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Odom Middle School in Beaumont, TX
(06-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 66
Address
 2550 W VIRGINIA AVE
Beaumont, TX 77705
Telephone
(409) 617-5925
(make sure to verify first before calling)
Website
http://www.bmtisd.com/odom/
City-data.com school rating
66
Students
821
Classroom Teachers (FTE)
46.2
Free lunch eligible students
539
Reduced-price lunch
eligible students
79
School district
BEAUMONT ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Odom Middle School:

66
FLETCHER EL (1.8 miles):

51
M L KING MIDDLE (1.9 miles):

17
OZEN H S (0.8 miles):

16
FEHL-PRICE EL (1.7 miles):

16
PIETZSCH/MAC ARTHUR EL (1.6 miles):

14
SOUTH PARK MIDDLE (1.5 miles):

12
BLANCHETTE EL (0.2 miles):

11
EVOLUTION ACADEMY BEAUMONT (0.6 miles):

5
Odom Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Jefferson County:

45
Beaumont:

35
Odom Middle School:

66

Students & Teachers


Total enrollment:
Enrollment in 2016: 821
Enrollment in 2015: 780
Enrollment in 2014: 815
Enrollment in 2013: 873
Enrollment in 2012: 901
Enrollment in 2011: 866
Enrollment in 2010: 824
Enrollment in 2009: 775
Enrollment in 2008: 762
Enrollment in 2007: 755
Enrollment in 2006: 824
Enrollment in 2005: 802
Enrollment in 2004: 840
Enrollment in 2003: 839
Enrollment in 2002: 836
Enrollment in 2001: 809
Enrollment in 2000: 790
Enrollment in 1999: 843

Odom Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students303278240821
Female students163139126428
Male students140139114393
American Indian/Alaska Native students - 1 - 1
Asian students1341128
Hispanic students596759185
Black students188182150520
White students28141254
Hawaiian Native/Pacific Islander students2 - - 2
Two or More Races students1310831

Enrollment by grade:
6th grade enrollment: 303
7th grade enrollment: 278
8th grade enrollment: 240

Odom Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 428 (52.1%)
Odom Middle School:

52.1%
Texas:

49.0%
Male enrollment: 393 (47.9%)
Odom Middle School:

47.9%
State:

50.1%

Odom Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Odom Middle School:

0.1%
State:

0.4%
Asian enrollment: 28 (3.4%)
School:

3.4%
State:

3.1%
Hispanic enrollment: 185 (22.5%)
Odom Middle School:

22.5%
State:

46.9%
Black enrollment: 520 (63.3%)
Odom Middle School:

63.3%
State:

11.6%
White enrollment: 54 (6.6%)
Here:

6.6%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.2%)
Here:

0.2%
Texas:

0.1%
Two or More Races enrollment: 31 (3.8%)
School:

3.8%
State:

2.1%

Odom Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 618 (75.3%)
Here:

75.3%
Texas:

61.6%
Free lunch eligible students: 539 (65.7%)
Odom Middle School:

65.7%
Texas:

55.4%
Reduced-price lunch eligible students: 79 (9.6%)
Odom Middle School:

9.6%
Texas:

6.2%

Odom Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 46.2

Number of FTE teachers in their first year of teaching: 4.6
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE nurses: 1

Student/Teacher Ratio
School:

17.8
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,346,719
  • Full-time Equivalency Count of Teachers: 45.7 (Salary Expenditures: $1,985,842)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $125,502)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $231,475)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $120,919
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,592,244
  • Salary Expenditures for Teachers: $2,122,297
  • Full-time Equivalency Count of Instructional Aides: 2.9 (Salary Expenditures: $51,906)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $182,666)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $231,475)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $158,752

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 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: 17 (male: 13, female: 4)
  • Black: 17 (male: 13, female: 4)

    Students with disabilities served under Section 504

  • Hispanic13
  • Black64
  • White4
  • Multirace4
  • LEP4
Students with disabilities served under Section 504: 85 (male: 50, female: 35)
  • Hispanic: 13 (male: 5, female: 8)
  • Black: 64 (male: 41, female: 23)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,054 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 6th grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)

Percent of 6th grade students retained
School:

1.3%
Texas:

6.3%
Total number of students retained in 7th grade: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Section 504: 2

Percent of 7th grade students retained
Here:

1.4%
State:

6.0%
Total number of students retained in 8th grade: 2 (all male)
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
Here:

0.8%
Texas:

7.0%

Gifted and Talented:
Show data for

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

    Gifted and Talented Student Enrollment

  • Hispanic28
  • Asian16
  • Native Hawaiian2
  • Black100
  • White25
  • Multirace7
Gifted and Talented Student Enrollment: 178 (male: 75, female: 103)
  • Hispanic: 28 (male: 14, female: 14)
  • Asian: 16 (male: 8, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 100 (male: 38, female: 62)
  • White: 25 (male: 11, female: 14)
  • Two or More Races: 7 (male: 2, female: 5)

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

216.8
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,307
  • Males4,283
  • Females4,330
  • Hispanic4,218
  • Asian4,843
  • Black4,232
  • White4,219
Algebra I Average Scale Score:

4,307
State:

4,001
Algebra I students tested: 105
# Absent - Not Tested: 1
Algebra I # Answer Documents Submitted: 106

Algebra I Avg Items Correct:
  • Reporting Category 1: 7.9 (71%)
  • Reporting Category 2: 8.7 (72%)
  • Reporting Category 3: 9.9 (71%)
  • Reporting Category 4: 7.7 (70%)
  • Reporting Category 5: 4.7 (79%)

Did Not Meet Grade Level Performance: 1%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 39%
Masters Grade Level Performance: 40%

1%
20%
39%
40%
Males: (Average Scale Score: 4,283, Tested: 51, Did Not Meet Grade Level Performance: 0%, Approaches: 24%, Meets: 37%, Masters: 39%)
24%
37%
39%
Females: (Average Scale Score: 4,330, Tested: 54, Did Not Meet Grade Level Performance: 2%, Approaches: 17%, Meets: 40%, Masters: 41%)
2%
17%
40%
41%
Hispanic: (Average Scale Score: 4,218, Tested: 31, Did Not Meet Grade Level Performance: 3%, Approaches: 20%, Meets: 42%, Masters: 35%)
3%
20%
42%
35%
Asian: (Average Scale Score: 4,843, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 13%, Masters: 80%)
7%
13%
80%
Black: (Average Scale Score: 4,232, Tested: 49, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 43%, Masters: 35%)
22%
43%
35%
White: (Average Scale Score: 4,219, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 50%, Masters: 25%)
25%
50%
25%

    English I Average Scale Score

  • All4,542
  • Males4,472
  • Females4,584
  • Hispanic4,704
  • Asian4,566
  • Black4,436
  • White4,582
English I Average Scale Score:

4,542
Texas:

3,637
English I students tested: 66
# Absent - Not Tested: 1
English I # Answer Documents Submitted: 67

English I Avg Items Correct:
  • Reporting Category 1: 7.5 (94%)
  • Reporting Category 2: 11.5 (88%)
  • Reporting Category 3: 10.8 (83%)
  • Reporting Category 4: 10.6 (66%)
  • Reporting Category 5: 8 (89%)
  • Reporting Category 6: 8.2 (91%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 77%
Masters Grade Level Performance: 23%

77%
23%
Males: (Average Scale Score: 4,472, Tested: 25, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 88%, Masters: 12%)
88%
12%
Females: (Average Scale Score: 4,584, Tested: 41, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 71%, Masters: 29%)
71%
29%
Hispanic: (Average Scale Score: 4,704, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 69%, Masters: 31%)
69%
31%
Asian: (Average Scale Score: 4,566, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 67%, Masters: 33%)
67%
33%
Black: (Average Scale Score: 4,436, Tested: 26, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 81%, Masters: 19%)
81%
19%
White: (Average Scale Score: 4,582, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 80%, Masters: 20%)
80%
20%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,556
  • Males1,551
  • Females1,562
  • Hispanic1,570
  • Black1,547
  • White1,589
Math Average Scale Score:

1,556
Texas:

1,546
Math students tested: 256
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 318

Math Avg Items Correct:
  • Reporting Category 1: 4.3 (43%)
  • Reporting Category 2: 6.2 (41%)
  • Reporting Category 3: 2.2 (36%)
  • Reporting Category 4: 2.8 (40%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 0%

44%
39%
17%
Males: (Average Scale Score: 1,551, Tested: 139, Did Not Meet Grade Level Performance: 49%, Approaches: 35%, Meets: 16%, Masters: 0%)
49%
35%
16%
Females: (Average Scale Score: 1,562, Tested: 117, Did Not Meet Grade Level Performance: 38%, Approaches: 44%, Meets: 18%, Masters: 0%)
38%
44%
18%
Hispanic: (Average Scale Score: 1,570, Tested: 79, Did Not Meet Grade Level Performance: 39%, Approaches: 41%, Meets: 20%, Masters: 0%)
39%
41%
20%
Black: (Average Scale Score: 1,547, Tested: 158, Did Not Meet Grade Level Performance: 47%, Approaches: 37%, Meets: 16%, Masters: 0%)
47%
37%
16%
White: (Average Scale Score: 1,589, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 61%, Meets: 8%, Masters: 0%)
31%
61%
8%

    Reading Average Scale Score
    (6th Grade)

  • All1,558
  • Males1,523
  • Females1,599
  • Hispanic1,548
  • Asian1,704
  • Black1,536
  • White1,700
  • Multirace1,645
Reading Average Scale Score:

1,558
State:

1,457
Reading students tested: 318
Reading # Answer Documents Submitted: 318

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (61%)
  • Reporting Category 2: 11.2 (66%)
  • Reporting Category 3: 8.4 (56%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 18%

41%
26%
15%
18%
Males: (Average Scale Score: 1,523, Tested: 172, Did Not Meet Grade Level Performance: 51%, Approaches: 21%, Meets: 18%, Masters: 10%)
51%
21%
18%
10%
Females: (Average Scale Score: 1,599, Tested: 146, Did Not Meet Grade Level Performance: 29%, Approaches: 31%, Meets: 13%, Masters: 27%)
29%
31%
13%
27%
Hispanic: (Average Scale Score: 1,548, Tested: 95, Did Not Meet Grade Level Performance: 41%, Approaches: 25%, Meets: 17%, Masters: 17%)
41%
25%
17%
17%
Asian: (Average Scale Score: 1,704, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 11%, Meets: 0%, Masters: 78%)
11%
11%
78%
Black: (Average Scale Score: 1,536, Tested: 185, Did Not Meet Grade Level Performance: 46%, Approaches: 29%, Meets: 14%, Masters: 11%)
46%
29%
14%
11%
White: (Average Scale Score: 1,700, Tested: 22, Did Not Meet Grade Level Performance: 9%, Approaches: 18%, Meets: 23%, Masters: 50%)
9%
18%
23%
50%
Multirace: (Average Scale Score: 1,645, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 0%, Meets: 14%, Masters: 43%)
43%
14%
43%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,582
  • Males1,563
  • Females1,599
  • Hispanic1,592
  • Black1,579
Math Average Scale Score:

1,582
State:

1,571
Math students tested: 155
Math # Answer Documents Submitted: 257

Math Avg Items Correct:
  • Reporting Category 1: 2.7 (45%)
  • Reporting Category 2: 6.4 (43%)
  • Reporting Category 3: 4.9 (41%)
  • Reporting Category 4: 2.4 (34%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 1%

46%
41%
12%
1%
Males: (Average Scale Score: 1,563, Tested: 72, Did Not Meet Grade Level Performance: 56%, Approaches: 37%, Meets: 7%, Masters: 0%)
56%
37%
7%
Females: (Average Scale Score: 1,599, Tested: 83, Did Not Meet Grade Level Performance: 39%, Approaches: 43%, Meets: 17%, Masters: 1%)
39%
43%
17%
1%
Hispanic: (Average Scale Score: 1,592, Tested: 45, Did Not Meet Grade Level Performance: 38%, Approaches: 44%, Meets: 16%, Masters: 2%)
38%
44%
16%
2%
Black: (Average Scale Score: 1,579, Tested: 104, Did Not Meet Grade Level Performance: 49%, Approaches: 40%, Meets: 11%, Masters: 0%)
49%
40%
11%

    Reading Average Scale Score
    (7th Grade)

  • All1,651
  • Males1,626
  • Females1,674
  • Hispanic1,672
  • Asian1,765
  • Black1,632
  • White1,753
  • Multirace1,521
Reading Average Scale Score:

1,651
Texas:

1,550
Reading students tested: 258
Reading # Answer Documents Submitted: 258

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 12.1 (67%)
  • Reporting Category 3: 10.4 (65%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 29%

29%
23%
19%
29%
Males: (Average Scale Score: 1,626, Tested: 123, Did Not Meet Grade Level Performance: 37%, Approaches: 21%, Meets: 18%, Masters: 24%)
37%
21%
18%
24%
Females: (Average Scale Score: 1,674, Tested: 135, Did Not Meet Grade Level Performance: 21%, Approaches: 25%, Meets: 20%, Masters: 34%)
21%
25%
20%
34%
Hispanic: (Average Scale Score: 1,672, Tested: 80, Did Not Meet Grade Level Performance: 19%, Approaches: 22%, Meets: 29%, Masters: 30%)
19%
22%
29%
30%
Asian: (Average Scale Score: 1,765, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 27%, Meets: 9%, Masters: 64%)
27%
9%
64%
Black: (Average Scale Score: 1,632, Tested: 155, Did Not Meet Grade Level Performance: 36%, Approaches: 24%, Meets: 14%, Masters: 26%)
36%
24%
14%
26%
White: (Average Scale Score: 1,753, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 29%, Masters: 57%)
14%
29%
57%
Multirace: (Average Scale Score: 1,521, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 0%, Meets: 40%, Masters: 0%)
60%
40%

    Writing Average Scale Score
    (7th Grade)

  • All3,850
  • Males3,757
  • Females3,934
  • Hispanic3,873
  • Asian4,613
  • Black3,780
  • White4,268
  • Multirace3,381
Writing Average Scale Score:

3,850
State:

3,515
Writing students tested: 258
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 259

Writing Avg Items Correct:
  • Reporting Category 1: 7.6 (48%)
  • Reporting Category 2: 9 (69%)
  • Reporting Category 3: 12.4 (73%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 40%
Masters Grade Level Performance: 10%

29%
21%
40%
10%
Males: (Average Scale Score: 3,757, Tested: 122, Did Not Meet Grade Level Performance: 39%, Approaches: 16%, Meets: 38%, Masters: 7%)
39%
16%
38%
7%
Females: (Average Scale Score: 3,934, Tested: 136, Did Not Meet Grade Level Performance: 21%, Approaches: 24%, Meets: 42%, Masters: 13%)
21%
24%
42%
13%
Hispanic: (Average Scale Score: 3,873, Tested: 80, Did Not Meet Grade Level Performance: 25%, Approaches: 17%, Meets: 49%, Masters: 9%)
25%
17%
49%
9%
Asian: (Average Scale Score: 4,613, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 64%, Masters: 36%)
64%
36%
Black: (Average Scale Score: 3,780, Tested: 155, Did Not Meet Grade Level Performance: 34%, Approaches: 23%, Meets: 35%, Masters: 8%)
34%
23%
35%
8%
White: (Average Scale Score: 4,268, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 42%, Masters: 29%)
14%
15%
42%
29%
Multirace: (Average Scale Score: 3,381, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 20%, Masters: 0%)
60%
20%
20%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,702
  • Males1,693
  • Females1,710
  • Hispanic1,747
  • Asian1,866
  • Black1,665
  • White1,745
  • Multirace1,712
Math Average Scale Score:

1,702
Texas:

1,539
Math students tested: 332
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 376

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (62%)
  • Reporting Category 2: 10.2 (64%)
  • Reporting Category 3: 9.8 (65%)
  • Reporting Category 4: 4.2 (60%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 40%
Masters Grade Level Performance: 15%

22%
23%
40%
15%
Males: (Average Scale Score: 1,693, Tested: 158, Did Not Meet Grade Level Performance: 25%, Approaches: 20%, Meets: 40%, Masters: 15%)
25%
20%
40%
15%
Females: (Average Scale Score: 1,710, Tested: 174, Did Not Meet Grade Level Performance: 19%, Approaches: 25%, Meets: 40%, Masters: 16%)
19%
25%
40%
16%
Hispanic: (Average Scale Score: 1,747, Tested: 76, Did Not Meet Grade Level Performance: 7%, Approaches: 23%, Meets: 50%, Masters: 20%)
7%
23%
50%
20%
Asian: (Average Scale Score: 1,866, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 50%, Masters: 50%)
50%
50%
Black: (Average Scale Score: 1,665, Tested: 198, Did Not Meet Grade Level Performance: 31%, Approaches: 25%, Meets: 34%, Masters: 10%)
31%
25%
34%
10%
White: (Average Scale Score: 1,745, Tested: 32, Did Not Meet Grade Level Performance: 9%, Approaches: 25%, Meets: 41%, Masters: 25%)
9%
25%
41%
25%
Multirace: (Average Scale Score: 1,712, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 60%, Masters: 0%)
20%
20%
60%

    Reading Average Scale Score
    (8th Grade)

  • All1,662
  • Males1,643
  • Females1,680
  • Hispanic1,701
  • Asian1,790
  • Black1,642
  • White1,736
  • Multirace1,624
Reading Average Scale Score:

1,662
Texas:

1,561
Reading students tested: 209
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 375

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (69%)
  • Reporting Category 2: 13.4 (71%)
  • Reporting Category 3: 10.7 (63%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 19%

26%
31%
24%
19%
Males: (Average Scale Score: 1,643, Tested: 103, Did Not Meet Grade Level Performance: 33%, Approaches: 28%, Meets: 23%, Masters: 16%)
33%
28%
23%
16%
Females: (Average Scale Score: 1,680, Tested: 106, Did Not Meet Grade Level Performance: 20%, Approaches: 34%, Meets: 24%, Masters: 22%)
20%
34%
24%
22%
Hispanic: (Average Scale Score: 1,701, Tested: 39, Did Not Meet Grade Level Performance: 13%, Approaches: 28%, Meets: 36%, Masters: 23%)
13%
28%
36%
23%
Asian: (Average Scale Score: 1,790, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%
Black: (Average Scale Score: 1,642, Tested: 147, Did Not Meet Grade Level Performance: 33%, Approaches: 31%, Meets: 20%, Masters: 16%)
33%
31%
20%
16%
White: (Average Scale Score: 1,736, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 36%, Meets: 28%, Masters: 36%)
36%
28%
36%
Multirace: (Average Scale Score: 1,624, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 66%, Meets: 17%, Masters: 0%)
17%
66%
17%

    Science Average Scale Score
    (8th Grade)

  • All3,851
  • Males3,831
  • Females3,869
  • Hispanic4,008
  • Asian4,579
  • Black3,700
  • White4,177
  • Multirace3,765
Science Average Scale Score:

3,851
Texas:

3,634
Science students tested: 270
# Absent - Not Tested: 7
Science # Answer Documents Submitted: 277

Science Avg Items Correct:
  • Reporting Category 1: 7 (64%)
  • Reporting Category 2: 6.1 (67%)
  • Reporting Category 3: 6.2 (57%)
  • Reporting Category 4: 7.4 (67%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 19%

33%
21%
27%
19%
Males: (Average Scale Score: 3,831, Tested: 125, Did Not Meet Grade Level Performance: 35%, Approaches: 21%, Meets: 25%, Masters: 19%)
35%
21%
25%
19%
Females: (Average Scale Score: 3,869, Tested: 145, Did Not Meet Grade Level Performance: 30%, Approaches: 22%, Meets: 30%, Masters: 18%)
30%
22%
30%
18%
Hispanic: (Average Scale Score: 4,008, Tested: 57, Did Not Meet Grade Level Performance: 18%, Approaches: 29%, Meets: 28%, Masters: 25%)
18%
29%
28%
25%
Asian: (Average Scale Score: 4,579, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 27%, Masters: 64%)
9%
27%
64%
Black: (Average Scale Score: 3,700, Tested: 167, Did Not Meet Grade Level Performance: 43%, Approaches: 21%, Meets: 25%, Masters: 11%)
43%
21%
25%
11%
White: (Average Scale Score: 4,177, Tested: 25, Did Not Meet Grade Level Performance: 8%, Approaches: 12%, Meets: 40%, Masters: 40%)
8%
12%
40%
40%
Multirace: (Average Scale Score: 3,765, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 12%, Meets: 38%, Masters: 0%)
50%
12%
38%

    Social Studies Average Scale Score
    (8th Grade)

  • All4,006
  • Males3,979
  • Females4,029
  • Hispanic4,086
  • Asian4,585
  • Black3,899
  • White4,364
  • Multirace3,728
Social Studies Average Scale Score:

4,006
Texas:

3,461
Social Studies students tested: 271
# Absent - Not Tested: 6
Social Studies # Answer Documents Submitted: 277

Social Studies Avg Items Correct:
  • Reporting Category 1: 11.5 (68%)
  • Reporting Category 2: 6.9 (69%)
  • Reporting Category 3: 7.1 (71%)
  • Reporting Category 4: 4.3 (62%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 37%

26%
23%
14%
37%
Males: (Average Scale Score: 3,979, Tested: 125, Did Not Meet Grade Level Performance: 29%, Approaches: 23%, Meets: 12%, Masters: 36%)
29%
23%
12%
36%
Females: (Average Scale Score: 4,029, Tested: 146, Did Not Meet Grade Level Performance: 23%, Approaches: 24%, Meets: 15%, Masters: 38%)
23%
24%
15%
38%
Hispanic: (Average Scale Score: 4,086, Tested: 57, Did Not Meet Grade Level Performance: 19%, Approaches: 25%, Meets: 16%, Masters: 40%)
19%
25%
16%
40%
Asian: (Average Scale Score: 4,585, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 9%, Masters: 82%)
9%
9%
82%
Black: (Average Scale Score: 3,899, Tested: 168, Did Not Meet Grade Level Performance: 33%, Approaches: 23%, Meets: 13%, Masters: 31%)
33%
23%
13%
31%
White: (Average Scale Score: 4,364, Tested: 25, Did Not Meet Grade Level Performance: 4%, Approaches: 24%, Meets: 16%, Masters: 56%)
4%
24%
16%
56%
Multirace: (Average Scale Score: 3,728, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 0%, Masters: 25%)
38%
38%
25%

Health & Safety


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

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

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

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

Incidents of physical attack or fight with a weapon: 1
Incidents of physical attack or fight without a weapon: 61

Incidents of threats of physical attack with a weapon: 1
Incidents of threats of physical attack without a weapon: 6


Total incidents per 1,000 students
School:

84.0
Texas:

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)
  • Black: 2

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

2.4
State:

17.4

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

  • Hispanic19
  • Black55
  • White10
  • Multirace2
  • LEP4
  • IDEA7
  • 50416
Chronic Student Absenteeism: 86 (male: 38, female: 48)
  • Hispanic: 19 (male: 8, female: 11)
  • Black: 55 (male: 23, female: 32)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 16 (male: 5, female: 11)
Chronic Student Absenteeism per 1,000 students
Here:

104.8
State:

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 Non-IDEA students subjected to mechanical restraint: 2 (all female)
  • Black: 2
  • Section 504: 2

Non-IDEA students subjected to mechanical restraint per 1,000 students
Here:

2.4
Texas:

5.4
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all female)
  • Black: 2

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

2.4
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

  • Hispanic23
  • Black349
  • White4
  • Multirace16
  • LEP2
  • IDEA12
  • 50463
School days missed due to out-of-school suspension: 392 (male: 272, female: 120)
  • Hispanic: 23 (male: 17, female: 6)
  • Black: 349 (male: 240, female: 109)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 16 (male: 13, female: 3)
  • Limited English Proficiency (LEP): 2 (male: 1, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 12 (male: 8, female: 4)
  • Section 504: 63 (male: 39, female: 24)
Instances of out-of-school suspension (Students without disabilities): 237

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

288.7
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic31
  • Asian2
  • Black244
  • White10
  • Multirace10
  • LEP4
Students without disabilities receiving one or more in-school suspension: 297 (male: 173, female: 124)
  • Hispanic: 31 (male: 14, female: 17)
  • Asian: 2 (all female)
  • Black: 244 (male: 146, female: 98)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic7
  • Black61
  • White2
  • Multirace4
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 74 (male: 44, female: 30)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 61 (male: 35, female: 26)
  • White: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic4
  • Black46
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 54 (male: 33, female: 21)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 46 (male: 29, female: 17)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 11

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

13.4
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 41

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

49.9
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 12 (male: 10, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Section 504: 49 (male: 32, female: 17)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
  • Section 504: 16
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Section 504: 10 (male: 5, female: 5)

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: 2 (all female)
  • Black: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Odom Middle School:

2.4
Texas:

32.9
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all female)
  • Black: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Odom Middle School:

2.4
Texas:

2.0

Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all female)
  • Black: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Odom Middle School:

2.4
State:

49.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
7th grade student enrollment in Algebra I: 32
7th grade studenst who passed Algebra I: 25
Percent of 7th grade students who passed
Here:

78.1%
State:

102.7%

    8th grade student enrollment in Algebra I

  • Hispanic13
  • Asian2
  • Black25
  • White4
  • Multirace2
8th grade student enrollment in Algebra I: 46 (male: 20, female: 26)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 2 (all male)
  • Black: 25 (male: 11, female: 14)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
8th grade studenst who passed Algebra I: 34 (male: 14, female: 20)
  • Hispanic: 11 (male: 4, female: 7)
  • Black: 23 (male: 10, female: 13)
Percent of 8th grade students who passed
Odom Middle School:

73.9%
Texas:

87.0%

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.
8th grade students enrolled in Geometry: 35

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