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Caddo Mills High School in Caddo Mills, TX
(09-12 • 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 75
Address
 2710 GILMER
Caddo Mills, TX 75135
Telephone
(903) 527-3164
(make sure to verify first before calling)
City-data.com school rating
75
Students
490
Classroom Teachers (FTE)
32.9
Free lunch eligible students
107
Reduced-price lunch
eligible students
46
School district
CADDO MILLS ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
CADDO MILLS MIDDLE (0.6 miles):

89
KATHRYN GRIFFIS EL (2.3 miles):

83
FRANCES AND JEANNETTE LEE EL (0.3 miles):

77
Caddo Mills High School:

75
BOWIE EL (6.0 miles):

61
DAVIS EL (5.2 miles):

54
GREENVILLE MIDDLE (7.3 miles):

51
GREENVILLE H S (6.5 miles):

50
CARVER EL (7.4 miles):

17
Caddo Mills High School rating compared to average state, county and city schools ratings:
Texas:

54
Hunt County:

53
Caddo Mills:

81
Caddo Mills High School:

75

Students & Teachers


Total enrollment:
Enrollment in 2016: 490
Enrollment in 2015: 447
Enrollment in 2014: 449
Enrollment in 2013: 439
Enrollment in 2012: 443
Enrollment in 2011: 454
Enrollment in 2010: 418
Enrollment in 2009: 396
Enrollment in 2008: 388
Enrollment in 2007: 389
Enrollment in 2006: 362
Enrollment in 2005: 354
Enrollment in 2004: 344
Enrollment in 2003: 343
Enrollment in 2002: 334
Enrollment in 2001: 305
Enrollment in 2000: 273
Enrollment in 1999: 257

Caddo Mills High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students128127133102490
Female students63627251248
Male students65656151242
Asian students1 - 1 - 2
Hispanic students1916241776
Black students432110
White students9910310178381
Two or More Races students555621

Enrollment by grade:
9th grade enrollment: 128
10th grade enrollment: 127
11th grade enrollment: 133
12th grade enrollment: 102

Caddo Mills High School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 248 (50.6%)
Here:

50.6%
State:

49.0%
Male enrollment: 242 (49.4%)
Here:

49.4%
Texas:

50.1%

Caddo Mills High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 2 (0.4%)
Caddo Mills High School:

0.4%
State:

3.1%
Hispanic enrollment: 76 (15.5%)
Caddo Mills High School:

15.5%
Texas:

46.9%
Black enrollment: 10 (2.0%)
School:

2.0%
State:

11.6%
White enrollment: 381 (77.8%)
Caddo Mills High School:

77.8%
State:

32.3%
Two or More Races enrollment: 21 (4.3%)
School:

4.3%
State:

2.1%

Caddo Mills High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 153 (31.2%)
Caddo Mills High School:

31.2%
State:

61.6%
Free lunch eligible students: 107 (21.8%)
School:

21.8%
State:

55.4%
Reduced-price lunch eligible students: 46 (9.4%)
School:

9.4%
Texas:

6.2%

Caddo Mills High School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 32.9

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
Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE nurses: 1

Student/Teacher Ratio
School:

14.9
Texas:

15.6

Caddo Mills High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,666,445
  • Full-time Equivalency Count of Teachers: 30.7 (Salary Expenditures: $1,361,149)
  • Full-time Equivalency Count of Instructional Aides: 0.3 (Salary Expenditures: $5,151)
  • Full-time Equivalency Count of Support Services Staff: 1.7 (Salary Expenditures: $102,620)
  • Full-time Equivalency Count of School Administration Staff: 2.9 (Salary Expenditures: $197,526)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $540,638
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,836,097
  • Salary Expenditures for Teachers: $1,361,149
  • Full-time Equivalency Count of Instructional Aides: 0.3 (Salary Expenditures: $5,151)
  • Full-time Equivalency Count of Support Services Staff: 1.7 (Salary Expenditures: $102,620)
  • Full-time Equivalency Count of School Administration Staff: 2.9 (Salary Expenditures: $197,526)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $544,217

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 4 (male: 2, 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: 45 (male: 29, female: 16)
  • Hispanic: 4 (all male)
  • White: 41 (male: 25, female: 16)

    Students with disabilities served under Section 504

  • Hispanic2
  • Black2
  • White28
  • LEP2
Students with disabilities served under Section 504: 32 (male: 19, female: 13)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 28 (male: 17, female: 11)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 1,124 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 9th grade

  • Hispanic2
  • White4
  • LEP2
  • IDEA2
  • 5042
Total number of students retained in 9th grade: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all male)

Percent of 9th grade students retained
Caddo Mills High School:

4.7%
Texas:

18.3%
Total number of students retained in 10th grade: 2 (all male)
  • White: 2

Percent of 10th grade students retained
School:

1.6%
Texas:

15.1%

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: 39 (male: 22, female: 17)
  • Hispanic: 2 (all male)
  • White: 37 (male: 20, female: 17)

Gifted and Talented Student Enrollment per 1,000 students
Caddo Mills High School:

79.6
State:

79.4

Dual Enrollment:
(State average from 1,381 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.

    Dual Enrollment

  • Hispanic7
  • Black2
  • White58
  • Multirace4
Dual Enrollment: 71 (male: 26, female: 45)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • White: 58 (male: 20, female: 38)
  • Two or More Races: 4 (male: 2, female: 2)

Dual Enrollment per 1,000 students
School:

144.9
Texas:

133.0

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

  • All4,193
  • Males4,074
  • Females4,301
  • Hispanic4,123
  • White4,205
Algebra I Average Scale Score:

4,193
State:

3,927
Algebra I students tested: 107
# Absent - Not Tested: 1
Algebra I # Answer Documents Submitted: 108

Algebra I Avg Items Correct:
  • Reporting Category 1: 7.2 (66%)
  • Reporting Category 2: 8 (67%)
  • Reporting Category 3: 9.7 (69%)
  • Reporting Category 4: 8.1 (73%)
  • Reporting Category 5: 4.2 (70%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 38%

7%
23%
32%
38%
Males: (Average Scale Score: 4,074, Tested: 51, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 26%, Masters: 31%)
14%
29%
26%
31%
Females: (Average Scale Score: 4,301, Tested: 56, Did Not Meet Grade Level Performance: 2%, Approaches: 16%, Meets: 37%, Masters: 45%)
2%
16%
37%
45%
Hispanic: (Average Scale Score: 4,123, Tested: 19, Did Not Meet Grade Level Performance: 11%, Approaches: 15%, Meets: 42%, Masters: 32%)
11%
15%
42%
32%
White: (Average Scale Score: 4,205, Tested: 82, Did Not Meet Grade Level Performance: 7%, Approaches: 23%, Meets: 30%, Masters: 40%)
7%
23%
30%
40%

    Biology Average Scale Score

  • All4,298
  • Males4,326
  • Females4,272
  • Hispanic4,087
  • White4,324
Biology Average Scale Score:

4,298
Texas:

3,671
Biology students tested: 129
# Absent - Not Tested: 1
Biology # Answer Documents Submitted: 130

Biology Avg Items Correct:
  • Reporting Category 1: 7.7 (70%)
  • Reporting Category 2: 8.2 (74%)
  • Reporting Category 3: 6.9 (69%)
  • Reporting Category 4: 7.5 (68%)
  • Reporting Category 5: 7.6 (69%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 45%
Masters Grade Level Performance: 29%

7%
19%
45%
29%
Males: (Average Scale Score: 4,326, Tested: 63, Did Not Meet Grade Level Performance: 8%, Approaches: 21%, Meets: 38%, Masters: 33%)
8%
21%
38%
33%
Females: (Average Scale Score: 4,272, Tested: 66, Did Not Meet Grade Level Performance: 6%, Approaches: 17%, Meets: 51%, Masters: 26%)
6%
17%
51%
26%
Hispanic: (Average Scale Score: 4,087, Tested: 20, Did Not Meet Grade Level Performance: 15%, Approaches: 20%, Meets: 55%, Masters: 10%)
15%
20%
55%
10%
White: (Average Scale Score: 4,324, Tested: 101, Did Not Meet Grade Level Performance: 5%, Approaches: 20%, Meets: 44%, Masters: 31%)
5%
20%
44%
31%

    English I Average Scale Score

  • All4,144
  • Males4,037
  • Females4,245
  • Hispanic4,054
  • White4,157
English I Average Scale Score:

4,144
State:

3,609
English I students tested: 138
English I # Answer Documents Submitted: 138

English I Avg Items Correct:
  • Reporting Category 1: 5.8 (73%)
  • Reporting Category 2: 8.6 (66%)
  • Reporting Category 3: 9.2 (71%)
  • Reporting Category 4: 9.9 (62%)
  • Reporting Category 5: 7 (78%)
  • Reporting Category 6: 7.1 (79%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 54%
Masters Grade Level Performance: 10%

22%
14%
54%
10%
Males: (Average Scale Score: 4,037, Tested: 67, Did Not Meet Grade Level Performance: 28%, Approaches: 14%, Meets: 54%, Masters: 4%)
28%
14%
54%
4%
Females: (Average Scale Score: 4,245, Tested: 71, Did Not Meet Grade Level Performance: 17%, Approaches: 13%, Meets: 55%, Masters: 15%)
17%
13%
55%
15%
Hispanic: (Average Scale Score: 4,054, Tested: 22, Did Not Meet Grade Level Performance: 27%, Approaches: 14%, Meets: 54%, Masters: 5%)
27%
14%
54%
5%
White: (Average Scale Score: 4,157, Tested: 107, Did Not Meet Grade Level Performance: 21%, Approaches: 14%, Meets: 55%, Masters: 10%)
21%
14%
55%
10%

    English II Average Scale Score

  • All4,179
  • Males4,015
  • Females4,342
  • Hispanic4,055
  • White4,205
  • Multirace4,673
English II Average Scale Score:

4,179
Texas:

3,594
English II students tested: 130
English II # Answer Documents Submitted: 130

English II Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 9 (70%)
  • Reporting Category 3: 9 (69%)
  • Reporting Category 4: 10.8 (67%)
  • Reporting Category 5: 7 (78%)
  • Reporting Category 6: 6.9 (76%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 51%
Masters Grade Level Performance: 10%

24%
15%
51%
10%
Males: (Average Scale Score: 4,015, Tested: 65, Did Not Meet Grade Level Performance: 29%, Approaches: 17%, Meets: 52%, Masters: 2%)
29%
17%
52%
2%
Females: (Average Scale Score: 4,342, Tested: 65, Did Not Meet Grade Level Performance: 18%, Approaches: 14%, Meets: 50%, Masters: 18%)
18%
14%
50%
18%
Hispanic: (Average Scale Score: 4,055, Tested: 23, Did Not Meet Grade Level Performance: 35%, Approaches: 8%, Meets: 53%, Masters: 4%)
35%
8%
53%
4%
White: (Average Scale Score: 4,205, Tested: 95, Did Not Meet Grade Level Performance: 21%, Approaches: 16%, Meets: 52%, Masters: 11%)
21%
16%
52%
11%
Multirace: (Average Scale Score: 4,673, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 34%, Masters: 33%)
33%
34%
33%

    U.S. History Average Scale Score

  • All4,191
  • Males4,250
  • Females4,138
  • Hispanic4,097
  • Black4,039
  • White4,230
  • Multirace4,132
U.S. History Average Scale Score:

4,191
Texas:

3,831
U.S. History students tested: 121
U.S. History # Answer Documents Submitted: 121

U.S. History Avg Items Correct:
  • Reporting Category 1: 20.6 (69%)
  • Reporting Category 2: 7.7 (64%)
  • Reporting Category 3: 6.4 (64%)
  • Reporting Category 4: 11.9 (74%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 31%

6%
27%
36%
31%
Males: (Average Scale Score: 4,250, Tested: 57, Did Not Meet Grade Level Performance: 7%, Approaches: 19%, Meets: 39%, Masters: 35%)
7%
19%
39%
35%
Females: (Average Scale Score: 4,138, Tested: 64, Did Not Meet Grade Level Performance: 5%, Approaches: 34%, Meets: 34%, Masters: 27%)
5%
34%
34%
27%
Hispanic: (Average Scale Score: 4,097, Tested: 15, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 27%, Masters: 33%)
20%
20%
27%
33%
Black: (Average Scale Score: 4,039, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 40%, Masters: 20%)
20%
20%
40%
20%
White: (Average Scale Score: 4,230, Tested: 93, Did Not Meet Grade Level Performance: 2%, Approaches: 29%, Meets: 37%, Masters: 32%)
2%
29%
37%
32%
Multirace: (Average Scale Score: 4,132, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 66%, Masters: 17%)
17%
66%
17%
8th Grade
Science students tested: 2
Science # Answer Documents Submitted: 2

Social Studies students tested: 2
Social Studies # Answer Documents Submitted: 2

Accountability


SAT/ACT:
Show data for

(State average from 1,567 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

Caddo Mills High School - ACT/SAT scores

    Average ACT composite score

  • All21.8
  • Hispanic18.7
  • White22.8
  • Multirace19.5
Percent of graduates taking the ACT:

17.4%
Texas:

41.3%
ACT composite scores above criteria:

37.5%
State:

21.8%
Number of graduates: 92
Number of graduates taking the ACT: 16

Average ACT composite score:

21.8
State:

18.9
Average ACT English score:

21.7
Texas:

17.8
Average ACT mathematics score:

21.0
Texas:

19.1
Average ACT reading score:

21.9
State:

19.3
Average ACT science score:

21.7
Texas:

19.2

    Average SAT combined score

  • All1,014
  • Hispanic1,100
  • White996
  • Multirace1,065
Percent of graduates taking the SAT:

43.5%
Texas:

45.4%
SAT combined scores above criteria:

30.0%
Texas:

19.5%
Number of graduates: 92
Number of graduates taking the SAT: 40

Average SAT critical reading and mathematics combined score:

1,014
Texas:

875
Average SAT mathematics score:

505
State:

443
Average SAT critical reading score:

509
State:

432
Average SAT writing score:

491
State:

415
SAT or ACT Test Participation: 67 (male: 25, female: 42)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 61 (male: 23, female: 38)
  • Two or More Races: 2 (all female)

Advanced Placement:
Show data for
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of different AP courses provided by school: 1
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No

Students Enrolled in at least one AP Course: 2 (all male)
  • Two or More Races: 2
Students Enrollment in Other Advanced Placement (AP) Subjects: 2 (all male)
  • Two or More Races: 2
Students who took no AP exams: 2 (all male)
  • Two or More Races: 2

Health & Safety


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: 9
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

18.4
State:

4.1

    Students reported as harassed or bullied on the basis of sex

  • Hispanic2
  • White5
  • Multirace2
  • IDEA2
Students reported as harassed or bullied on the basis of sex: 9 (all male)
  • Hispanic: 2
  • White: 5
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic2
  • White5
  • Multirace2
  • IDEA2
Students disciplined for bullying or harassment on the basis of sex: 9 (all male)
  • Hispanic: 2
  • White: 5
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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
Here:

6.1
State:

1.9
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all male)
  • Hispanic: 2
  • White: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
  • Hispanic: 2
  • White: 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

  • Hispanic2
  • Black4
  • White19
  • IDEA4
  • 5044
Chronic Student Absenteeism: 25 (male: 15, female: 10)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

51.0
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: 14 (all male)
  • White: 14
  • Individuals With Disabilities Education Act (IDEA): 3
  • Section 504: 6
Instances of out-of-school suspension (Students without disabilities): 5

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Caddo Mills High School:

10.2
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic10
  • White34
  • Multirace4
  • LEP2
Students without disabilities receiving one or more in-school suspension: 48 (male: 36, female: 12)
  • Hispanic: 10 (male: 8, female: 2)
  • White: 34 (male: 26, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
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: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 3

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

6.1
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 6

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

12.2
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black2
  • White7
  • Multirace2
  • LEP2
  • 5048
Students with disabilities receiving one or more in-school suspension: 13 (male: 11, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 8 (all male)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 2

Classes & Courses


Algebra I:
Show data for

(State average from 1,490 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.
Number of Algebra I classes: 9
Number of Algebra I classes taught by certified teachers: 9

    9-10th grade student enrollment in Algebra I

  • Hispanic19
  • Asian2
  • Black4
  • White94
  • Multirace7
  • LEP2
  • IDEA16
9-10th grade student enrollment in Algebra I: 126 (male: 67, female: 59)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 94 (male: 50, female: 44)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)

    9-10th grade studenst who passed Algebra I

  • Hispanic14
  • Black4
  • White80
  • Multirace4
  • IDEA14
9-10th grade studenst who passed Algebra I: 102 (male: 50, female: 52)
  • Hispanic: 14 (male: 7, female: 7)
  • Black: 4 (all female)
  • White: 80 (male: 43, female: 37)
  • Two or More Races: 4 (all female)
  • Individuals With Disabilities Education Act (IDEA): 14 (male: 10, female: 4)
Percent of 9-10th grade students who passed
Caddo Mills High School:

81.0%
State:

77.3%
11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
Here:

0.0%
State:

73.9%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 5
Number of Algebra II classes taught by certified teachers: 4

    Student Enrollment in Algebra II

  • Hispanic25
  • Asian2
  • Black2
  • White79
  • Multirace4
  • LEP2
  • IDEA4
Student Enrollment in Algebra II: 112 (male: 48, female: 64)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 79 (male: 35, female: 44)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Calculus:
Show data for
Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1


Student Enrollment in Calculus: 2
  • Two or More Races: 2

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 8
Number of Geometry classes taught by certified teachers: 8

    Student Enrollment in Geometry

  • Hispanic25
  • Black4
  • White130
  • Multirace4
  • LEP2
  • IDEA19
Student Enrollment in Geometry: 163 (male: 89, female: 74)
  • Hispanic: 25 (male: 11, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 130 (male: 74, female: 56)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 12
Number of Advanced Mathematics classes taught by certified teachers: 3

    Student Enrollment in Advanced Mathematics

  • Hispanic13
  • Black2
  • White88
  • Multirace4
  • LEP2
  • IDEA10
Student Enrollment in Advanced Mathematics: 107 (male: 50, female: 57)
  • Hispanic: 13 (male: 5, female: 8)
  • Black: 2 (all male)
  • White: 88 (male: 41, female: 47)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 16
Number of Biology classes taught by certified teachers: 7

    Student Enrollment in Biology

  • Hispanic25
  • Asian2
  • Black4
  • White118
  • Multirace4
  • LEP2
  • IDEA22
Student Enrollment in Biology: 153 (male: 85, female: 68)
  • Hispanic: 25 (male: 14, female: 11)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 118 (male: 65, female: 53)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 17, female: 5)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 5
Number of Chemistry classes taught by certified teachers: 5

    Student Enrollment in Chemistry

  • Hispanic13
  • Asian2
  • Black4
  • White106
  • Multirace4
  • LEP2
  • IDEA13
Student Enrollment in Chemistry: 129 (male: 62, female: 67)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 106 (male: 53, female: 53)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 7
Number of Physics classes taught by certified teachers: 4

    Student Enrollment in Physics

  • Hispanic19
  • Black2
  • White61
  • Multirace4
  • IDEA2
Student Enrollment in Physics: 86 (male: 38, female: 48)
  • Hispanic: 19 (male: 8, female: 11)
  • Black: 2 (all male)
  • White: 61 (male: 26, female: 35)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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