Jump to a detailed profile or search site with Google Custom Search


Roberts Road Elementary School in HOCKLEY, TX
(PK-05 • 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 56
Address
 24920 ZUBE RD
HOCKLEY, TX 77447
Telephone
(281) 256-2343
(make sure to verify first before calling)
Website
http://www.wallerisd.net
City-data.com school rating
56
Students
621
Classroom Teachers (FTE)
36.6
Free lunch eligible students
393
Reduced-price lunch
eligible students
68
School district
WALLER ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
POPE EL (6.3 miles):

100
SWENKE EL (3.5 miles):

98
KEITH EL (4.2 miles):

97
DR CHERYL CORBETT SALYARDS (3.6 miles):

94
AULT EL (4.5 miles):

89
SCHULTZ J H (6.0 miles):

72
EVELYN TURLINGTON EL (6.5 miles):

68
I T HOLLEMAN EL (7.3 miles):

63
Roberts Road Elementary School:

56
Roberts Road Elementary School rating compared to average state and city schools ratings:
Texas:

54
HOCKLEY:

62
Roberts Road Elementary School:

56

Students & Teachers


Total enrollment:
Enrollment in 2016: 621
Enrollment in 2015: 601
Enrollment in 2014: 523
Enrollment in 2013: 525
Enrollment in 2012: 488
Enrollment in 2011: 468
Enrollment in 2010: 485
Enrollment in 2009: 662
Enrollment in 2008: 664
Enrollment in 2007: 607
Enrollment in 2006: 628
Enrollment in 2005: 609
Enrollment in 2004: 558
Enrollment in 2003: 538
Enrollment in 2002: 629
Enrollment in 2001: 602
Enrollment in 2000: 553
Enrollment in 1999: 496

Roberts Road Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students64909398939390621
Female students26404454444346297
Male students38504944495044324
American Indian/Alaska Native students - - - 211 - 4
Asian students11 - - 1115
Hispanic students43545863616156396
Black students68121311141781
White students13202016171415115
Hawaiian Native/Pacific Islander students - - 11 - - - 2
Two or More Races students172322118

Enrollment by grade:
Pre-Kindergarten enrollment: 64
Kindergarten enrollment: 90
1st grade enrollment: 93
2nd grade enrollment: 98
3rd grade enrollment: 93
4th grade enrollment: 93
5th grade enrollment: 90

Roberts Road Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 297 (47.8%)
School:

47.8%
Texas:

49.0%
Male enrollment: 324 (52.2%)
Here:

52.2%
State:

50.1%

Roberts Road Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 4 (0.6%)
School:

0.6%
Texas:

0.4%
Asian enrollment: 5 (0.8%)
School:

0.8%
State:

3.1%
Hispanic enrollment: 396 (63.8%)
Here:

63.8%
State:

46.9%
Black enrollment: 81 (13.0%)
Here:

13.0%
Texas:

11.6%
White enrollment: 115 (18.5%)
Roberts Road Elementary School:

18.5%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.3%)
Here:

0.3%
Texas:

0.1%
Two or More Races enrollment: 18 (2.9%)
Roberts Road Elementary School:

2.9%
State:

2.1%

Roberts Road Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 461 (74.2%)
School:

74.2%
Texas:

61.6%
Free lunch eligible students: 393 (63.3%)
Here:

63.3%
Texas:

55.4%
Reduced-price lunch eligible students: 68 (11.0%)
School:

11.0%
State:

6.2%

Roberts Road Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 36.6

Number of FTE teachers in their first year of teaching: 8
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1.5
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE sworn law enforcement officers: 0.5
Number of FTE nurses: 0.5

Student/Teacher Ratio
School:

17.0
State:

15.6

Roberts Road Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,246,839
  • Full-time Equivalency Count of Teachers: 35.6 (Salary Expenditures: $1,635,565)
  • Full-time Equivalency Count of Instructional Aides: 6.1 (Salary Expenditures: $75,135)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $379,721)
  • Full-time Equivalency Count of School Administration Staff: 2.4 (Salary Expenditures: $156,418)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $137,253
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,693,208
  • Salary Expenditures for Teachers: $1,938,839
  • Full-time Equivalency Count of Instructional Aides: 9.1 (Salary Expenditures: $137,282)
  • Full-time Equivalency Count of Support Services Staff: 9.1 (Salary Expenditures: $431,375)
  • Full-time Equivalency Count of School Administration Staff: 2.8 (Salary Expenditures: $185,712)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $248,017

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic232
  • American Indian4
  • Asian2
  • White4
  • IDEA7
Students Enrolled in LEP Programs: 242 (male: 119, female: 123)
  • Hispanic: 232 (male: 113, female: 119)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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: 18 (male: 14, female: 4)
  • Hispanic: 14 (male: 10, female: 4)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic7
  • Black4
  • White5
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 18 (male: 14, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 3,201 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 Kindergarten: 2 (all female)
  • White: 2

Percent of Kindergarten students retained
School:

2.2%
State:

5.2%
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Percent of 1st grade students retained
Roberts Road Elementary School:

4.3%
State:

6.1%
Total number of students retained in 2nd grade: 7 (male: 2, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 5 (all female)

Percent of 2nd grade students retained
Roberts Road Elementary School:

7.1%
State:

4.8%
Total number of students retained in 3rd grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 3rd grade students retained
Here:

2.2%
State:

4.1%
Total number of students retained in 4th grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 4th grade students retained
Roberts Road Elementary School:

2.2%
State:

3.6%

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

  • Hispanic7
  • Black4
  • White10
  • Multirace2
Gifted and Talented Student Enrollment: 23 (male: 12, female: 11)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)

Gifted and Talented Student Enrollment per 1,000 students
Roberts Road Elementary School:

37.0
State:

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)

  • All1,497
  • Males1,506
  • Females1,490
  • Hispanic1,507
  • Black1,464
  • White1,484
Math Average Scale Score:

1,497
State:

1,453
Math students tested: 119
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 121

Math Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 9.2 (71%)
  • Reporting Category 3: 4.8 (68%)
  • Reporting Category 4: 2.9 (74%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 26%

11%
27%
36%
26%
Males: (Average Scale Score: 1,506, Tested: 54, Did Not Meet Grade Level Performance: 13%, Approaches: 18%, Meets: 41%, Masters: 28%)
13%
18%
41%
28%
Females: (Average Scale Score: 1,490, Tested: 65, Did Not Meet Grade Level Performance: 9%, Approaches: 34%, Meets: 32%, Masters: 25%)
9%
34%
32%
25%
Hispanic: (Average Scale Score: 1,507, Tested: 71, Did Not Meet Grade Level Performance: 7%, Approaches: 28%, Meets: 40%, Masters: 25%)
7%
28%
40%
25%
Black: (Average Scale Score: 1,464, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 35%, Meets: 23%, Masters: 24%)
18%
35%
23%
24%
White: (Average Scale Score: 1,484, Tested: 27, Did Not Meet Grade Level Performance: 19%, Approaches: 18%, Meets: 41%, Masters: 22%)
19%
18%
41%
22%

    Reading Average Scale Score
    (3rd Grade)

  • All1,466
  • Males1,468
  • Females1,464
  • Hispanic1,449
  • Black1,478
  • White1,499
Reading Average Scale Score:

1,466
State:

1,423
Reading students tested: 117
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 120

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (79%)
  • Reporting Category 2: 10.4 (69%)
  • Reporting Category 3: 9.7 (69%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 30%

19%
33%
18%
30%
Males: (Average Scale Score: 1,468, Tested: 53, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 15%, Masters: 32%)
21%
32%
15%
32%
Females: (Average Scale Score: 1,464, Tested: 64, Did Not Meet Grade Level Performance: 17%, Approaches: 35%, Meets: 20%, Masters: 28%)
17%
35%
20%
28%
Hispanic: (Average Scale Score: 1,449, Tested: 70, Did Not Meet Grade Level Performance: 24%, Approaches: 33%, Meets: 17%, Masters: 26%)
24%
33%
17%
26%
Black: (Average Scale Score: 1,478, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 29%, Meets: 24%, Masters: 29%)
18%
29%
24%
29%
White: (Average Scale Score: 1,499, Tested: 26, Did Not Meet Grade Level Performance: 8%, Approaches: 38%, Meets: 12%, Masters: 42%)
8%
38%
12%
42%
3rd Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 2
Reading # Answer Documents Submitted: 2

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,569
  • Males1,572
  • Females1,567
  • Hispanic1,555
  • Black1,538
  • White1,627
Math Average Scale Score:

1,569
State:

1,546
Math students tested: 111
Math # Answer Documents Submitted: 111

Math Avg Items Correct:
  • Reporting Category 1: 6.3 (70%)
  • Reporting Category 2: 7.5 (69%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 2.5 (61%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 21%

13%
46%
20%
21%
Males: (Average Scale Score: 1,572, Tested: 48, Did Not Meet Grade Level Performance: 13%, Approaches: 44%, Meets: 23%, Masters: 21%)
13%
44%
23%
21%
Females: (Average Scale Score: 1,567, Tested: 63, Did Not Meet Grade Level Performance: 13%, Approaches: 49%, Meets: 17%, Masters: 21%)
13%
49%
17%
21%
Hispanic: (Average Scale Score: 1,555, Tested: 67, Did Not Meet Grade Level Performance: 15%, Approaches: 49%, Meets: 18%, Masters: 18%)
15%
49%
18%
18%
Black: (Average Scale Score: 1,538, Tested: 14, Did Not Meet Grade Level Performance: 14%, Approaches: 65%, Meets: 14%, Masters: 7%)
14%
65%
14%
7%
White: (Average Scale Score: 1,627, Tested: 24, Did Not Meet Grade Level Performance: 4%, Approaches: 38%, Meets: 20%, Masters: 38%)
4%
38%
20%
38%

    Reading Average Scale Score
    (4th Grade)

  • All1,519
  • Males1,521
  • Females1,518
  • Hispanic1,509
  • Black1,483
  • White1,564
Reading Average Scale Score:

1,519
Texas:

1,496
Reading students tested: 111
Reading # Answer Documents Submitted: 111

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (68%)
  • Reporting Category 2: 9.9 (66%)
  • Reporting Category 3: 8.8 (67%)

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

26%
31%
19%
24%
Males: (Average Scale Score: 1,521, Tested: 48, Did Not Meet Grade Level Performance: 23%, Approaches: 29%, Meets: 23%, Masters: 25%)
23%
29%
23%
25%
Females: (Average Scale Score: 1,518, Tested: 63, Did Not Meet Grade Level Performance: 29%, Approaches: 31%, Meets: 16%, Masters: 24%)
29%
31%
16%
24%
Hispanic: (Average Scale Score: 1,509, Tested: 67, Did Not Meet Grade Level Performance: 27%, Approaches: 31%, Meets: 23%, Masters: 19%)
27%
31%
23%
19%
Black: (Average Scale Score: 1,483, Tested: 14, Did Not Meet Grade Level Performance: 36%, Approaches: 43%, Meets: 0%, Masters: 21%)
36%
43%
21%
White: (Average Scale Score: 1,564, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 21%, Meets: 25%, Masters: 33%)
21%
21%
25%
33%

    Writing Average Scale Score
    (4th Grade)

  • All3,823
  • Males3,747
  • Females3,882
  • Hispanic3,763
  • Black3,673
  • White4,124
Writing Average Scale Score:

3,823
State:

3,570
Writing students tested: 113
Writing # Answer Documents Submitted: 113

Writing Avg Items Correct:
  • Reporting Category 1: 4 (51%)
  • Reporting Category 2: 4.5 (56%)
  • Reporting Category 3: 11.1 (70%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 11%

37%
21%
31%
11%
Males: (Average Scale Score: 3,747, Tested: 49, Did Not Meet Grade Level Performance: 39%, Approaches: 22%, Meets: 27%, Masters: 12%)
39%
22%
27%
12%
Females: (Average Scale Score: 3,882, Tested: 64, Did Not Meet Grade Level Performance: 36%, Approaches: 19%, Meets: 36%, Masters: 9%)
36%
19%
36%
9%
Hispanic: (Average Scale Score: 3,763, Tested: 68, Did Not Meet Grade Level Performance: 35%, Approaches: 25%, Meets: 33%, Masters: 7%)
35%
25%
33%
7%
Black: (Average Scale Score: 3,673, Tested: 14, Did Not Meet Grade Level Performance: 64%, Approaches: 7%, Meets: 15%, Masters: 14%)
64%
7%
15%
14%
White: (Average Scale Score: 4,124, Tested: 25, Did Not Meet Grade Level Performance: 24%, Approaches: 16%, Meets: 40%, Masters: 20%)
24%
16%
40%
20%
4th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,594
  • Males1,593
  • Females1,595
  • Hispanic1,588
  • Black1,575
  • White1,618
Math Average Scale Score:

1,594
Texas:

1,603
Math students tested: 123
Math # Answer Documents Submitted: 123

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (69%)
  • Reporting Category 2: 10.4 (61%)
  • Reporting Category 3: 5.9 (65%)
  • Reporting Category 4: 2.5 (63%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 11%

14%
42%
33%
11%
Males: (Average Scale Score: 1,593, Tested: 68, Did Not Meet Grade Level Performance: 15%, Approaches: 41%, Meets: 34%, Masters: 10%)
15%
41%
34%
10%
Females: (Average Scale Score: 1,595, Tested: 55, Did Not Meet Grade Level Performance: 13%, Approaches: 43%, Meets: 31%, Masters: 13%)
13%
43%
31%
13%
Hispanic: (Average Scale Score: 1,588, Tested: 77, Did Not Meet Grade Level Performance: 17%, Approaches: 39%, Meets: 32%, Masters: 12%)
17%
39%
32%
12%
Black: (Average Scale Score: 1,575, Tested: 16, Did Not Meet Grade Level Performance: 13%, Approaches: 63%, Meets: 19%, Masters: 6%)
13%
63%
19%
6%
White: (Average Scale Score: 1,618, Tested: 25, Did Not Meet Grade Level Performance: 8%, Approaches: 40%, Meets: 36%, Masters: 16%)
8%
40%
36%
16%

    Reading Average Scale Score
    (5th Grade)

  • All1,570
  • Males1,563
  • Females1,580
  • Hispanic1,554
  • Black1,560
  • White1,607
Reading Average Scale Score:

1,570
State:

1,546
Reading students tested: 123
Reading # Answer Documents Submitted: 123

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 11.2 (70%)
  • Reporting Category 3: 9.6 (69%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 24%

19%
30%
27%
24%
Males: (Average Scale Score: 1,563, Tested: 68, Did Not Meet Grade Level Performance: 26%, Approaches: 27%, Meets: 23%, Masters: 24%)
26%
27%
23%
24%
Females: (Average Scale Score: 1,580, Tested: 55, Did Not Meet Grade Level Performance: 9%, Approaches: 35%, Meets: 32%, Masters: 24%)
9%
35%
32%
24%
Hispanic: (Average Scale Score: 1,554, Tested: 77, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 28%, Masters: 19%)
21%
32%
28%
19%
Black: (Average Scale Score: 1,560, Tested: 16, Did Not Meet Grade Level Performance: 13%, Approaches: 50%, Meets: 19%, Masters: 19%)
13%
50%
19%
19%
White: (Average Scale Score: 1,607, Tested: 25, Did Not Meet Grade Level Performance: 16%, Approaches: 16%, Meets: 36%, Masters: 32%)
16%
16%
36%
32%

    Science Average Scale Score
    (5th Grade)

  • All3,824
  • Males3,824
  • Females3,823
  • Hispanic3,750
  • Black3,871
  • White3,970
Science Average Scale Score:

3,824
State:

3,771
Science students tested: 122
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 123

Science Avg Items Correct:
  • Reporting Category 1: 4.2 (70%)
  • Reporting Category 2: 6 (74%)
  • Reporting Category 3: 6.7 (67%)
  • Reporting Category 4: 8.1 (67%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 11%

21%
46%
22%
11%
Males: (Average Scale Score: 3,824, Tested: 68, Did Not Meet Grade Level Performance: 25%, Approaches: 41%, Meets: 19%, Masters: 15%)
25%
41%
19%
15%
Females: (Average Scale Score: 3,823, Tested: 54, Did Not Meet Grade Level Performance: 17%, Approaches: 52%, Meets: 24%, Masters: 7%)
17%
52%
24%
7%
Hispanic: (Average Scale Score: 3,750, Tested: 76, Did Not Meet Grade Level Performance: 26%, Approaches: 48%, Meets: 17%, Masters: 9%)
26%
48%
17%
9%
Black: (Average Scale Score: 3,871, Tested: 16, Did Not Meet Grade Level Performance: 19%, Approaches: 43%, Meets: 19%, Masters: 19%)
19%
43%
19%
19%
White: (Average Scale Score: 3,970, Tested: 25, Did Not Meet Grade Level Performance: 12%, Approaches: 44%, Meets: 36%, Masters: 8%)
12%
44%
36%
8%
5th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

Health & Safety


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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

1.6
Texas:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2


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

  • Hispanic16
  • Black4
  • White5
  • LEP7
  • IDEA2
Chronic Student Absenteeism: 25 (male: 12, female: 13)
  • Hispanic: 16 (male: 5, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

40.3
Texas:

147.9

Restraint and Seclusion:
Show data for

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


Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 4 (all male)
  • Hispanic: 2
  • White: 2

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

6.4
Texas:

1.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • White: 2

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

3.2
Texas:

6.8

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: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

    Students without disabilities receiving one or more in-school suspension

  • Hispanic5
  • Asian2
  • Black8
  • White5
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 22 (male: 20, female: 2)
  • Hispanic: 5 (all male)
  • Asian: 2 (all female)
  • Black: 8 (all male)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 2

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

3.2
Texas:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black2
  • White2
  • LEP2
  • 5045
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 5 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

Comments

Review, comment, or add new information about this topic:

Discuss HOCKLEY, Texas (TX) on our hugely popular Texas forum.

  1. All Cities
  2. Texas
  3. HOCKLEY main city page
  4. Schools in Texas
  5. Roberts Road Elementary School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents