
  • Black1,506
  • White1,553
  • Multirace1,528
Reading Average Scale Score:

1,544
Texas:

1,457
Reading students tested: 209
Reading # Answer Documents Submitted: 211

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (58%)
  • Reporting Category 2: 11.3 (67%)
  • Reporting Category 3: 8.2 (55%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 11%

41%
37%
11%
11%
Males: (Average Scale Score: 1,529, Tested: 103, Did Not Meet Grade Level Performance: 47%, Approaches: 39%, Meets: 5%, Masters: 9%)
47%
39%
5%
9%
Females: (Average Scale Score: 1,559, Tested: 106, Did Not Meet Grade Level Performance: 35%, Approaches: 35%, Meets: 17%, Masters: 13%)
35%
35%
17%
13%
Hispanic: (Average Scale Score: 1,530, Tested: 37, Did Not Meet Grade Level Performance: 46%, Approaches: 35%, Meets: 11%, Masters: 8%)
46%
35%
11%
8%
Asian: (Average Scale Score: 1,612, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 50%, Masters: 17%)
17%
16%
50%
17%
Black: (Average Scale Score: 1,506, Tested: 16, Did Not Meet Grade Level Performance: 56%, Approaches: 44%, Meets: 0%, Masters: 0%)
56%
44%
White: (Average Scale Score: 1,553, Tested: 133, Did Not Meet Grade Level Performance: 38%, Approaches: 36%, Meets: 12%, Masters: 14%)
38%
36%
12%
14%
Multirace: (Average Scale Score: 1,528, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 50%, Meets: 0%, Masters: 7%)
43%
50%
7%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,611
  • Males1,610
  • Females1,612
  • Hispanic1,595
  • Black1,586
  • White1,620
  • Multirace1,604
Math Average Scale Score:

1,611
Texas:

1,571
Math students tested: 203
Math # Answer Documents Submitted: 203

Math Avg Items Correct:
  • Reporting Category 1: 3 (50%)
  • Reporting Category 2: 7.3 (49%)
  • Reporting Category 3: 5.4 (45%)
  • Reporting Category 4: 3 (43%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 3%

35%
41%
21%
3%
Males: (Average Scale Score: 1,610, Tested: 100, Did Not Meet Grade Level Performance: 35%, Approaches: 42%, Meets: 19%, Masters: 4%)
35%
42%
19%
4%
Females: (Average Scale Score: 1,612, Tested: 103, Did Not Meet Grade Level Performance: 36%, Approaches: 40%, Meets: 21%, Masters: 3%)
36%
40%
21%
3%
Hispanic: (Average Scale Score: 1,595, Tested: 40, Did Not Meet Grade Level Performance: 38%, Approaches: 53%, Meets: 10%, Masters: 0%)
38%
53%
10%
Black: (Average Scale Score: 1,586, Tested: 13, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 23%, Masters: 0%)
46%
31%
23%
White: (Average Scale Score: 1,620, Tested: 131, Did Not Meet Grade Level Performance: 34%, Approaches: 36%, Meets: 25%, Masters: 5%)
34%
36%
25%
5%
Multirace: (Average Scale Score: 1,604, Tested: 19, Did Not Meet Grade Level Performance: 37%, Approaches: 52%, Meets: 11%, Masters: 0%)
37%
52%
11%

    Reading Average Scale Score
    (7th Grade)

  • All1,635
  • Males1,614
  • Females1,655
  • Hispanic1,629
  • Black1,628
  • White1,638
  • Multirace1,629
Reading Average Scale Score:

1,635
Texas:

1,550
Reading students tested: 202
Reading # Answer Documents Submitted: 203

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 11.6 (64%)
  • Reporting Category 3: 10.2 (64%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 22%

31%
27%
20%
22%
Males: (Average Scale Score: 1,614, Tested: 99, Did Not Meet Grade Level Performance: 37%, Approaches: 27%, Meets: 19%, Masters: 17%)
37%
27%
19%
17%
Females: (Average Scale Score: 1,655, Tested: 103, Did Not Meet Grade Level Performance: 24%, Approaches: 29%, Meets: 20%, Masters: 27%)
24%
29%
20%
27%
Hispanic: (Average Scale Score: 1,629, Tested: 40, Did Not Meet Grade Level Performance: 30%, Approaches: 32%, Meets: 20%, Masters: 18%)
30%
32%
20%
18%
Black: (Average Scale Score: 1,628, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 42%, Meets: 8%, Masters: 25%)
25%
42%
8%
25%
White: (Average Scale Score: 1,638, Tested: 131, Did Not Meet Grade Level Performance: 32%, Approaches: 24%, Meets: 20%, Masters: 24%)
32%
24%
20%
24%
Multirace: (Average Scale Score: 1,629, Tested: 19, Did Not Meet Grade Level Performance: 26%, Approaches: 32%, Meets: 26%, Masters: 16%)
26%
32%
26%
16%

    Writing Average Scale Score
    (7th Grade)

  • All3,706
  • Males3,604
  • Females3,804
  • Hispanic3,701
  • Black3,661
  • White3,713
  • Multirace3,684
Writing Average Scale Score:

3,706
Texas:

3,515
Writing students tested: 199
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 201

Writing Avg Items Correct:
  • Reporting Category 1: 7.1 (44%)
  • Reporting Category 2: 8.7 (67%)
  • Reporting Category 3: 11.6 (68%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 7%

34%
31%
28%
7%
Males: (Average Scale Score: 3,604, Tested: 97, Did Not Meet Grade Level Performance: 40%, Approaches: 32%, Meets: 26%, Masters: 2%)
40%
32%
26%
2%
Females: (Average Scale Score: 3,804, Tested: 102, Did Not Meet Grade Level Performance: 28%, Approaches: 31%, Meets: 30%, Masters: 11%)
28%
31%
30%
11%
Hispanic: (Average Scale Score: 3,701, Tested: 39, Did Not Meet Grade Level Performance: 36%, Approaches: 28%, Meets: 31%, Masters: 5%)
36%
28%
31%
5%
Black: (Average Scale Score: 3,661, Tested: 12, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 33%, Masters: 0%)
50%
17%
33%
White: (Average Scale Score: 3,713, Tested: 129, Did Not Meet Grade Level Performance: 32%, Approaches: 33%, Meets: 28%, Masters: 7%)
32%
33%
28%
7%
Multirace: (Average Scale Score: 3,684, Tested: 18, Did Not Meet Grade Level Performance: 39%, Approaches: 33%, Meets: 17%, Masters: 11%)
39%
33%
17%
11%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,626
  • Males1,608
  • Females1,649
  • Hispanic1,632
  • Black1,646
  • White1,619
  • Multirace1,637
Math Average Scale Score:

1,626
Texas:

1,539
Math students tested: 160
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 219

Math Avg Items Correct:
  • Reporting Category 1: 2.3 (57%)
  • Reporting Category 2: 7.9 (50%)
  • Reporting Category 3: 8 (53%)
  • Reporting Category 4: 3.3 (47%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 52%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 0%

30%
52%
18%
Males: (Average Scale Score: 1,608, Tested: 90, Did Not Meet Grade Level Performance: 39%, Approaches: 49%, Meets: 12%, Masters: 0%)
39%
49%
12%
Females: (Average Scale Score: 1,649, Tested: 70, Did Not Meet Grade Level Performance: 19%, Approaches: 55%, Meets: 26%, Masters: 0%)
19%
55%
26%
Hispanic: (Average Scale Score: 1,632, Tested: 31, Did Not Meet Grade Level Performance: 26%, Approaches: 55%, Meets: 19%, Masters: 0%)
26%
55%
19%
Black: (Average Scale Score: 1,646, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 75%, Meets: 13%, Masters: 0%)
13%
75%
13%
White: (Average Scale Score: 1,619, Tested: 95, Did Not Meet Grade Level Performance: 32%, Approaches: 52%, Meets: 16%, Masters: 0%)
32%
52%
16%
Multirace: (Average Scale Score: 1,637, Tested: 21, Did Not Meet Grade Level Performance: 33%, Approaches: 38%, Meets: 29%, Masters: 0%)
33%
38%
29%

    Reading Average Scale Score
    (8th Grade)

  • All1,669
  • Males1,634
  • Females1,711
  • Hispanic1,680
  • Black1,648
  • White1,662
  • Multirace1,684
Reading Average Scale Score:

1,669
Texas:

1,561
Reading students tested: 215
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 219

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 13.6 (71%)
  • Reporting Category 3: 11 (65%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 18%

24%
30%
28%
18%
Males: (Average Scale Score: 1,634, Tested: 116, Did Not Meet Grade Level Performance: 35%, Approaches: 31%, Meets: 19%, Masters: 15%)
35%
31%
19%
15%
Females: (Average Scale Score: 1,711, Tested: 99, Did Not Meet Grade Level Performance: 10%, Approaches: 30%, Meets: 38%, Masters: 22%)
10%
30%
38%
22%
Hispanic: (Average Scale Score: 1,680, Tested: 43, Did Not Meet Grade Level Performance: 33%, Approaches: 23%, Meets: 16%, Masters: 28%)
33%
23%
16%
28%
Black: (Average Scale Score: 1,648, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 33%, Meets: 42%, Masters: 0%)
25%
33%
42%
White: (Average Scale Score: 1,662, Tested: 132, Did Not Meet Grade Level Performance: 23%, Approaches: 31%, Meets: 32%, Masters: 14%)
23%
31%
32%
14%
Multirace: (Average Scale Score: 1,684, Tested: 21, Did Not Meet Grade Level Performance: 19%, Approaches: 38%, Meets: 14%, Masters: 29%)
19%
38%
14%
29%

    Science Average Scale Score
    (8th Grade)

  • All3,881
  • Males3,824
  • Females3,948
  • Hispanic3,841
  • Black3,848
  • White3,909
  • Multirace3,781
Science Average Scale Score:

3,881
Texas:

3,634
Science students tested: 212
# Absent - Not Tested: 6
Science # Answer Documents Submitted: 218

Science Avg Items Correct:
  • Reporting Category 1: 6.5 (59%)
  • Reporting Category 2: 5.7 (63%)
  • Reporting Category 3: 7.4 (68%)
  • Reporting Category 4: 7.6 (69%)

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

25%
26%
29%
20%
Males: (Average Scale Score: 3,824, Tested: 114, Did Not Meet Grade Level Performance: 32%, Approaches: 22%, Meets: 25%, Masters: 21%)
32%
22%
25%
21%
Females: (Average Scale Score: 3,948, Tested: 98, Did Not Meet Grade Level Performance: 15%, Approaches: 33%, Meets: 34%, Masters: 18%)
15%
33%
34%
18%
Hispanic: (Average Scale Score: 3,841, Tested: 43, Did Not Meet Grade Level Performance: 28%, Approaches: 23%, Meets: 26%, Masters: 23%)
28%
23%
26%
23%
Black: (Average Scale Score: 3,848, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 33%, Masters: 17%)
25%
25%
33%
17%
White: (Average Scale Score: 3,909, Tested: 128, Did Not Meet Grade Level Performance: 22%, Approaches: 28%, Meets: 31%, Masters: 19%)
22%
28%
31%
19%
Multirace: (Average Scale Score: 3,781, Tested: 22, Did Not Meet Grade Level Performance: 32%, Approaches: 23%, Meets: 27%, Masters: 18%)
32%
23%
27%
18%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,580
  • Males3,590
  • Females3,568
  • Hispanic3,579
  • Black3,551
  • White3,580
  • Multirace3,514
Social Studies Average Scale Score:

3,580
Texas:

3,461
Social Studies students tested: 213
# Absent - Not Tested: 5
Social Studies # Answer Documents Submitted: 218

Social Studies Avg Items Correct:
  • Reporting Category 1: 9 (53%)
  • Reporting Category 2: 5.6 (56%)
  • Reporting Category 3: 5 (50%)
  • Reporting Category 4: 3.8 (54%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 5%

46%
41%
8%
5%
Males: (Average Scale Score: 3,590, Tested: 113, Did Not Meet Grade Level Performance: 46%, Approaches: 35%, Meets: 10%, Masters: 9%)
46%
35%
10%
9%
Females: (Average Scale Score: 3,568, Tested: 100, Did Not Meet Grade Level Performance: 45%, Approaches: 49%, Meets: 6%, Masters: 0%)
45%
49%
6%
Hispanic: (Average Scale Score: 3,579, Tested: 42, Did Not Meet Grade Level Performance: 40%, Approaches: 46%, Meets: 12%, Masters: 2%)
40%
46%
12%
2%
Black: (Average Scale Score: 3,551, Tested: 12, Did Not Meet Grade Level Performance: 42%, Approaches: 41%, Meets: 9%, Masters: 8%)
42%
41%
9%
8%
White: (Average Scale Score: 3,580, Tested: 130, Did Not Meet Grade Level Performance: 48%, Approaches: 40%, Meets: 7%, Masters: 5%)
48%
40%
7%
5%
Multirace: (Average Scale Score: 3,514, Tested: 22, Did Not Meet Grade Level Performance: 55%, Approaches: 36%, Meets: 4%, Masters: 5%)
55%
36%
4%
5%

Health & Safety


Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of threats of physical attack without a weapon: 4


Total incidents per 1,000 students
Here:

5.4
State:

38.0

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.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

4.0
State:

2.5
Students reported as harassed or bullied on the basis of sex: 5 (all male)
  • White: 5

    Students disciplined for bullying or harassment on the basis of sex

  • Black2
  • White4
  • IDEA4
  • 5042
Students disciplined for bullying or harassment on the basis of sex: 6 (male: 4, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Burkburnett Middle School:

4.0
Texas:

1.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all male)
  • Asian: 2
  • Black: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Burkburnett Middle School:

1.3
Texas:

0.4
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • White: 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • White: 2
  • Section 504: 2

Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here:

1.3
Texas:

0.8


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

  • Hispanic34
  • American Indian4
  • Native Hawaiian2
  • Black10
  • White136
  • Multirace7
  • IDEA31
  • 50419
Chronic Student Absenteeism: 193 (male: 85, female: 108)
  • Hispanic: 34 (male: 14, female: 20)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 10 (male: 2, female: 8)
  • White: 136 (male: 62, female: 74)
  • Two or More Races: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)
  • Section 504: 19 (male: 11, female: 8)
Chronic Student Absenteeism per 1,000 students
School:

260.5
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

  • Black3
  • White2
  • IDEA5
  • 5045
School days missed due to out-of-school suspension: 5 (all male)
  • Black: 3
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 5
  • Section 504: 5

    Students without disabilities receiving one or more in-school suspension

  • Hispanic10
  • American Indian2
  • Black10
  • White73
  • Multirace10
Students without disabilities receiving one or more in-school suspension: 105 (male: 64, female: 41)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 73 (male: 47, female: 26)
  • Two or More Races: 10 (male: 5, female: 5)
Instances of out-of-school suspension (Section 504 only): 2

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

2.7
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • American Indian2
  • Black4
  • White49
  • Multirace2
  • LEP2
  • 50431
Students with disabilities receiving one or more in-school suspension: 64 (male: 43, female: 21)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 49 (male: 32, female: 17)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 31 (male: 23, female: 8)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
  • Section 504: 2

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic7
  • Asian2
  • Black4
  • White43
  • Multirace4
8th grade student enrollment in Algebra I: 60 (male: 23, female: 37)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 43 (male: 17, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 49 (male: 20, female: 29)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 41 (male: 16, female: 25)
Percent of 8th grade students who passed
School:

81.7%
Texas:

87.0%

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