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Emmett J Conrad High School in Dallas, 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 18
Address
 7502 FAIR OAKS AVE
Dallas, TX 75231
Telephone
(972) 502-2300
(make sure to verify first before calling)
Website
http://www.dallasisd.org/conrad
City-data.com school rating
18
Students
1,164
Classroom Teachers (FTE)
91.8
Free lunch eligible students
945
Reduced-price lunch
eligible students
17
School district
DALLAS 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:
MOSS HAVEN EL (1.4 miles):

95
MERRIMAN PARK EL (0.7 miles):

84
DAN D ROGERS EL (1.7 miles):

77
JACK LOWE SR EL (0.6 miles):

76
LEE A MCSHAN JR EL (1.0 miles):

76
JILL STONE EL AT VICKERY MEADOW (0.8 miles):

53
L L HOTCHKISS EL (1.4 miles):

31
Emmett J Conrad High School:

18
SAM TASBY MIDDLE (0.6 miles):

13
Emmett J Conrad High School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Dallas:

53
Emmett J Conrad High School:

18

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,164
Enrollment in 2015: 1,121
Enrollment in 2014: 1,153
Enrollment in 2013: 1,115
Enrollment in 2012: 1,374
Enrollment in 2011: 1,607
Enrollment in 2010: 1,312
Enrollment in 2009: 1,292
Enrollment in 2008: 909
Enrollment in 2007: 670

Emmett J Conrad High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students3823142442241,164
Female students179144124107554
Male students203170120117610
American Indian/Alaska Native students - 2125
Asian students78695447248
Hispanic students210186142129667
Black students86474139213
White students6104626
Two or More Races students2 - 215

Enrollment by grade:
9th grade enrollment: 382
10th grade enrollment: 314
11th grade enrollment: 244
12th grade enrollment: 224

Emmett J Conrad High School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 554 (47.6%)
School:

47.6%
State:

49.0%
Male enrollment: 610 (52.4%)
Emmett J Conrad High School:

52.4%
Texas:

50.1%

Emmett J Conrad High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 5 (0.4%)
Emmett J Conrad High School:

0.4%
Texas:

0.4%
Asian enrollment: 248 (21.3%)
School:

21.3%
Texas:

3.1%
Hispanic enrollment: 667 (57.3%)
Emmett J Conrad High School:

57.3%
State:

46.9%
Black enrollment: 213 (18.3%)
Here:

18.3%
Texas:

11.6%
White enrollment: 26 (2.2%)
School:

2.2%
State:

32.3%
Two or More Races enrollment: 5 (0.4%)
Emmett J Conrad High School:

0.4%
State:

2.1%

Emmett J Conrad High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 962 (82.6%)
Emmett J Conrad High School:

82.6%
Texas:

61.6%
Free lunch eligible students: 945 (81.2%)
Emmett J Conrad High School:

81.2%
State:

55.4%
Reduced-price lunch eligible students: 17 (1.5%)
Here:

1.5%
State:

6.2%

Emmett J Conrad High School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 91.8

Number of FTE teachers in their first year of teaching: 10
Number of FTE teachers in their second year of teaching: 12
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 16
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 1
Number of FTE nurses: 1

Student/Teacher Ratio
Emmett J Conrad High School:

12.7
State:

15.6

Emmett J Conrad High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,116,486
  • Full-time Equivalency Count of Teachers: 90.7 (Salary Expenditures: $4,145,725)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $56,648)
  • Full-time Equivalency Count of Support Services Staff: 14 (Salary Expenditures: $484,882)
  • Full-time Equivalency Count of School Administration Staff: 10 (Salary Expenditures: $429,231)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $229,788
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $6,239,565
  • Salary Expenditures for Teachers: $4,749,735
  • Full-time Equivalency Count of Instructional Aides: 11.9 (Salary Expenditures: $308,915)
  • Full-time Equivalency Count of Support Services Staff: 12 (Salary Expenditures: $751,684)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $429,231)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $294,302

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic376
  • American Indian2
  • Asian232
  • Black73
  • White7
  • Multirace2
  • IDEA46
Students Enrolled in LEP Programs: 692 (male: 361, female: 331)
  • Hispanic: 376 (male: 209, female: 167)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 232 (male: 110, female: 122)
  • Black: 73 (male: 38, female: 35)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 29, female: 17)

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: 97 (male: 65, female: 32)
  • Hispanic: 65 (male: 46, female: 19)
  • Black: 32 (male: 19, female: 13)
  • Limited English Proficiency (LEP): 56 (male: 37, female: 19)

    Students with disabilities served under Section 504

  • Hispanic13
  • Asian4
  • Black4
  • LEP13
Students with disabilities served under Section 504: 21 (male: 9, female: 12)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)

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

  • Hispanic28
  • Asian25
  • Black16
  • White4
  • LEP64
  • IDEA7
  • 5042
Total number of students retained in 9th grade: 73 (male: 38, female: 35)
  • Hispanic: 28 (male: 17, female: 11)
  • Asian: 25 (male: 14, female: 11)
  • Black: 16 (male: 5, female: 11)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 64 (male: 35, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 2 (all male)

Percent of 9th grade students retained
Emmett J Conrad High School:

19.1%
State:

18.3%

    Total number of students retained in 10th grade

  • Hispanic13
  • Asian4
  • Black4
  • LEP16
  • IDEA2
Total number of students retained in 10th grade: 21 (male: 12, female: 9)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Percent of 10th grade students retained
Emmett J Conrad High School:

6.7%
State:

15.1%
Total number of students retained in 11th grade: 7 (male: 2, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all female)

Percent of 11th grade students retained
Here:

2.9%
State:

14.9%

    Total number of students retained in 12th grade

  • Hispanic7
  • Asian2
  • Black2
  • LEP4
  • IDEA7
Total number of students retained in 12th grade: 11 (male: 7, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Percent of 12th grade students retained
Emmett J Conrad High School:

4.9%
State:

14.2%

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: 74 (male: 43, female: 31)
  • Hispanic: 61 (male: 38, female: 23)
  • Black: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

63.6
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
  • Asian4
  • Black2
  • White2
  • LEP2
  • IDEA2
Dual Enrollment: 15 (male: 11, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Dual Enrollment per 1,000 students
Emmett J Conrad High School:

12.9
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

  • All4,019
  • Males3,979
  • Females4,069
  • Hispanic4,049
  • Asian4,029
  • Black3,954
  • White3,895
Algebra I Average Scale Score:

4,019
State:

4,001
Algebra I students tested: 293
# Absent - Not Tested: 15
Algebra I # Answer Documents Submitted: 309

Algebra I Avg Items Correct:
  • Reporting Category 1: 6.2 (57%)
  • Reporting Category 2: 6.9 (57%)
  • Reporting Category 3: 8.8 (63%)
  • Reporting Category 4: 6.9 (63%)
  • Reporting Category 5: 3.9 (65%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 29%

19%
26%
26%
29%
Males: (Average Scale Score: 3,979, Tested: 164, Did Not Meet Grade Level Performance: 19%, Approaches: 33%, Meets: 23%, Masters: 25%)
19%
33%
23%
25%
Females: (Average Scale Score: 4,069, Tested: 129, Did Not Meet Grade Level Performance: 19%, Approaches: 17%, Meets: 31%, Masters: 33%)
19%
17%
31%
33%
Hispanic: (Average Scale Score: 4,049, Tested: 164, Did Not Meet Grade Level Performance: 18%, Approaches: 23%, Meets: 29%, Masters: 30%)
18%
23%
29%
30%
Asian: (Average Scale Score: 4,029, Tested: 54, Did Not Meet Grade Level Performance: 13%, Approaches: 35%, Meets: 22%, Masters: 30%)
13%
35%
22%
30%
Black: (Average Scale Score: 3,954, Tested: 68, Did Not Meet Grade Level Performance: 25%, Approaches: 26%, Meets: 24%, Masters: 25%)
25%
26%
24%
25%
White: (Average Scale Score: 3,895, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 0%, Meets: 50%, Masters: 17%)
33%
50%
17%

    Biology Average Scale Score

  • All4,174
  • Males4,178
  • Females4,170
  • Hispanic4,186
  • Asian4,194
  • Black4,100
  • White4,372
Biology Average Scale Score:

4,174
State:

3,772
Biology students tested: 351
# Absent - Not Tested: 12
Biology # Answer Documents Submitted: 363

Biology Avg Items Correct:
  • Reporting Category 1: 7.2 (65%)
  • Reporting Category 2: 7.2 (65%)
  • Reporting Category 3: 6.7 (67%)
  • Reporting Category 4: 7.4 (67%)
  • Reporting Category 5: 7.3 (66%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 48%
Masters Grade Level Performance: 18%

9%
25%
48%
18%
Males: (Average Scale Score: 4,178, Tested: 177, Did Not Meet Grade Level Performance: 9%, Approaches: 23%, Meets: 52%, Masters: 16%)
9%
23%
52%
16%
Females: (Average Scale Score: 4,170, Tested: 174, Did Not Meet Grade Level Performance: 10%, Approaches: 26%, Meets: 44%, Masters: 20%)
10%
26%
44%
20%
Hispanic: (Average Scale Score: 4,186, Tested: 201, Did Not Meet Grade Level Performance: 5%, Approaches: 28%, Meets: 50%, Masters: 17%)
5%
28%
50%
17%
Asian: (Average Scale Score: 4,194, Tested: 60, Did Not Meet Grade Level Performance: 12%, Approaches: 23%, Meets: 43%, Masters: 22%)
12%
23%
43%
22%
Black: (Average Scale Score: 4,100, Tested: 81, Did Not Meet Grade Level Performance: 19%, Approaches: 18%, Meets: 49%, Masters: 14%)
19%
18%
49%
14%
White: (Average Scale Score: 4,372, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 50%, Masters: 38%)
12%
50%
38%

    English I Average Scale Score

  • All3,730
  • Males3,673
  • Females3,800
  • Hispanic3,783
  • Asian3,579
  • Black3,698
  • White3,772
English I Average Scale Score:

3,730
State:

3,637
English I students tested: 482
# Absent - Not Tested: 37
English I # Answer Documents Submitted: 524

English I Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • Reporting Category 2: 7.7 (59%)
  • Reporting Category 3: 7.4 (57%)
  • Reporting Category 4: 7.4 (46%)
  • Reporting Category 5: 5 (56%)
  • Reporting Category 6: 5.4 (60%)

Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 2%

53%
18%
27%
2%
Males: (Average Scale Score: 3,673, Tested: 267, Did Not Meet Grade Level Performance: 59%, Approaches: 16%, Meets: 24%, Masters: 1%)
59%
16%
24%
1%
Females: (Average Scale Score: 3,800, Tested: 215, Did Not Meet Grade Level Performance: 46%, Approaches: 20%, Meets: 31%, Masters: 3%)
46%
20%
31%
3%
Hispanic: (Average Scale Score: 3,783, Tested: 282, Did Not Meet Grade Level Performance: 48%, Approaches: 20%, Meets: 29%, Masters: 3%)
48%
20%
29%
3%
Asian: (Average Scale Score: 3,579, Tested: 80, Did Not Meet Grade Level Performance: 66%, Approaches: 13%, Meets: 21%, Masters: 0%)
66%
13%
21%
Black: (Average Scale Score: 3,698, Tested: 107, Did Not Meet Grade Level Performance: 58%, Approaches: 16%, Meets: 24%, Masters: 2%)
58%
16%
24%
2%
White: (Average Scale Score: 3,772, Tested: 11, Did Not Meet Grade Level Performance: 55%, Approaches: 9%, Meets: 36%, Masters: 0%)
55%
9%
36%

    English II Average Scale Score

  • All3,753
  • Males3,718
  • Females3,784
  • Hispanic3,855
  • Asian3,452
  • Black3,748
  • White3,983
English II Average Scale Score:

3,753
Texas:

3,718
English II students tested: 471
# Absent - Not Tested: 52
English II # Answer Documents Submitted: 525

English II Avg Items Correct:
  • Reporting Category 1: 5.2 (64%)
  • Reporting Category 2: 7 (54%)
  • Reporting Category 3: 7.8 (60%)
  • Reporting Category 4: 8.7 (54%)
  • Reporting Category 5: 5.5 (61%)
  • Reporting Category 6: 5.2 (57%)

Did Not Meet Grade Level Performance: 54%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 4%

54%
14%
28%
4%
Males: (Average Scale Score: 3,718, Tested: 225, Did Not Meet Grade Level Performance: 55%, Approaches: 16%, Meets: 26%, Masters: 3%)
55%
16%
26%
3%
Females: (Average Scale Score: 3,784, Tested: 246, Did Not Meet Grade Level Performance: 54%, Approaches: 10%, Meets: 31%, Masters: 5%)
54%
10%
31%
5%
Hispanic: (Average Scale Score: 3,855, Tested: 241, Did Not Meet Grade Level Performance: 46%, Approaches: 14%, Meets: 35%, Masters: 5%)
46%
14%
35%
5%
Asian: (Average Scale Score: 3,452, Tested: 100, Did Not Meet Grade Level Performance: 80%, Approaches: 10%, Meets: 9%, Masters: 1%)
80%
10%
9%
1%
Black: (Average Scale Score: 3,748, Tested: 112, Did Not Meet Grade Level Performance: 53%, Approaches: 15%, Meets: 28%, Masters: 4%)
53%
15%
28%
4%
White: (Average Scale Score: 3,983, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 20%, Meets: 47%, Masters: 0%)
33%
20%
47%

    U.S. History Average Scale Score

  • All4,346
  • Males4,434
  • Females4,277
  • Hispanic4,446
  • Asian4,041
  • Black4,313
  • White4,645
U.S. History Average Scale Score:

4,346
State:

3,953
U.S. History students tested: 190
# Absent - Not Tested: 10
U.S. History # Answer Documents Submitted: 200

U.S. History Avg Items Correct:
  • Reporting Category 1: 21.9 (73%)
  • Reporting Category 2: 8.7 (72%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 11.9 (75%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 43%

5%
22%
30%
43%
Males: (Average Scale Score: 4,434, Tested: 83, Did Not Meet Grade Level Performance: 2%, Approaches: 21%, Meets: 29%, Masters: 48%)
2%
21%
29%
48%
Females: (Average Scale Score: 4,277, Tested: 107, Did Not Meet Grade Level Performance: 7%, Approaches: 24%, Meets: 31%, Masters: 38%)
7%
24%
31%
38%
Hispanic: (Average Scale Score: 4,446, Tested: 92, Did Not Meet Grade Level Performance: 4%, Approaches: 14%, Meets: 35%, Masters: 47%)
4%
14%
35%
47%
Asian: (Average Scale Score: 4,041, Tested: 34, Did Not Meet Grade Level Performance: 9%, Approaches: 53%, Meets: 12%, Masters: 26%)
9%
53%
12%
26%
Black: (Average Scale Score: 4,313, Tested: 53, Did Not Meet Grade Level Performance: 4%, Approaches: 19%, Meets: 35%, Masters: 42%)
4%
19%
35%
42%
White: (Average Scale Score: 4,645, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 11%, Meets: 11%, Masters: 67%)
11%
11%
11%
67%
5th Grade
Science students tested: 1
Science # Answer Documents Submitted: 1

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.

Emmett J Conrad High School - ACT/SAT scores

    Average ACT composite score

  • All14.8
  • Hispanic15.2
  • American Indian12.5
  • Asian13.9
  • Black14.8
  • Multirace19.0
  • LEP13.7
  • IDEA10.2
Percent of graduates taking the ACT:

75.3%
Texas:

41.3%
ACT composite scores above criteria:

1.5%
Texas:

21.8%
Number of graduates: <200
Number of graduates taking the ACT: <150

Average ACT composite score:

14.8
State:

18.9
Average ACT English score:

12.4
State:

17.8
Average ACT mathematics score:

16.2
State:

19.1
Average ACT reading score:

14.5
State:

19.3
Average ACT science score:

15.4
State:

19.2

    Average SAT combined score

  • All699
  • Hispanic718
  • American Indian655
  • Asian642
  • Black712
  • White745
  • Multirace737
  • LEP637
  • IDEA594
Percent of graduates taking the SAT:

100.0%
Texas:

45.4%
SAT combined scores above criteria:

1.0%
State:

19.5%
Number of graduates: <200
Number of graduates taking the SAT: <225

Average SAT critical reading and mathematics combined score:

699
State:

875
Average SAT mathematics score:

369
State:

443
Average SAT critical reading score:

330
State:

432
Average SAT writing score:

335
State:

415

    SAT or ACT Test Participation

  • Hispanic238
  • American Indian2
  • Asian94
  • Black76
  • White4
  • Multirace2
  • LEP232
  • IDEA28
SAT or ACT Test Participation: 416 (male: 208, female: 208)
  • Hispanic: 238 (male: 128, female: 110)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 94 (male: 41, female: 53)
  • Black: 76 (male: 35, female: 41)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 232 (male: 116, female: 116)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 17, female: 11)

Advanced Placement:
Show data for

(State average from 1,179 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.

Emmett J Conrad High School - AP exams with scores at or above criteria

    Exams with scores at or above criteria (%)

  • All7.7
  • Hispanic10.5
  • American Indian28.6
  • Asian3.3
  • Black2.0
  • White18.2
Number of students in Grades 11 and 12: 469
Number of students taking at least one AP exam: 129
Percent of students taking at least one AP exam:

27.5%
Texas:

24.6%
Number of examinees scoring at or above 3 on at least one AP exam: 20
Examinees scoring at or above criteria on at least one AP exam:

15.5%
State:

39.6%

Number of AP exams: 311
Number of AP exams with scores at or above 3: 24
Percent of AP exams with scores at or above 3:

7.7%
State:

33.1%
Number of different AP courses provided by school: 18
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

    Students Enrolled in at least one AP Course

  • Hispanic136
  • American Indian2
  • Asian49
  • Black46
  • White7
  • Multirace2
  • LEP82
  • IDEA7
Students Enrolled in at least one AP Course: 242 (male: 117, female: 125)
  • Hispanic: 136 (male: 68, female: 68)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 49 (male: 23, female: 26)
  • Black: 46 (male: 20, female: 26)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 82 (male: 44, female: 38)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

    Student Enrollment in Advanced Placement (AP) Mathematics

  • Hispanic22
  • American Indian2
  • Asian7
  • Black10
  • White4
  • LEP16
  • IDEA2
Student Enrollment in Advanced Placement (AP) Mathematics: 45 (male: 28, female: 17)
  • Hispanic: 22 (male: 14, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 7 (male: 5, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 14, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

    Student Enrollment in Advanced Placement (AP) Science

  • Hispanic25
  • American Indian2
  • Asian16
  • Black10
  • LEP19
Student Enrollment in Advanced Placement (AP) Science: 53 (male: 29, female: 24)
  • Hispanic: 25 (male: 14, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 16 (male: 8, female: 8)
  • Black: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 19 (male: 14, female: 5)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic124
  • American Indian2
  • Asian46
  • Black46
  • White7
  • Multirace2
  • LEP76
  • IDEA5
Students Enrollment in Other Advanced Placement (AP) Subjects: 227 (male: 105, female: 122)
  • Hispanic: 124 (male: 59, female: 65)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 46 (male: 20, female: 26)
  • Black: 46 (male: 20, female: 26)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 76 (male: 38, female: 38)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

    Students who took one or more AP exams

  • Hispanic106
  • American Indian2
  • Asian46
  • Black34
  • White7
  • Multirace2
  • LEP70
  • IDEA4
Students who took one or more AP exams: 197 (male: 96, female: 101)
  • Hispanic: 106 (male: 56, female: 50)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 46 (male: 20, female: 26)
  • Black: 34 (male: 14, female: 20)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 70 (male: 38, female: 32)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Students who received a qualifying score on one or more AP exams: 20 (male: 10, female: 10)
  • Hispanic: 20 (male: 10, female: 10)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)
Percent students who received a qualifying score on one or more AP exams
Here:

10.2%
Texas:

45.1%

    Students who did not receive a qualifying score on any AP exams

  • Hispanic89
  • Asian41
  • Black32
  • White4
  • LEP59
  • IDEA4
Students who did not receive a qualifying score on any AP exams: 166 (male: 81, female: 85)
  • Hispanic: 89 (male: 49, female: 40)
  • Asian: 41 (male: 19, female: 22)
  • Black: 32 (male: 13, female: 19)
  • White: 4 (all female)
  • Limited English Proficiency (LEP): 59 (male: 31, female: 28)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)

    Students who took no AP exams

  • Hispanic28
  • Asian4
  • Black10
  • LEP13
  • IDEA2
Students who took no AP exams: 42 (male: 18, female: 24)
  • Hispanic: 28 (male: 11, female: 17)
  • Asian: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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.
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 physical attack or fight without a weapon: 1


Total incidents per 1,000 students
School:

0.9
State:

38.0

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 female)
  • Hispanic: 2

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

1.7
Texas:

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

Students without disabilities who received a school-related arrest per 1,000 students
Emmett J Conrad High School:

1.7
State:

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

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

1.7
State:

5.4

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

  • Hispanic211
  • Asian40
  • Black61
  • White2
  • Multirace2
  • LEP181
  • IDEA43
  • 5047
Chronic Student Absenteeism: 316 (male: 167, female: 149)
  • Hispanic: 211 (male: 116, female: 95)
  • Asian: 40 (male: 26, female: 14)
  • Black: 61 (male: 23, female: 38)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 181 (male: 101, female: 80)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 23, female: 20)
  • Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

271.5
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Here:

1.7
State:

1.0

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

  • Hispanic405
  • Asian15
  • Black350
  • LEP289
  • IDEA99
  • 50426
School days missed due to out-of-school suspension: 770 (male: 548, female: 222)
  • Hispanic: 405 (male: 321, female: 84)
  • Asian: 15 (all male)
  • Black: 350 (male: 212, female: 138)
  • Limited English Proficiency (LEP): 289 (male: 215, female: 74)
  • Individuals With Disabilities Education Act (IDEA): 99 (male: 85, female: 14)
  • Section 504: 26 (male: 2, female: 24)
Instances of out-of-school suspension (Students without disabilities): 95

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Emmett J Conrad High School:

81.6
State:

102.7
Students without disabilities receiving one or more in-school suspension: 32 (male: 25, female: 7)
  • Hispanic: 22 (male: 20, female: 2)
  • Black: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)

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

  • Hispanic37
  • Asian5
  • Black25
  • LEP37
Students without disabilities receiving only one out-of-school suspension: 67 (male: 48, female: 19)
  • Hispanic: 37 (male: 26, female: 11)
  • Asian: 5 (all male)
  • Black: 25 (male: 17, female: 8)
  • Limited English Proficiency (LEP): 37 (male: 26, female: 11)
Students without disabilities receiving more than one out-of-school suspension: 23 (male: 13, female: 10)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
Instances of out-of-school suspension (Students with disabilities): 17

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

14.6
State:

27.5
Instances of out-of-school suspension (Section 504 only): 1

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

0.9
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black7
  • LEP2
  • 5042
Students with disabilities receiving one or more in-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

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

  • Hispanic10
  • Black4
  • White2
  • LEP10
  • 5042
Students with disabilities receiving only one out-of-school suspension: 16 (male: 10, female: 6)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Section 504: 2 (all male)

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

  • Hispanic2
  • Black2
  • LEP2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Expulsions:
Show data for

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

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Students without Disabilities who received an expulsion with educational services per 1,000 students
Emmett J Conrad High School:

5.2
State:

26.6
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all female)
  • Hispanic: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Emmett J Conrad High School:

1.7
Texas:

2.2

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: 23
Number of Algebra I classes taught by certified teachers: 23

    9-10th grade student enrollment in Algebra I

  • Hispanic226
  • American Indian2
  • Asian94
  • Black97
  • White10
  • Multirace2
  • LEP322
  • IDEA43
9-10th grade student enrollment in Algebra I: 431 (male: 231, female: 200)
  • Hispanic: 226 (male: 125, female: 101)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 94 (male: 44, female: 50)
  • Black: 97 (male: 53, female: 44)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 322 (male: 170, female: 152)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 29, female: 14)

    9-10th grade studenst who passed Algebra I

  • Hispanic167
  • Asian71
  • Black62
  • White4
  • LEP227
  • IDEA35
9-10th grade studenst who passed Algebra I: 304 (male: 157, female: 147)
  • Hispanic: 167 (male: 91, female: 76)
  • Asian: 71 (male: 28, female: 43)
  • Black: 62 (male: 34, female: 28)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 227 (male: 115, female: 112)
  • Individuals With Disabilities Education Act (IDEA): 35 (male: 22, female: 13)
Percent of 9-10th grade students who passed
Emmett J Conrad High School:

70.5%
Texas:

77.3%

    11-12th grade student enrollment in Algebra I

  • Hispanic7
  • Asian4
  • Black2
  • LEP4
11-12th grade student enrollment in Algebra I: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
11-12th studenst who passed Algebra I: 4 (all male)
  • Hispanic: 4
Percent of 11-12th grade students who passed
Emmett J Conrad High School:

30.8%
Texas:

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: 12
Number of Algebra II classes taught by certified teachers: 12

    Student Enrollment in Algebra II

  • Hispanic157
  • Asian49
  • Black43
  • White5
  • Multirace2
  • LEP139
  • IDEA7
Student Enrollment in Algebra II: 256 (male: 129, female: 127)
  • Hispanic: 157 (male: 89, female: 68)
  • Asian: 49 (male: 23, female: 26)
  • Black: 43 (male: 17, female: 26)
  • White: 5 (all female)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 139 (male: 74, female: 65)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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: 2
Number of Calculus classes taught by certified teachers: 2

    Student Enrollment in Calculus

  • Hispanic10
  • American Indian2
  • Asian4
  • Black4
  • White2
  • LEP7
Student Enrollment in Calculus: 22 (male: 13, female: 9)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 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: 12
Number of Geometry classes taught by certified teachers: 12

    Student Enrollment in Geometry

  • Hispanic148
  • Asian70
  • Black34
  • White5
  • LEP160
  • IDEA13
Student Enrollment in Geometry: 257 (male: 126, female: 131)
  • Hispanic: 148 (male: 80, female: 68)
  • Asian: 70 (male: 32, female: 38)
  • Black: 34 (male: 14, female: 20)
  • White: 5 (all female)
  • Limited English Proficiency (LEP): 160 (male: 80, female: 80)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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: 10
Number of Advanced Mathematics classes taught by certified teachers: 10

    Student Enrollment in Advanced Mathematics

  • Hispanic94
  • American Indian2
  • Asian37
  • Black43
  • White4
  • LEP85
  • IDEA7
Student Enrollment in Advanced Mathematics: 180 (male: 94, female: 86)
  • Hispanic: 94 (male: 53, female: 41)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 37 (male: 14, female: 23)
  • Black: 43 (male: 23, female: 20)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 85 (male: 44, female: 41)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 5
Number of Biology classes taught by certified teachers: 5

    Student Enrollment in Biology

  • Hispanic58
  • Asian19
  • Black16
  • White2
  • LEP40
  • IDEA4
Student Enrollment in Biology: 95 (male: 36, female: 59)
  • Hispanic: 58 (male: 23, female: 35)
  • Asian: 19 (male: 8, female: 11)
  • Black: 16 (male: 5, female: 11)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 40 (male: 14, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 16
Number of Chemistry classes taught by certified teachers: 16

    Student Enrollment in Chemistry

  • Hispanic184
  • Asian79
  • Black61
  • White10
  • Multirace2
  • LEP208
  • IDEA16
Student Enrollment in Chemistry: 336 (male: 167, female: 169)
  • Hispanic: 184 (male: 98, female: 86)
  • Asian: 79 (male: 38, female: 41)
  • Black: 61 (male: 29, female: 32)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 208 (male: 101, female: 107)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)

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: 30
Number of Physics classes taught by certified teachers: 30

    Student Enrollment in Physics

  • Hispanic322
  • American Indian2
  • Asian124
  • Black103
  • White7
  • Multirace4
  • LEP367
  • IDEA46
Student Enrollment in Physics: 562 (male: 303, female: 259)
  • Hispanic: 322 (male: 182, female: 140)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 124 (male: 56, female: 68)
  • Black: 103 (male: 56, female: 47)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 367 (male: 200, female: 167)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 32, female: 14)

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