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R C Barton Middle School in Buda, 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 81
Address
 4950 JACK C HAYS TRL
Buda, TX 78610
Telephone
(512) 268-1472
(make sure to verify first before calling)
Website
http://www.hayscisd.net
City-data.com school rating
81
Students
1,027
Classroom Teachers (FTE)
55.1
Free lunch eligible students
389
Reduced-price lunch
eligible students
81
School district
HAYS CISD
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:
R C Barton Middle School:

81
LAURA B NEGLEY EL (1.2 miles):

80
JACK C HAYS H S (0.3 miles):

72
ARMANDO CHAPA MIDDLE (3.5 miles):

43
LAURA B WALLACE MIDDLE (2.5 miles):

41
KYLE EL (2.6 miles):

40
LEHMAN H S (3.4 miles):

36
SUSIE FUENTES EL (3.4 miles):

32
SCIENCE HALL EL (3.3 miles):

22
R C Barton Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Hays County:

53
Buda:

68
R C Barton Middle School:

81

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,027
Enrollment in 2015: 1,016
Enrollment in 2014: 943
Enrollment in 2013: 904
Enrollment in 2012: 850
Enrollment in 2011: 756
Enrollment in 2010: 710
Enrollment in 2009: 660
Enrollment in 2008: 641
Enrollment in 2007: 650
Enrollment in 2006: 617
Enrollment in 2005: 601
Enrollment in 2004: 594
Enrollment in 2003: 638
Enrollment in 2002: 609
Enrollment in 2001: 547
Enrollment in 2000: 1,085
Enrollment in 1999: 1,065

R C Barton Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students3323403551,027
Female students161167181509
Male students171173174518
Asian students37717
Hispanic students189212201602
Black students159529
White students118109131358
Hawaiian Native/Pacific Islander students - - 11
Two or More Races students731020

Enrollment by grade:
6th grade enrollment: 332
7th grade enrollment: 340
8th grade enrollment: 355

R C Barton Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 509 (49.6%)
School:

49.6%
State:

49.0%
Male enrollment: 518 (50.4%)
Here:

50.4%
State:

50.1%

R C Barton Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 17 (1.7%)
R C Barton Middle School:

1.7%
State:

3.1%
Hispanic enrollment: 602 (58.6%)
R C Barton Middle School:

58.6%
Texas:

46.9%
Black enrollment: 29 (2.8%)
R C Barton Middle School:

2.8%
Texas:

11.6%
White enrollment: 358 (34.9%)
Here:

34.9%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Here:

0.1%
State:

0.1%
Two or More Races enrollment: 20 (1.9%)
Here:

1.9%
State:

2.1%

R C Barton Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 470 (45.8%)
Here:

45.8%
Texas:

61.6%
Free lunch eligible students: 389 (37.9%)
School:

37.9%
Texas:

55.4%
Reduced-price lunch eligible students: 81 (7.9%)
R C Barton Middle School:

7.9%
State:

6.2%

R C Barton Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 55.1

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Here:

18.7
Texas:

15.6

R C Barton Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,012,484
  • Full-time Equivalency Count of Teachers: 55.1 (Salary Expenditures: $2,460,915)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $16,785)
  • Full-time Equivalency Count of Support Services Staff: 5.3 (Salary Expenditures: $297,934)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $235,350)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $214,890
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,396,113
  • Salary Expenditures for Teachers: $2,750,825
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $93,331)
  • Full-time Equivalency Count of Support Services Staff: 5.8 (Salary Expenditures: $315,107)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $235,350)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $263,506

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic100
  • Asian4
  • White2
  • IDEA22
Students Enrolled in LEP Programs: 106 (male: 70, female: 36)
  • Hispanic: 100 (male: 68, female: 32)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 17, 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: 82 (male: 47, female: 35)
  • Hispanic: 62 (male: 37, female: 25)
  • White: 20 (male: 10, female: 10)
  • Limited English Proficiency (LEP): 23 (male: 19, female: 4)

    Students with disabilities served under Section 504

  • Hispanic79
  • Black2
  • White58
  • Multirace2
  • LEP16
Students with disabilities served under Section 504: 141 (male: 96, female: 45)
  • Hispanic: 79 (male: 53, female: 26)
  • Black: 2 (all male)
  • White: 58 (male: 41, female: 17)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 16 (male: 14, 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 8th grade: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Percent of 8th grade students retained
R C Barton Middle School:

0.6%
Texas:

7.2%

Gifted and Talented:
Show data for

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

    Gifted and Talented Student Enrollment

  • Hispanic49
  • Asian4
  • Black2
  • White67
  • Multirace4
  • LEP2
  • IDEA4
Gifted and Talented Student Enrollment: 126 (male: 68, female: 58)
  • Hispanic: 49 (male: 29, female: 20)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 67 (male: 35, female: 32)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
R C Barton Middle School:

122.7
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

  • All4,784
  • Males4,749
  • Females4,823
  • Hispanic4,837
  • White4,766
Algebra I Average Scale Score:

4,784
Texas:

4,001
Algebra I students tested: 94
Algebra I # Answer Documents Submitted: 94

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.7 (79%)
  • Reporting Category 2: 10.8 (90%)
  • Reporting Category 3: 11.6 (83%)
  • Reporting Category 4: 9.9 (90%)
  • Reporting Category 5: 5.4 (91%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 84%

16%
84%
Males: (Average Scale Score: 4,749, Tested: 49, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 12%, Masters: 88%)
12%
88%
Females: (Average Scale Score: 4,823, Tested: 45, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 20%, Masters: 80%)
20%
80%
Hispanic: (Average Scale Score: 4,837, Tested: 34, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 15%, Masters: 85%)
15%
85%
White: (Average Scale Score: 4,766, Tested: 48, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 15%, Masters: 85%)
15%
85%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,729
  • Males1,738
  • Females1,720
  • Hispanic1,704
  • Black1,694
  • White1,751
  • Multirace1,711
Math Average Scale Score:

1,729
State:

1,546
Math students tested: 228
Math # Answer Documents Submitted: 228

Math Avg Items Correct:
  • Reporting Category 1: 6.9 (69%)
  • Reporting Category 2: 10.5 (70%)
  • Reporting Category 3: 4.1 (68%)
  • Reporting Category 4: 4.8 (69%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 38%

5%
26%
31%
38%
Males: (Average Scale Score: 1,738, Tested: 121, Did Not Meet Grade Level Performance: 4%, Approaches: 27%, Meets: 28%, Masters: 41%)
4%
27%
28%
41%
Females: (Average Scale Score: 1,720, Tested: 107, Did Not Meet Grade Level Performance: 7%, Approaches: 25%, Meets: 33%, Masters: 35%)
7%
25%
33%
35%
Hispanic: (Average Scale Score: 1,704, Tested: 100, Did Not Meet Grade Level Performance: 6%, Approaches: 30%, Meets: 34%, Masters: 30%)
6%
30%
34%
30%
Black: (Average Scale Score: 1,694, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 17%, Masters: 33%)
17%
33%
17%
33%
White: (Average Scale Score: 1,751, Tested: 106, Did Not Meet Grade Level Performance: 4%, Approaches: 23%, Meets: 27%, Masters: 46%)
4%
23%
27%
46%
Multirace: (Average Scale Score: 1,711, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 17%, Meets: 42%, Masters: 33%)
8%
17%
42%
33%

    Reading Average Scale Score
    (6th Grade)

  • All1,613
  • Males1,595
  • Females1,633
  • Hispanic1,590
  • Black1,525
  • White1,633
  • Multirace1,668
Reading Average Scale Score:

1,613
State:

1,457
Reading students tested: 228
Reading # Answer Documents Submitted: 228

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 12.6 (74%)
  • Reporting Category 3: 9.9 (66%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 22%

25%
29%
24%
22%
Males: (Average Scale Score: 1,595, Tested: 121, Did Not Meet Grade Level Performance: 31%, Approaches: 27%, Meets: 25%, Masters: 17%)
31%
27%
25%
17%
Females: (Average Scale Score: 1,633, Tested: 107, Did Not Meet Grade Level Performance: 18%, Approaches: 32%, Meets: 22%, Masters: 28%)
18%
32%
22%
28%
Hispanic: (Average Scale Score: 1,590, Tested: 100, Did Not Meet Grade Level Performance: 28%, Approaches: 28%, Meets: 29%, Masters: 15%)
28%
28%
29%
15%
Black: (Average Scale Score: 1,525, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 0%, Masters: 17%)
50%
33%
17%
White: (Average Scale Score: 1,633, Tested: 106, Did Not Meet Grade Level Performance: 22%, Approaches: 29%, Meets: 22%, Masters: 27%)
22%
29%
22%
27%
Multirace: (Average Scale Score: 1,668, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 34%, Meets: 16%, Masters: 42%)
8%
34%
16%
42%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,649
  • Males1,654
  • Females1,645
  • Hispanic1,632
  • White1,674
Math Average Scale Score:

1,649
State:

1,571
Math students tested: 123
Math # Answer Documents Submitted: 233

Math Avg Items Correct:
  • Reporting Category 1: 3.8 (64%)
  • Reporting Category 2: 8 (53%)
  • Reporting Category 3: 6.4 (54%)
  • Reporting Category 4: 3.2 (45%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 10%

26%
41%
23%
10%
Males: (Average Scale Score: 1,654, Tested: 59, Did Not Meet Grade Level Performance: 24%, Approaches: 42%, Meets: 22%, Masters: 12%)
24%
42%
22%
12%
Females: (Average Scale Score: 1,645, Tested: 64, Did Not Meet Grade Level Performance: 28%, Approaches: 41%, Meets: 23%, Masters: 8%)
28%
41%
23%
8%
Hispanic: (Average Scale Score: 1,632, Tested: 66, Did Not Meet Grade Level Performance: 30%, Approaches: 49%, Meets: 12%, Masters: 9%)
30%
49%
12%
9%
White: (Average Scale Score: 1,674, Tested: 54, Did Not Meet Grade Level Performance: 22%, Approaches: 30%, Meets: 37%, Masters: 11%)
22%
30%
37%
11%

    Reading Average Scale Score
    (7th Grade)

  • All1,704
  • Males1,683
  • Females1,725
  • Hispanic1,680
  • White1,722
  • Multirace1,730
Reading Average Scale Score:

1,704
State:

1,550
Reading students tested: 235
Reading # Answer Documents Submitted: 235

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 13.3 (74%)
  • Reporting Category 3: 11.6 (73%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 41%

17%
25%
17%
41%
Males: (Average Scale Score: 1,683, Tested: 119, Did Not Meet Grade Level Performance: 20%, Approaches: 28%, Meets: 18%, Masters: 34%)
20%
28%
18%
34%
Females: (Average Scale Score: 1,725, Tested: 116, Did Not Meet Grade Level Performance: 14%, Approaches: 22%, Meets: 16%, Masters: 48%)
14%
22%
16%
48%
Hispanic: (Average Scale Score: 1,680, Tested: 112, Did Not Meet Grade Level Performance: 21%, Approaches: 28%, Meets: 18%, Masters: 33%)
21%
28%
18%
33%
White: (Average Scale Score: 1,722, Tested: 109, Did Not Meet Grade Level Performance: 13%, Approaches: 23%, Meets: 16%, Masters: 48%)
13%
23%
16%
48%
Multirace: (Average Scale Score: 1,730, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 14%, Masters: 43%)
14%
29%
14%
43%

    Writing Average Scale Score
    (7th Grade)

  • All4,068
  • Males3,919
  • Females4,221
  • Hispanic3,961
  • White4,147
  • Multirace4,097
Writing Average Scale Score:

4,068
Texas:

3,515
Writing students tested: 236
Writing # Answer Documents Submitted: 236

Writing Avg Items Correct:
  • Reporting Category 1: 9.2 (57%)
  • Reporting Category 2: 9.7 (74%)
  • Reporting Category 3: 12.8 (75%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 25%

20%
24%
31%
25%
Males: (Average Scale Score: 3,919, Tested: 120, Did Not Meet Grade Level Performance: 27%, Approaches: 24%, Meets: 32%, Masters: 17%)
27%
24%
32%
17%
Females: (Average Scale Score: 4,221, Tested: 116, Did Not Meet Grade Level Performance: 14%, Approaches: 22%, Meets: 31%, Masters: 33%)
14%
22%
31%
33%
Hispanic: (Average Scale Score: 3,961, Tested: 113, Did Not Meet Grade Level Performance: 26%, Approaches: 24%, Meets: 31%, Masters: 19%)
26%
24%
31%
19%
White: (Average Scale Score: 4,147, Tested: 109, Did Not Meet Grade Level Performance: 14%, Approaches: 25%, Meets: 33%, Masters: 28%)
14%
25%
33%
28%
Multirace: (Average Scale Score: 4,097, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 14%, Masters: 43%)
29%
14%
14%
43%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,758
  • Males1,756
  • Females1,760
  • Hispanic1,733
  • Black1,747
  • White1,779
  • Multirace1,782
Math Average Scale Score:

1,758
Texas:

1,539
Math students tested: 234
Math # Answer Documents Submitted: 324

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (71%)
  • Reporting Category 2: 11 (69%)
  • Reporting Category 3: 11.2 (75%)
  • Reporting Category 4: 5.2 (75%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 42%
Masters Grade Level Performance: 26%

11%
21%
42%
26%
Males: (Average Scale Score: 1,756, Tested: 122, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 45%, Masters: 22%)
11%
22%
45%
22%
Females: (Average Scale Score: 1,760, Tested: 112, Did Not Meet Grade Level Performance: 11%, Approaches: 21%, Meets: 38%, Masters: 30%)
11%
21%
38%
30%
Hispanic: (Average Scale Score: 1,733, Tested: 113, Did Not Meet Grade Level Performance: 14%, Approaches: 23%, Meets: 48%, Masters: 15%)
14%
23%
48%
15%
Black: (Average Scale Score: 1,747, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 40%, Masters: 40%)
20%
40%
40%
White: (Average Scale Score: 1,779, Tested: 104, Did Not Meet Grade Level Performance: 8%, Approaches: 21%, Meets: 36%, Masters: 35%)
8%
21%
36%
35%
Multirace: (Average Scale Score: 1,782, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 34%, Masters: 33%)
11%
22%
34%
33%

    Reading Average Scale Score
    (8th Grade)

  • All1,699
  • Males1,677
  • Females1,721
  • Hispanic1,676
  • Black1,751
  • White1,712
  • Multirace1,731
Reading Average Scale Score:

1,699
Texas:

1,561
Reading students tested: 217
Reading # Answer Documents Submitted: 328

Reading Avg Items Correct:
  • Reporting Category 1: 5.8 (73%)
  • Reporting Category 2: 13.9 (73%)
  • Reporting Category 3: 12.1 (71%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 29%

20%
30%
21%
29%
Males: (Average Scale Score: 1,677, Tested: 111, Did Not Meet Grade Level Performance: 24%, Approaches: 34%, Meets: 19%, Masters: 23%)
24%
34%
19%
23%
Females: (Average Scale Score: 1,721, Tested: 106, Did Not Meet Grade Level Performance: 16%, Approaches: 26%, Meets: 24%, Masters: 34%)
16%
26%
24%
34%
Hispanic: (Average Scale Score: 1,676, Tested: 101, Did Not Meet Grade Level Performance: 29%, Approaches: 23%, Meets: 24%, Masters: 24%)
29%
23%
24%
24%
Black: (Average Scale Score: 1,751, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 37%, Meets: 38%, Masters: 25%)
37%
38%
25%
White: (Average Scale Score: 1,712, Tested: 97, Did Not Meet Grade Level Performance: 14%, Approaches: 37%, Meets: 18%, Masters: 31%)
14%
37%
18%
31%
Multirace: (Average Scale Score: 1,731, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 28%, Masters: 43%)
14%
15%
28%
43%

    Science Average Scale Score
    (8th Grade)

  • All4,176
  • Males4,252
  • Females4,094
  • Hispanic4,028
  • Black4,413
  • White4,293
  • Multirace4,336
Science Average Scale Score:

4,176
State:

3,634
Science students tested: 217
Science # Answer Documents Submitted: 217

Science Avg Items Correct:
  • Reporting Category 1: 8.1 (73%)
  • Reporting Category 2: 6.4 (71%)
  • Reporting Category 3: 7.9 (72%)
  • Reporting Category 4: 8.3 (75%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 40%

16%
22%
22%
40%
Males: (Average Scale Score: 4,252, Tested: 112, Did Not Meet Grade Level Performance: 15%, Approaches: 15%, Meets: 24%, Masters: 46%)
15%
15%
24%
46%
Females: (Average Scale Score: 4,094, Tested: 105, Did Not Meet Grade Level Performance: 16%, Approaches: 30%, Meets: 21%, Masters: 33%)
16%
30%
21%
33%
Hispanic: (Average Scale Score: 4,028, Tested: 101, Did Not Meet Grade Level Performance: 22%, Approaches: 28%, Meets: 17%, Masters: 33%)
22%
28%
17%
33%
Black: (Average Scale Score: 4,413, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 25%, Masters: 50%)
13%
13%
25%
50%
White: (Average Scale Score: 4,293, Tested: 97, Did Not Meet Grade Level Performance: 11%, Approaches: 18%, Meets: 27%, Masters: 44%)
11%
18%
27%
44%
Multirace: (Average Scale Score: 4,336, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 29%, Masters: 57%)
14%
29%
57%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,971
  • Males3,998
  • Females3,943
  • Hispanic3,878
  • Black4,281
  • White4,017
  • Multirace4,134
Social Studies Average Scale Score:

3,971
Texas:

3,461
Social Studies students tested: 217
Social Studies # Answer Documents Submitted: 217

Social Studies Avg Items Correct:
  • Reporting Category 1: 11.9 (70%)
  • Reporting Category 2: 6.5 (65%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 4.7 (67%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 35%

22%
31%
12%
35%
Males: (Average Scale Score: 3,998, Tested: 112, Did Not Meet Grade Level Performance: 20%, Approaches: 33%, Meets: 9%, Masters: 38%)
20%
33%
9%
38%
Females: (Average Scale Score: 3,943, Tested: 105, Did Not Meet Grade Level Performance: 25%, Approaches: 29%, Meets: 14%, Masters: 32%)
25%
29%
14%
32%
Hispanic: (Average Scale Score: 3,878, Tested: 101, Did Not Meet Grade Level Performance: 30%, Approaches: 28%, Meets: 12%, Masters: 30%)
30%
28%
12%
30%
Black: (Average Scale Score: 4,281, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 12%, Masters: 38%)
13%
38%
12%
38%
White: (Average Scale Score: 4,017, Tested: 97, Did Not Meet Grade Level Performance: 16%, Approaches: 35%, Meets: 10%, Masters: 39%)
16%
35%
10%
39%
Multirace: (Average Scale Score: 4,134, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 0%, Masters: 57%)
14%
29%
57%

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: 6
Incidents of physical attack or fight without a weapon: 37

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Here:

42.8
Texas:

38.0

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

  • Hispanic37
  • Native Hawaiian2
  • White34
  • Multirace4
  • LEP4
  • IDEA10
  • 50416
Chronic Student Absenteeism: 77 (male: 36, female: 41)
  • Hispanic: 37 (male: 20, female: 17)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 34 (male: 14, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 16 (male: 11, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

75.0
Texas:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic12
  • Black1
  • White5
  • LEP3
  • IDEA5
  • 5042
School days missed due to out-of-school suspension: 18 (male: 11, female: 7)
  • Hispanic: 12 (male: 9, female: 3)
  • Black: 1 (all female)
  • White: 5 (male: 2, female: 3)
  • Limited English Proficiency (LEP): 3 (male: 2, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 5 (male: 2, female: 3)
  • Section 504: 2 (male: 1, female: 1)
Instances of out-of-school suspension (Students without disabilities): 11

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

10.7
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic112
  • Asian4
  • Native Hawaiian2
  • Black10
  • White34
  • Multirace4
  • LEP25
Students without disabilities receiving one or more in-school suspension: 166 (male: 100, female: 66)
  • Hispanic: 112 (male: 62, female: 50)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 10 (male: 8, female: 2)
  • White: 34 (male: 26, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 25 (male: 17, female: 8)

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

  • Hispanic7
  • Black2
  • White4
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 13 (male: 7, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 3

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

2.9
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 2

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

1.9
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic37
  • Black2
  • White7
  • LEP16
  • 50428
Students with disabilities receiving one or more in-school suspension: 46 (male: 36, female: 10)
  • Hispanic: 37 (male: 29, female: 8)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 14, female: 2)
  • Section 504: 28 (male: 26, female: 2)

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

  • Hispanic4
  • White2
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Expulsions:
Show data for

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

    Students without Disabilities who received an expulsion with educational services

  • Hispanic16
  • Black2
  • White4
  • LEP4
Students without Disabilities who received an expulsion with educational services: 22 (male: 10, female: 12)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

21.4
State:

32.9

    Students with Disabilities who received an expulsion with educational services

  • Hispanic4
  • White2
  • LEP4
  • 5044
Students with Disabilities who received an expulsion with educational services: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)

Students with Disabilities who received an expulsion with educational services per 1,000 students
R C Barton Middle School:

5.8
Texas:

5.4

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

  • Hispanic13
  • Black2
  • White2
  • LEP4
Students without disabilities transferred to an alternative school for disciplinary reasons: 17 (male: 7, female: 10)
  • Hispanic: 13 (male: 5, female: 8)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

16.6
Texas:

49.7

    Students with disabilities transferred to an alternative school for disciplinary reasons

  • Hispanic4
  • White2
  • LEP4
  • 5044
Students with disabilities transferred to an alternative school for disciplinary reasons: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)

Students with disabilities transferred to an alternative school for disciplinary reasons
School:

5.8
State:

5.9

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.

    8th grade student enrollment in Algebra I

  • Hispanic28
  • Asian4
  • Black2
  • White49
  • Multirace4
8th grade student enrollment in Algebra I: 87 (male: 44, female: 43)
  • Hispanic: 28 (male: 14, female: 14)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 49 (male: 26, female: 23)
  • Two or More Races: 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 73 (male: 38, female: 35)
  • Hispanic: 26 (male: 13, female: 13)
  • White: 47 (male: 25, female: 22)
Percent of 8th grade students who passed
School:

83.9%
State:

87.0%

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