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Harmony Science Academy-Sugar Land School in Sugar Land, TX
(KG-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 94
Address
 13415 W BELFORT
Sugar Land, TX 77478
Telephone
(281) 265-2525
(make sure to verify first before calling)
Website
http://www.harmonytx.org
City-data.com school rating
94
Students
772
Classroom Teachers (FTE)
38.1
Free lunch eligible students
326
Reduced-price lunch
eligible students
84
School district
HARMONY SCHOOL OF SCIENCE - HOUSTON
Charter school
Yes
Charter authorizer name
STATE BOARD OF (#000001)
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:
Harmony Science Academy-Sugar Land School:

94
BARRINGTON PLACE EL (0.8 miles):

90
HARMONY SCHOOL OF INNOVATION-SUGAR LAND (0.7 miles):

87
HOLUB MIDDLE (1.2 miles):

41
HICKS EL (1.9 miles):

35
KENNEDY EL (1.2 miles):

34
TOWNEWEST EL (1.0 miles):

33
MATA INT (1.4 miles):

24
ALEXANDER EL (1.9 miles):

20
Harmony Science Academy-Sugar Land School rating compared to average state, county and city schools ratings:
Texas:

54
Fort Bend County:

70
Sugar Land:

86
This School:

94

Students & Teachers


Total enrollment:
Enrollment in 2016: 772
Enrollment in 2015: 750
Enrollment in 2014: 752
Enrollment in 2013: 715
Enrollment in 2012: 626
Enrollment in 2011: 622
Enrollment in 2010: 620
Enrollment in 2009: 340

Harmony Science Academy-Sugar Land School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06Total
All students55108119120119115136772
Female students30574557586275384
Male students25517463615361388
American Indian/Alaska Native students - 1 - - - 1 - 2
Asian students15425047484571318
Hispanic students7142319191714113
Black students11372228293025182
White students22122223222126148
Two or More Races students - 22311 - 9

Enrollment by grade:
Kindergarten enrollment: 55
1st grade enrollment: 108
2nd grade enrollment: 119
3rd grade enrollment: 120
4th grade enrollment: 119
5th grade enrollment: 115
6th grade enrollment: 136

Harmony Science Academy-Sugar Land School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 384 (49.7%)
School:

49.7%
State:

49.0%
Male enrollment: 388 (50.3%)
School:

50.3%
State:

50.1%

Harmony Science Academy-Sugar Land School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
School:

0.3%
Texas:

0.4%
Asian enrollment: 318 (41.2%)
Harmony Science Academy-Sugar Land School:

41.2%
State:

3.1%
Hispanic enrollment: 113 (14.6%)
Harmony Science Academy-Sugar Land School:

14.6%
Texas:

46.9%
Black enrollment: 182 (23.6%)
Here:

23.6%
State:

11.6%
White enrollment: 148 (19.2%)
Here:

19.2%
State:

32.3%
Two or More Races enrollment: 9 (1.2%)
Harmony Science Academy-Sugar Land School:

1.2%
Texas:

2.1%

Harmony Science Academy-Sugar Land School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 410 (53.1%)
Here:

53.1%
State:

61.6%
Free lunch eligible students: 326 (42.2%)
School:

42.2%
State:

55.4%
Reduced-price lunch eligible students: 84 (10.9%)
Here:

10.9%
Texas:

6.2%

Harmony Science Academy-Sugar Land School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 38.1

Number of FTE teachers in their first year of teaching: 13
Number of FTE teachers in their second year of teaching: 11

Student/Teacher Ratio
Harmony Science Academy-Sugar Land School:

20.3
Texas:

15.6

Harmony Science Academy-Sugar Land School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,069,202
  • Full-time Equivalency Count of Teachers: 61 (Salary Expenditures: $2,069,202)
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $35,381)
  • Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $136,685)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $365,859)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,570,894
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $0
  • Salary Expenditures for Teachers: $2,745,000
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,822,762

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic49
  • Asian97
  • Black25
  • White58
  • Multirace2
  • IDEA13
Students Enrolled in LEP Programs: 231 (male: 136, female: 95)
  • Hispanic: 49 (male: 32, female: 17)
  • Asian: 97 (male: 65, female: 32)
  • Black: 25 (male: 14, female: 11)
  • White: 58 (male: 23, female: 35)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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

  • Hispanic14
  • Asian8
  • Black4
  • LEP14
Students with disabilities served under IDEA: 26 (male: 18, female: 8)
  • Hispanic: 14 (male: 10, female: 4)
  • Asian: 8 (male: 4, female: 4)
  • Black: 4 (all male)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • Black2
  • White4
  • LEP2
Students with disabilities served under Section 504: 10 (male: 6, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Retention:
Show data for

(State average from 3,162 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 1st grade: 2 (all female)
  • Hispanic: 2

Percent of 1st grade students retained
Here:

1.9%
Texas:

6.1%

    Total number of students retained in 3rd grade

  • Hispanic4
  • Black2
  • LEP4
  • IDEA2
Total number of students retained in 3rd grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 3rd grade students retained
School:

5.0%
Texas:

4.1%
Total number of students retained in 5th grade: 2 (all male)
  • Black: 2

Percent of 5th grade students retained
Here:

1.7%
Texas:

4.3%
Total number of students retained in 6th grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 6th grade students retained
School:

1.5%
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

  • Hispanic10
  • Asian85
  • Black16
  • White22
  • Multirace4
Gifted and Talented Student Enrollment: 137 (male: 70, female: 67)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 85 (male: 47, female: 38)
  • Black: 16 (male: 5, female: 11)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Harmony Science Academy-Sugar Land School:

177.5
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,586
  • Males1,598
  • Females1,575
  • Hispanic1,512
  • Asian1,611
  • Black1,589
  • White1,587
Math Average Scale Score:

1,586
Texas:

1,453
Math students tested: 104
Math # Answer Documents Submitted: 104

Math Avg Items Correct:
  • Reporting Category 1: 6.9 (87%)
  • Reporting Category 2: 10.7 (82%)
  • Reporting Category 3: 5.4 (77%)
  • Reporting Category 4: 3.3 (82%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 50%

5%
19%
26%
50%
Males: (Average Scale Score: 1,598, Tested: 48, Did Not Meet Grade Level Performance: 2%, Approaches: 21%, Meets: 21%, Masters: 56%)
2%
21%
21%
56%
Females: (Average Scale Score: 1,575, Tested: 56, Did Not Meet Grade Level Performance: 7%, Approaches: 18%, Meets: 30%, Masters: 45%)
7%
18%
30%
45%
Hispanic: (Average Scale Score: 1,512, Tested: 14, Did Not Meet Grade Level Performance: 21%, Approaches: 15%, Meets: 35%, Masters: 29%)
21%
15%
35%
29%
Asian: (Average Scale Score: 1,611, Tested: 43, Did Not Meet Grade Level Performance: 2%, Approaches: 14%, Meets: 28%, Masters: 56%)
2%
14%
28%
56%
Black: (Average Scale Score: 1,589, Tested: 33, Did Not Meet Grade Level Performance: 3%, Approaches: 27%, Meets: 15%, Masters: 55%)
3%
27%
15%
55%
White: (Average Scale Score: 1,587, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 50%, Masters: 40%)
10%
50%
40%

    Reading Average Scale Score
    (3rd Grade)

  • All1,499
  • Males1,490
  • Females1,507
  • Hispanic1,394
  • Asian1,507
  • Black1,518
  • White1,548
Reading Average Scale Score:

1,499
State:

1,423
Reading students tested: 104
Reading # Answer Documents Submitted: 104

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (84%)
  • Reporting Category 2: 11.1 (74%)
  • Reporting Category 3: 10.4 (74%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 42%

10%
29%
19%
42%
Males: (Average Scale Score: 1,490, Tested: 48, Did Not Meet Grade Level Performance: 15%, Approaches: 25%, Meets: 22%, Masters: 38%)
15%
25%
22%
38%
Females: (Average Scale Score: 1,507, Tested: 56, Did Not Meet Grade Level Performance: 5%, Approaches: 34%, Meets: 15%, Masters: 46%)
5%
34%
15%
46%
Hispanic: (Average Scale Score: 1,394, Tested: 14, Did Not Meet Grade Level Performance: 21%, Approaches: 58%, Meets: 7%, Masters: 14%)
21%
58%
7%
14%
Asian: (Average Scale Score: 1,507, Tested: 43, Did Not Meet Grade Level Performance: 9%, Approaches: 28%, Meets: 21%, Masters: 42%)
9%
28%
21%
42%
Black: (Average Scale Score: 1,518, Tested: 33, Did Not Meet Grade Level Performance: 6%, Approaches: 24%, Meets: 18%, Masters: 52%)
6%
24%
18%
52%
White: (Average Scale Score: 1,548, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 20%, Masters: 50%)
30%
20%
50%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,692
  • Males1,706
  • Females1,670
  • Hispanic1,616
  • Asian1,737
  • Black1,706
  • White1,679
Math Average Scale Score:

1,692
State:

1,546
Math students tested: 115
Math # Answer Documents Submitted: 115

Math Avg Items Correct:
  • Reporting Category 1: 8 (89%)
  • Reporting Category 2: 8.7 (80%)
  • Reporting Category 3: 7.9 (79%)
  • Reporting Category 4: 3.3 (82%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 54%

5%
18%
23%
54%
Males: (Average Scale Score: 1,706, Tested: 70, Did Not Meet Grade Level Performance: 4%, Approaches: 16%, Meets: 23%, Masters: 57%)
4%
16%
23%
57%
Females: (Average Scale Score: 1,670, Tested: 45, Did Not Meet Grade Level Performance: 7%, Approaches: 22%, Meets: 22%, Masters: 49%)
7%
22%
22%
49%
Hispanic: (Average Scale Score: 1,616, Tested: 25, Did Not Meet Grade Level Performance: 16%, Approaches: 32%, Meets: 24%, Masters: 28%)
16%
32%
24%
28%
Asian: (Average Scale Score: 1,737, Tested: 43, Did Not Meet Grade Level Performance: 2%, Approaches: 12%, Meets: 19%, Masters: 67%)
2%
12%
19%
67%
Black: (Average Scale Score: 1,706, Tested: 19, Did Not Meet Grade Level Performance: 5%, Approaches: 16%, Meets: 16%, Masters: 63%)
5%
16%
16%
63%
White: (Average Scale Score: 1,679, Tested: 26, Did Not Meet Grade Level Performance: 0%, Approaches: 19%, Meets: 35%, Masters: 46%)
19%
35%
46%

    Reading Average Scale Score
    (4th Grade)

  • All1,604
  • Males1,606
  • Females1,601
  • Hispanic1,531
  • Asian1,622
  • Black1,621
  • White1,622
Reading Average Scale Score:

1,604
State:

1,496
Reading students tested: 115
Reading # Answer Documents Submitted: 115

Reading Avg Items Correct:
  • Reporting Category 1: 6.5 (81%)
  • Reporting Category 2: 11.4 (76%)
  • Reporting Category 3: 10.1 (78%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 43%

9%
23%
25%
43%
Males: (Average Scale Score: 1,606, Tested: 70, Did Not Meet Grade Level Performance: 9%, Approaches: 20%, Meets: 30%, Masters: 41%)
9%
20%
30%
41%
Females: (Average Scale Score: 1,601, Tested: 45, Did Not Meet Grade Level Performance: 9%, Approaches: 29%, Meets: 18%, Masters: 44%)
9%
29%
18%
44%
Hispanic: (Average Scale Score: 1,531, Tested: 25, Did Not Meet Grade Level Performance: 24%, Approaches: 28%, Meets: 24%, Masters: 24%)
24%
28%
24%
24%
Asian: (Average Scale Score: 1,622, Tested: 43, Did Not Meet Grade Level Performance: 5%, Approaches: 21%, Meets: 25%, Masters: 49%)
5%
21%
25%
49%
Black: (Average Scale Score: 1,621, Tested: 19, Did Not Meet Grade Level Performance: 11%, Approaches: 21%, Meets: 21%, Masters: 47%)
11%
21%
21%
47%
White: (Average Scale Score: 1,622, Tested: 26, Did Not Meet Grade Level Performance: 0%, Approaches: 27%, Meets: 27%, Masters: 46%)
27%
27%
46%

    Writing Average Scale Score
    (4th Grade)

  • All4,055
  • Males4,012
  • Females4,121
  • Hispanic3,679
  • Asian4,224
  • Black4,096
  • White4,094
Writing Average Scale Score:

4,055
State:

3,570
Writing students tested: 115
Writing # Answer Documents Submitted: 115

Writing Avg Items Correct:
  • Reporting Category 1: 4.2 (52%)
  • Reporting Category 2: 5.3 (66%)
  • Reporting Category 3: 12.3 (77%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 23%

23%
19%
35%
23%
Males: (Average Scale Score: 4,012, Tested: 70, Did Not Meet Grade Level Performance: 24%, Approaches: 19%, Meets: 37%, Masters: 20%)
24%
19%
37%
20%
Females: (Average Scale Score: 4,121, Tested: 45, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 31%, Masters: 29%)
20%
20%
31%
29%
Hispanic: (Average Scale Score: 3,679, Tested: 25, Did Not Meet Grade Level Performance: 52%, Approaches: 20%, Meets: 16%, Masters: 12%)
52%
20%
16%
12%
Asian: (Average Scale Score: 4,224, Tested: 43, Did Not Meet Grade Level Performance: 12%, Approaches: 14%, Meets: 44%, Masters: 30%)
12%
14%
44%
30%
Black: (Average Scale Score: 4,096, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 16%, Meets: 37%, Masters: 26%)
21%
16%
37%
26%
White: (Average Scale Score: 4,094, Tested: 26, Did Not Meet Grade Level Performance: 15%, Approaches: 27%, Meets: 39%, Masters: 19%)
15%
27%
39%
19%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,778
  • Males1,782
  • Females1,774
  • Hispanic1,758
  • Asian1,805
  • Black1,730
  • White1,785
Math Average Scale Score:

1,778
Texas:

1,603
Math students tested: 117
Math # Answer Documents Submitted: 117

Math Avg Items Correct:
  • Reporting Category 1: 5.1 (84%)
  • Reporting Category 2: 14.4 (85%)
  • Reporting Category 3: 8 (89%)
  • Reporting Category 4: 3.4 (86%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 9%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 68%

9%
23%
68%
Males: (Average Scale Score: 1,782, Tested: 58, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 22%, Masters: 66%)
12%
22%
66%
Females: (Average Scale Score: 1,774, Tested: 59, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 24%, Masters: 69%)
7%
24%
69%
Hispanic: (Average Scale Score: 1,758, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 26%, Masters: 67%)
7%
26%
67%
Asian: (Average Scale Score: 1,805, Tested: 51, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 15%, Masters: 75%)
10%
15%
75%
Black: (Average Scale Score: 1,730, Tested: 26, Did Not Meet Grade Level Performance: 0%, Approaches: 19%, Meets: 35%, Masters: 46%)
19%
35%
46%
White: (Average Scale Score: 1,785, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 26%, Masters: 74%)
26%
74%

    Reading Average Scale Score
    (5th Grade)

  • All1,688
  • Males1,693
  • Females1,683
  • Hispanic1,655
  • Asian1,698
  • Black1,693
  • White1,674
Reading Average Scale Score:

1,688
State:

1,546
Reading students tested: 117
Reading # Answer Documents Submitted: 117

Reading Avg Items Correct:
  • Reporting Category 1: 6.8 (85%)
  • Reporting Category 2: 13.6 (85%)
  • Reporting Category 3: 11.2 (80%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 52%

3%
16%
29%
52%
Males: (Average Scale Score: 1,693, Tested: 58, Did Not Meet Grade Level Performance: 7%, Approaches: 15%, Meets: 26%, Masters: 52%)
7%
15%
26%
52%
Females: (Average Scale Score: 1,683, Tested: 59, Did Not Meet Grade Level Performance: 0%, Approaches: 15%, Meets: 32%, Masters: 53%)
15%
32%
53%
Hispanic: (Average Scale Score: 1,655, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 20%, Meets: 14%, Masters: 53%)
13%
20%
14%
53%
Asian: (Average Scale Score: 1,698, Tested: 51, Did Not Meet Grade Level Performance: 2%, Approaches: 12%, Meets: 31%, Masters: 55%)
2%
12%
31%
55%
Black: (Average Scale Score: 1,693, Tested: 26, Did Not Meet Grade Level Performance: 4%, Approaches: 11%, Meets: 39%, Masters: 46%)
4%
11%
39%
46%
White: (Average Scale Score: 1,674, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 26%, Meets: 26%, Masters: 48%)
26%
26%
48%

    Science Average Scale Score
    (5th Grade)

  • All4,110
  • Males4,158
  • Females4,062
  • Hispanic4,051
  • Asian4,225
  • Black3,819
  • White4,172
Science Average Scale Score:

4,110
State:

3,771
Science students tested: 117
Science # Answer Documents Submitted: 117

Science Avg Items Correct:
  • Reporting Category 1: 4.7 (79%)
  • Reporting Category 2: 6.2 (78%)
  • Reporting Category 3: 7.6 (76%)
  • Reporting Category 4: 9.5 (79%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 26%

6%
32%
36%
26%
Males: (Average Scale Score: 4,158, Tested: 58, Did Not Meet Grade Level Performance: 5%, Approaches: 29%, Meets: 33%, Masters: 33%)
5%
29%
33%
33%
Females: (Average Scale Score: 4,062, Tested: 59, Did Not Meet Grade Level Performance: 7%, Approaches: 34%, Meets: 39%, Masters: 20%)
7%
34%
39%
20%
Hispanic: (Average Scale Score: 4,051, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 33%, Masters: 27%)
40%
33%
27%
Asian: (Average Scale Score: 4,225, Tested: 51, Did Not Meet Grade Level Performance: 6%, Approaches: 19%, Meets: 42%, Masters: 33%)
6%
19%
42%
33%
Black: (Average Scale Score: 3,819, Tested: 26, Did Not Meet Grade Level Performance: 15%, Approaches: 50%, Meets: 23%, Masters: 12%)
15%
50%
23%
12%
White: (Average Scale Score: 4,172, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 35%, Meets: 39%, Masters: 26%)
35%
39%
26%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,805
  • Males1,796
  • Females1,815
  • Hispanic1,740
  • Asian1,843
  • Black1,749
  • White1,834
Math Average Scale Score:

1,805
Texas:

1,546
Math students tested: 107
Math # Answer Documents Submitted: 107

Math Avg Items Correct:
  • Reporting Category 1: 8.3 (83%)
  • Reporting Category 2: 12 (80%)
  • Reporting Category 3: 4.7 (79%)
  • Reporting Category 4: 5.3 (75%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 57%

12%
31%
57%
Males: (Average Scale Score: 1,796, Tested: 58, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 29%, Masters: 57%)
14%
29%
57%
Females: (Average Scale Score: 1,815, Tested: 49, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 33%, Masters: 57%)
10%
33%
57%
Hispanic: (Average Scale Score: 1,740, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 19%, Meets: 50%, Masters: 31%)
19%
50%
31%
Asian: (Average Scale Score: 1,843, Tested: 49, Did Not Meet Grade Level Performance: 0%, Approaches: 6%, Meets: 23%, Masters: 71%)
6%
23%
71%
Black: (Average Scale Score: 1,749, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 39%, Masters: 39%)
22%
39%
39%
White: (Average Scale Score: 1,834, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 23%, Masters: 65%)
12%
23%
65%

    Reading Average Scale Score
    (6th Grade)

  • All1,682
  • Males1,652
  • Females1,718
  • Hispanic1,652
  • Asian1,703
  • Black1,656
  • White1,690
Reading Average Scale Score:

1,682
Texas:

1,457
Reading students tested: 107
Reading # Answer Documents Submitted: 107

Reading Avg Items Correct:
  • Reporting Category 1: 6.1 (77%)
  • Reporting Category 2: 13.9 (82%)
  • Reporting Category 3: 12.2 (81%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 36%

7%
25%
32%
36%
Males: (Average Scale Score: 1,652, Tested: 58, Did Not Meet Grade Level Performance: 9%, Approaches: 34%, Meets: 33%, Masters: 24%)
9%
34%
33%
24%
Females: (Average Scale Score: 1,718, Tested: 49, Did Not Meet Grade Level Performance: 4%, Approaches: 14%, Meets: 33%, Masters: 49%)
4%
14%
33%
49%
Hispanic: (Average Scale Score: 1,652, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 50%, Meets: 19%, Masters: 31%)
50%
19%
31%
Asian: (Average Scale Score: 1,703, Tested: 49, Did Not Meet Grade Level Performance: 4%, Approaches: 23%, Meets: 42%, Masters: 31%)
4%
23%
42%
31%
Black: (Average Scale Score: 1,656, Tested: 23, Did Not Meet Grade Level Performance: 13%, Approaches: 17%, Meets: 35%, Masters: 35%)
13%
17%
35%
35%
White: (Average Scale Score: 1,690, Tested: 17, Did Not Meet Grade Level Performance: 12%, Approaches: 17%, Meets: 12%, Masters: 59%)
12%
17%
12%
59%

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
Here:

1.3
State:

38.0

Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.

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

3.9
State:

1.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 6 (male: 2, female: 4)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)

Allegations of harassment or bullying on the basis of religion: 2
Allegations of harassment or bullying on the basis of religion per 1,000 students
Harmony Science Academy-Sugar Land School:

2.6
Texas:

0.3


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

  • Hispanic7
  • Asian22
  • Black2
  • White16
  • Multirace2
  • LEP22
  • IDEA2
  • 5042
Chronic Student Absenteeism: 49 (male: 28, female: 21)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 22 (male: 14, female: 8)
  • Black: 2 (all male)
  • White: 16 (male: 5, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Harmony Science Academy-Sugar Land School:

63.5
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: 10 (male: 8, female: 2)
  • Black: 8 (male: 6, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 3 (all male)
Instances of out-of-school suspension (Students without disabilities): 15

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

19.4
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
Instances of out-of-school suspension (Section 504 only): 1

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Harmony Science Academy-Sugar Land School:

1.3
Texas:

12.0

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