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Gillett Int School in Kingsville, TX
(05-06 • 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 8
Address
 1007 N 17TH ST
Kingsville, TX 78363
Telephone
(361) 595-8200
(make sure to verify first before calling)
Website
http://www.kingsvilleisd.com
City-data.com school rating
8
Students
434
Classroom Teachers (FTE)
34.7
Free lunch eligible students
316
Reduced-price lunch
eligible students
43
School district
KINGSVILLE 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:
SANTA GERTRUDIS ACADEMY H S (1.9 miles):

60
HARVEY EL (0.6 miles):

56
PEREZ EL (1.8 miles):

47
KLEBERG EL (1.0 miles):

31
HARREL EL (2.1 miles):

24
KINGSWAY LEADERSHIP ACADEMY (1.7 miles):

20
H M KING H S (2.0 miles):

18
MEMORIAL MIDDLE (2.0 miles):

12
Gillett Int School:

8
Gillett Int School rating compared to average state, county and city schools ratings:
Texas:

54
Kleberg County:

45
Kingsville:

45
Gillett Int School:

8

Students & Teachers


Total enrollment:
Enrollment in 2016: 434
Enrollment in 2015: 426
Enrollment in 2014: 440
Enrollment in 2013: 482
Enrollment in 2012: 525
Enrollment in 2011: 561
Enrollment in 2010: 532
Enrollment in 2009: 523
Enrollment in 2008: 554
Enrollment in 2007: 604
Enrollment in 2006: 545
Enrollment in 2005: 509
Enrollment in 2004: 625
Enrollment in 2003: 654
Enrollment in 2002: 637
Enrollment in 2001: 638
Enrollment in 2000: 641
Enrollment in 1999: 698

Gillett Int School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06Total
All students217217434
Female students107103210
Male students110114224
Asian students224
Hispanic students189181370
Black students91221
White students162238
Two or More Races students1 - 1

Enrollment by grade:
5th grade enrollment: 217
6th grade enrollment: 217

Gillett Int School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 210 (48.4%)
Here:

48.4%
Texas:

49.0%
Male enrollment: 224 (51.6%)
Gillett Int School:

51.6%
State:

50.1%

Gillett Int School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 4 (0.9%)
Gillett Int School:

0.9%
State:

3.1%
Hispanic enrollment: 370 (85.3%)
School:

85.3%
State:

46.9%
Black enrollment: 21 (4.8%)
Gillett Int School:

4.8%
State:

11.6%
White enrollment: 38 (8.8%)
School:

8.8%
Texas:

32.3%
Two or More Races enrollment: 1 (0.2%)
Here:

0.2%
State:

2.1%

Gillett Int School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 359 (82.7%)
Gillett Int School:

82.7%
Texas:

61.6%
Free lunch eligible students: 316 (72.8%)
Gillett Int School:

72.8%
Texas:

55.4%
Reduced-price lunch eligible students: 43 (9.9%)
Gillett Int School:

9.9%
Texas:

6.2%

Gillett Int School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 34.7

Number of FTE teachers in their first year of teaching: 3
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 23
Number of FTE nurses: 1

Student/Teacher Ratio
School:

12.5
State:

15.6

Gillett Int School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,607,626
  • Full-time Equivalency Count of Teachers: 34.7 (Salary Expenditures: $1,357,244)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $15,222)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $106,958)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $126,452)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,601,054
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $0
  • Salary Expenditures for Teachers: $1,484,454
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $48,672)
  • Full-time Equivalency Count of Support Services Staff: 3.2 (Salary Expenditures: $152,968)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $126,452)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,728,264

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 15 (male: 10, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 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

  • Hispanic50
  • Black4
  • White4
  • LEP4
Students with disabilities served under IDEA: 58 (male: 45, female: 13)
  • Hispanic: 50 (male: 37, female: 13)
  • Black: 4 (all male)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 20 (male: 13, female: 7)
  • Hispanic: 16 (male: 11, female: 5)
  • White: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,975 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: 2 (all male)
  • Hispanic: 2

Percent of 6th grade students retained
Here:

0.9%
Texas:

6.3%

Gifted and Talented:
Show data for

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

    Gifted and Talented Student Enrollment

  • Hispanic16
  • Asian2
  • Black4
  • White2
  • IDEA2
Gifted and Talented Student Enrollment: 24 (male: 4, female: 20)
  • Hispanic: 16 (male: 2, female: 14)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

55.3
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,265 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.
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,550
  • Males1,552
  • Females1,548
  • Hispanic1,558
  • Black1,493
  • White1,516
Math Average Scale Score:

1,550
Texas:

1,603
Math students tested: 210
Math # Answer Documents Submitted: 211

Math Avg Items Correct:
  • Reporting Category 1: 3.1 (52%)
  • Reporting Category 2: 9.6 (56%)
  • Reporting Category 3: 5.1 (57%)
  • Reporting Category 4: 2 (50%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 12%

36%
31%
21%
12%
Males: (Average Scale Score: 1,552, Tested: 116, Did Not Meet Grade Level Performance: 34%, Approaches: 32%, Meets: 22%, Masters: 12%)
34%
32%
22%
12%
Females: (Average Scale Score: 1,548, Tested: 94, Did Not Meet Grade Level Performance: 38%, Approaches: 31%, Meets: 19%, Masters: 12%)
38%
31%
19%
12%
Hispanic: (Average Scale Score: 1,558, Tested: 175, Did Not Meet Grade Level Performance: 33%, Approaches: 33%, Meets: 21%, Masters: 13%)
33%
33%
21%
13%
Black: (Average Scale Score: 1,493, Tested: 11, Did Not Meet Grade Level Performance: 55%, Approaches: 27%, Meets: 9%, Masters: 9%)
55%
27%
9%
9%
White: (Average Scale Score: 1,516, Tested: 23, Did Not Meet Grade Level Performance: 52%, Approaches: 22%, Meets: 22%, Masters: 4%)
52%
22%
22%
4%

    Reading Average Scale Score
    (5th Grade)

  • All1,489
  • Males1,481
  • Females1,499
  • Hispanic1,491
  • Black1,493
  • White1,474
Reading Average Scale Score:

1,489
State:

1,546
Reading students tested: 210
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 211

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 9.4 (59%)
  • Reporting Category 3: 7.3 (52%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 13%

50%
23%
14%
13%
Males: (Average Scale Score: 1,481, Tested: 117, Did Not Meet Grade Level Performance: 50%, Approaches: 27%, Meets: 11%, Masters: 12%)
50%
27%
11%
12%
Females: (Average Scale Score: 1,499, Tested: 93, Did Not Meet Grade Level Performance: 49%, Approaches: 20%, Meets: 17%, Masters: 14%)
49%
20%
17%
14%
Hispanic: (Average Scale Score: 1,491, Tested: 175, Did Not Meet Grade Level Performance: 50%, Approaches: 23%, Meets: 13%, Masters: 14%)
50%
23%
13%
14%
Black: (Average Scale Score: 1,493, Tested: 11, Did Not Meet Grade Level Performance: 55%, Approaches: 18%, Meets: 18%, Masters: 9%)
55%
18%
18%
9%
White: (Average Scale Score: 1,474, Tested: 23, Did Not Meet Grade Level Performance: 39%, Approaches: 39%, Meets: 13%, Masters: 9%)
39%
39%
13%
9%

    Science Average Scale Score
    (5th Grade)

  • All3,540
  • Males3,578
  • Females3,491
  • Hispanic3,535
  • Black3,464
  • White3,581
Science Average Scale Score:

3,540
State:

3,771
Science students tested: 211
Science # Answer Documents Submitted: 211

Science Avg Items Correct:
  • Reporting Category 1: 3.4 (57%)
  • Reporting Category 2: 4.8 (60%)
  • Reporting Category 3: 5.4 (54%)
  • Reporting Category 4: 6.9 (57%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 5%

51%
33%
11%
5%
Males: (Average Scale Score: 3,578, Tested: 118, Did Not Meet Grade Level Performance: 51%, Approaches: 30%, Meets: 13%, Masters: 6%)
51%
30%
13%
6%
Females: (Average Scale Score: 3,491, Tested: 93, Did Not Meet Grade Level Performance: 52%, Approaches: 35%, Meets: 9%, Masters: 4%)
52%
35%
9%
4%
Hispanic: (Average Scale Score: 3,535, Tested: 175, Did Not Meet Grade Level Performance: 52%, Approaches: 32%, Meets: 10%, Masters: 6%)
52%
32%
10%
6%
Black: (Average Scale Score: 3,464, Tested: 11, Did Not Meet Grade Level Performance: 64%, Approaches: 18%, Meets: 18%, Masters: 0%)
64%
18%
18%
White: (Average Scale Score: 3,581, Tested: 24, Did Not Meet Grade Level Performance: 42%, Approaches: 45%, Meets: 9%, Masters: 4%)
42%
45%
9%
4%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,568
  • Males1,570
  • Females1,564
  • Hispanic1,563
  • Black1,581
  • White1,571
Math Average Scale Score:

1,568
Texas:

1,546
Math students tested: 191
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 194

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (53%)
  • Reporting Category 2: 6.2 (41%)
  • Reporting Category 3: 2.5 (41%)
  • Reporting Category 4: 2.2 (32%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 6%

43%
38%
13%
6%
Males: (Average Scale Score: 1,570, Tested: 103, Did Not Meet Grade Level Performance: 44%, Approaches: 35%, Meets: 15%, Masters: 6%)
44%
35%
15%
6%
Females: (Average Scale Score: 1,564, Tested: 88, Did Not Meet Grade Level Performance: 43%, Approaches: 41%, Meets: 10%, Masters: 6%)
43%
41%
10%
6%
Hispanic: (Average Scale Score: 1,563, Tested: 151, Did Not Meet Grade Level Performance: 42%, Approaches: 40%, Meets: 15%, Masters: 3%)
42%
40%
15%
3%
Black: (Average Scale Score: 1,581, Tested: 10, Did Not Meet Grade Level Performance: 50%, Approaches: 20%, Meets: 20%, Masters: 10%)
50%
20%
20%
10%
White: (Average Scale Score: 1,571, Tested: 26, Did Not Meet Grade Level Performance: 50%, Approaches: 35%, Meets: 3%, Masters: 12%)
50%
35%
3%
12%

    Reading Average Scale Score
    (6th Grade)

  • All1,516
  • Males1,503
  • Females1,531
  • Hispanic1,516
  • Black1,529
  • White1,507
Reading Average Scale Score:

1,516
State:

1,457
Reading students tested: 192
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 194

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (55%)
  • Reporting Category 2: 10.6 (62%)
  • Reporting Category 3: 7.3 (48%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 5%

51%
29%
15%
5%
Males: (Average Scale Score: 1,503, Tested: 103, Did Not Meet Grade Level Performance: 52%, Approaches: 31%, Meets: 11%, Masters: 6%)
52%
31%
11%
6%
Females: (Average Scale Score: 1,531, Tested: 89, Did Not Meet Grade Level Performance: 48%, Approaches: 30%, Meets: 18%, Masters: 4%)
48%
30%
18%
4%
Hispanic: (Average Scale Score: 1,516, Tested: 151, Did Not Meet Grade Level Performance: 49%, Approaches: 34%, Meets: 13%, Masters: 4%)
49%
34%
13%
4%
Black: (Average Scale Score: 1,529, Tested: 10, Did Not Meet Grade Level Performance: 40%, Approaches: 10%, Meets: 40%, Masters: 10%)
40%
10%
40%
10%
White: (Average Scale Score: 1,507, Tested: 27, Did Not Meet Grade Level Performance: 63%, Approaches: 15%, Meets: 15%, Masters: 7%)
63%
15%
15%
7%

Health & Safety


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

  • Hispanic40
  • Black2
  • White4
  • IDEA10
  • 5042
Chronic Student Absenteeism: 46 (male: 30, female: 16)
  • Hispanic: 40 (male: 26, female: 14)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

106.0
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of Non-IDEA students subjected to seclusion: 20 (male: 15, female: 5)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 2 (all male)
  • White: 2 (all male)

Non-IDEA students subjected to seclusion per 1,000 students
School:

46.1
Texas:

0.3
Total Number of students with disabilities (IDEA) subjected to seclusion: 7 (all male)
  • Hispanic: 5
  • White: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities (IDEA) subjected to seclusion per 1,000 students
Gillett Int School:

16.1
Texas:

0.4

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

  • Hispanic144
  • Black7
  • White3
  • LEP2
  • IDEA23
  • 5048
School days missed due to out-of-school suspension: 154 (male: 108, female: 46)
  • Hispanic: 144 (male: 103, female: 41)
  • Black: 7 (male: 4, female: 3)
  • White: 3 (male: 1, female: 2)
  • Limited English Proficiency (LEP): 2 (male: 1, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 23 (male: 21, female: 2)
  • Section 504: 8 (all male)
Instances of out-of-school suspension (Students without disabilities): 82

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

188.9
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic109
  • Black10
  • White10
  • LEP4
Students without disabilities receiving one or more in-school suspension: 129 (male: 78, female: 51)
  • Hispanic: 109 (male: 65, female: 44)
  • Black: 10 (male: 5, female: 5)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 27 (male: 14, female: 13)
  • Hispanic: 25 (male: 14, female: 11)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 17 (male: 13, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 21

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

48.4
State:

27.5
Instances of out-of-school suspension (Section 504 only): 4

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

9.2
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic19
  • Black2
  • White2
  • LEP2
  • 5045
Students with disabilities receiving one or more in-school suspension: 23 (male: 21, female: 2)
  • Hispanic: 19 (male: 17, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 5 (all male)
Students with disabilities receiving only one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 5 (all male)
  • Hispanic: 5
  • Section 504: 2

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