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S C Lee J H School in Copperas Cove, 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 52
Address
 1205 COURTNEY LN
Copperas Cove, TX 76522
Telephone
(254) 542-7877
(make sure to verify first before calling)
Website
http://www.ccisd.com/Domain/372
City-data.com school rating
52
Students
855
Classroom Teachers (FTE)
62.6
Free lunch eligible students
349
Reduced-price lunch
eligible students
92
School district
COPPERAS COVE ISD
Charter school
No
Title I status
Title I schoolwide eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
MARTIN WALKER EL (3.1 miles):

88
C R CLEMENTS/HOLLIE PARSONS EL (3.1 miles):

80
J L WILLIAMS/LOVETT LEDGER EL (0.3 miles):

63
HETTIE HALSTEAD EL (1.3 miles):

57
FAIRVIEW/MISS JEWELL EL (1.8 miles):

57
S C Lee J H School:

52
COPPERAS COVE J H (2.5 miles):

50
COPPERAS COVE H S (1.4 miles):

48
CROSSROADS H S (1.7 miles):

22
S C Lee J H School rating compared to average state, county and city schools ratings:
Texas:

54
Coryell County:

51
Copperas Cove:

55
S C Lee J H School:

52

Students & Teachers


Total enrollment:
Enrollment in 2016: 855
Enrollment in 2015: 870
Enrollment in 2014: 836
Enrollment in 2013: 887
Enrollment in 2012: 832
Enrollment in 2011: 859
Enrollment in 2010: 846
Enrollment in 2009: 834
Enrollment in 2008: 792
Enrollment in 2007: 567
Enrollment in 2006: 601
Enrollment in 2005: 591
Enrollment in 2004: 564
Enrollment in 2003: 551
Enrollment in 2002: 564
Enrollment in 2001: 604
Enrollment in 2000: 604
Enrollment in 1999: 567

S C Lee J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students271293291855
Female students141151138430
Male students130142153425
American Indian/Alaska Native students4127
Asian students64414
Hispanic students667179216
Black students646057181
White students103128115346
Hawaiian Native/Pacific Islander students541120
Two or More Races students23252371

Enrollment by grade:
6th grade enrollment: 271
7th grade enrollment: 293
8th grade enrollment: 291

S C Lee J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 430 (50.3%)
School:

50.3%
Texas:

49.0%
Male enrollment: 425 (49.7%)
S C Lee J H School:

49.7%
State:

50.1%

S C Lee J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 7 (0.8%)
School:

0.8%
State:

0.4%
Asian enrollment: 14 (1.6%)
S C Lee J H School:

1.6%
Texas:

3.1%
Hispanic enrollment: 216 (25.3%)
Here:

25.3%
Texas:

46.9%
Black enrollment: 181 (21.2%)
S C Lee J H School:

21.2%
Texas:

11.6%
White enrollment: 346 (40.5%)
Here:

40.5%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 20 (2.3%)
School:

2.3%
State:

0.1%
Two or More Races enrollment: 71 (8.3%)
School:

8.3%
State:

2.1%

S C Lee J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 441 (51.6%)
S C Lee J H School:

51.6%
State:

61.6%
Free lunch eligible students: 349 (40.8%)
S C Lee J H School:

40.8%
Texas:

55.4%
Reduced-price lunch eligible students: 92 (10.8%)
Here:

10.8%
Texas:

6.2%

S C Lee J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 62.6

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 12
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 21
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Here:

13.7
Texas:

15.6

S C Lee J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,162,667
  • Full-time Equivalency Count of Teachers: 62.6 (Salary Expenditures: $2,485,048)
  • Full-time Equivalency Count of Instructional Aides: 8.2 (Salary Expenditures: $120,645)
  • Full-time Equivalency Count of Support Services Staff: 3.9 (Salary Expenditures: $261,554)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $295,420)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $178,609
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,603,192
  • Salary Expenditures for Teachers: $2,836,905
  • Full-time Equivalency Count of Instructional Aides: 8.2 (Salary Expenditures: $202,259)
  • Full-time Equivalency Count of Support Services Staff: 3.9 (Salary Expenditures: $264,006)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $300,023)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $190,311

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic13
  • Asian2
  • Native Hawaiian4
  • Multirace2
  • IDEA4
Students Enrolled in LEP Programs: 21 (male: 11, female: 10)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic20
  • Black20
  • White47
  • Multirace4
  • LEP8
Students with disabilities served under IDEA: 91 (male: 55, female: 36)
  • Hispanic: 20 (male: 10, female: 10)
  • Black: 20 (male: 16, female: 4)
  • White: 47 (male: 25, female: 22)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic19
  • American Indian2
  • Asian2
  • Black19
  • White43
  • Multirace10
  • LEP4
Students with disabilities served under Section 504: 95 (male: 51, female: 44)
  • Hispanic: 19 (male: 11, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 19 (male: 8, female: 11)
  • White: 43 (male: 23, female: 20)
  • Two or More Races: 10 (male: 5, female: 5)
  • 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: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2
  • Limited English Proficiency (LEP): 2

Percent of 6th grade students retained
S C Lee J H School:

0.7%
State:

6.3%

Gifted and Talented:
Show data for

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

    Gifted and Talented Student Enrollment

  • Hispanic16
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black10
  • White34
  • Multirace10
  • IDEA2
Gifted and Talented Student Enrollment: 76 (male: 40, female: 36)
  • Hispanic: 16 (male: 11, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 34 (male: 17, female: 17)
  • Two or More Races: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
S C Lee J H School:

88.9
State:

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

  • All4,536
  • Males4,558
  • Females4,516
  • Hispanic4,292
  • Black4,549
  • White4,595
Algebra I Average Scale Score:

4,536
Texas:

4,001
Algebra I students tested: 44
Algebra I # Answer Documents Submitted: 44

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.9 (81%)
  • Reporting Category 2: 9.9 (83%)
  • Reporting Category 3: 10.8 (77%)
  • Reporting Category 4: 8.7 (79%)
  • Reporting Category 5: 5.1 (85%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 5%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 73%

5%
22%
73%
Males: (Average Scale Score: 4,558, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 9%, Masters: 86%)
5%
9%
86%
Females: (Average Scale Score: 4,516, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 4%, Meets: 35%, Masters: 61%)
4%
35%
61%
Hispanic: (Average Scale Score: 4,292, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 8%, Meets: 46%, Masters: 46%)
8%
46%
46%
Black: (Average Scale Score: 4,549, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 16%, Masters: 67%)
17%
16%
67%
White: (Average Scale Score: 4,595, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 12%, Masters: 88%)
12%
88%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,641
  • Males1,658
  • Females1,625
  • Hispanic1,659
  • Black1,621
  • White1,641
  • Multirace1,643
Math Average Scale Score:

1,641
State:

1,546
Math students tested: 291
Math # Answer Documents Submitted: 291

Math Avg Items Correct:
  • Reporting Category 1: 5.8 (58%)
  • Reporting Category 2: 8.1 (54%)
  • Reporting Category 3: 3.3 (55%)
  • Reporting Category 4: 4.1 (59%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 15%

18%
37%
30%
15%
Males: (Average Scale Score: 1,658, Tested: 142, Did Not Meet Grade Level Performance: 18%, Approaches: 29%, Meets: 30%, Masters: 23%)
18%
29%
30%
23%
Females: (Average Scale Score: 1,625, Tested: 149, Did Not Meet Grade Level Performance: 17%, Approaches: 45%, Meets: 30%, Masters: 8%)
17%
45%
30%
8%
Hispanic: (Average Scale Score: 1,659, Tested: 96, Did Not Meet Grade Level Performance: 14%, Approaches: 33%, Meets: 36%, Masters: 17%)
14%
33%
36%
17%
Black: (Average Scale Score: 1,621, Tested: 64, Did Not Meet Grade Level Performance: 17%, Approaches: 44%, Meets: 33%, Masters: 6%)
17%
44%
33%
6%
White: (Average Scale Score: 1,641, Tested: 99, Did Not Meet Grade Level Performance: 22%, Approaches: 38%, Meets: 22%, Masters: 18%)
22%
38%
22%
18%
Multirace: (Average Scale Score: 1,643, Tested: 25, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 32%, Masters: 24%)
16%
28%
32%
24%

    Reading Average Scale Score
    (6th Grade)

  • All1,570
  • Males1,569
  • Females1,571
  • Hispanic1,591
  • Black1,569
  • White1,546
  • Multirace1,597
Reading Average Scale Score:

1,570
State:

1,457
Reading students tested: 291
Reading # Answer Documents Submitted: 291

Reading Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • Reporting Category 2: 11.8 (69%)
  • Reporting Category 3: 8.8 (58%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 17%

35%
32%
16%
17%
Males: (Average Scale Score: 1,569, Tested: 142, Did Not Meet Grade Level Performance: 40%, Approaches: 28%, Meets: 12%, Masters: 20%)
40%
28%
12%
20%
Females: (Average Scale Score: 1,571, Tested: 149, Did Not Meet Grade Level Performance: 31%, Approaches: 35%, Meets: 19%, Masters: 15%)
31%
35%
19%
15%
Hispanic: (Average Scale Score: 1,591, Tested: 96, Did Not Meet Grade Level Performance: 25%, Approaches: 41%, Meets: 15%, Masters: 19%)
25%
41%
15%
19%
Black: (Average Scale Score: 1,569, Tested: 64, Did Not Meet Grade Level Performance: 33%, Approaches: 29%, Meets: 19%, Masters: 19%)
33%
29%
19%
19%
White: (Average Scale Score: 1,546, Tested: 99, Did Not Meet Grade Level Performance: 51%, Approaches: 23%, Meets: 10%, Masters: 16%)
51%
23%
10%
16%
Multirace: (Average Scale Score: 1,597, Tested: 25, Did Not Meet Grade Level Performance: 20%, Approaches: 28%, Meets: 36%, Masters: 16%)
20%
28%
36%
16%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,670
  • Males1,665
  • Females1,675
  • Hispanic1,672
  • Asian1,693
  • Black1,630
  • Pacific Islander1,635
  • White1,683
  • Multirace1,695
Math Average Scale Score:

1,670
Texas:

1,571
Math students tested: 311
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 313

Math Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 8.1 (54%)
  • Reporting Category 3: 7.1 (60%)
  • Reporting Category 4: 3.7 (53%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 19%

26%
28%
27%
19%
Males: (Average Scale Score: 1,665, Tested: 174, Did Not Meet Grade Level Performance: 28%, Approaches: 25%, Meets: 28%, Masters: 19%)
28%
25%
28%
19%
Females: (Average Scale Score: 1,675, Tested: 137, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 25%, Masters: 19%)
24%
32%
25%
19%
Hispanic: (Average Scale Score: 1,672, Tested: 80, Did Not Meet Grade Level Performance: 26%, Approaches: 29%, Meets: 27%, Masters: 18%)
26%
29%
27%
18%
Asian: (Average Scale Score: 1,693, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 50%, Masters: 13%)
13%
25%
50%
13%
Black: (Average Scale Score: 1,630, Tested: 70, Did Not Meet Grade Level Performance: 31%, Approaches: 39%, Meets: 21%, Masters: 9%)
31%
39%
21%
9%
Pacific Islander: (Average Scale Score: 1,635, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 29%, Masters: 14%)
29%
28%
29%
14%
White: (Average Scale Score: 1,683, Tested: 116, Did Not Meet Grade Level Performance: 26%, Approaches: 21%, Meets: 29%, Masters: 24%)
26%
21%
29%
24%
Multirace: (Average Scale Score: 1,695, Tested: 28, Did Not Meet Grade Level Performance: 21%, Approaches: 29%, Meets: 25%, Masters: 25%)
21%
29%
25%
25%

    Reading Average Scale Score
    (7th Grade)

  • All1,637
  • Males1,628
  • Females1,647
  • Hispanic1,643
  • Asian1,661
  • Black1,600
  • Pacific Islander1,589
  • White1,652
  • Multirace1,650
Reading Average Scale Score:

1,637
State:

1,550
Reading students tested: 310
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 313

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 11.5 (64%)
  • Reporting Category 3: 10.2 (64%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 23%

28%
34%
15%
23%
Males: (Average Scale Score: 1,628, Tested: 173, Did Not Meet Grade Level Performance: 31%, Approaches: 31%, Meets: 17%, Masters: 21%)
31%
31%
17%
21%
Females: (Average Scale Score: 1,647, Tested: 137, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 13%, Masters: 25%)
25%
37%
13%
25%
Hispanic: (Average Scale Score: 1,643, Tested: 80, Did Not Meet Grade Level Performance: 26%, Approaches: 35%, Meets: 15%, Masters: 24%)
26%
35%
15%
24%
Asian: (Average Scale Score: 1,661, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 25%, Masters: 25%)
13%
38%
25%
25%
Black: (Average Scale Score: 1,600, Tested: 70, Did Not Meet Grade Level Performance: 36%, Approaches: 40%, Meets: 17%, Masters: 7%)
36%
40%
17%
7%
Pacific Islander: (Average Scale Score: 1,589, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 15%, Masters: 14%)
43%
28%
15%
14%
White: (Average Scale Score: 1,652, Tested: 115, Did Not Meet Grade Level Performance: 26%, Approaches: 30%, Meets: 11%, Masters: 33%)
26%
30%
11%
33%
Multirace: (Average Scale Score: 1,650, Tested: 28, Did Not Meet Grade Level Performance: 25%, Approaches: 36%, Meets: 21%, Masters: 18%)
25%
36%
21%
18%

    Writing Average Scale Score
    (7th Grade)

  • All3,740
  • Males3,623
  • Females3,891
  • Hispanic3,674
  • Asian3,856
  • Black3,639
  • Pacific Islander3,778
  • White3,803
  • Multirace3,867
Writing Average Scale Score:

3,740
Texas:

3,515
Writing students tested: 311
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 312

Writing Avg Items Correct:
  • Reporting Category 1: 7.5 (47%)
  • Reporting Category 2: 8.9 (68%)
  • Reporting Category 3: 11.4 (67%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 8%

33%
34%
25%
8%
Males: (Average Scale Score: 3,623, Tested: 175, Did Not Meet Grade Level Performance: 39%, Approaches: 38%, Meets: 21%, Masters: 2%)
39%
38%
21%
2%
Females: (Average Scale Score: 3,891, Tested: 136, Did Not Meet Grade Level Performance: 26%, Approaches: 28%, Meets: 31%, Masters: 15%)
26%
28%
31%
15%
Hispanic: (Average Scale Score: 3,674, Tested: 79, Did Not Meet Grade Level Performance: 37%, Approaches: 31%, Meets: 24%, Masters: 8%)
37%
31%
24%
8%
Asian: (Average Scale Score: 3,856, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 43%, Masters: 0%)
14%
43%
43%
Black: (Average Scale Score: 3,639, Tested: 70, Did Not Meet Grade Level Performance: 39%, Approaches: 41%, Meets: 17%, Masters: 3%)
39%
41%
17%
3%
Pacific Islander: (Average Scale Score: 3,778, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 86%, Meets: 0%, Masters: 0%)
14%
86%
White: (Average Scale Score: 3,803, Tested: 119, Did Not Meet Grade Level Performance: 34%, Approaches: 23%, Meets: 30%, Masters: 13%)
34%
23%
30%
13%
Multirace: (Average Scale Score: 3,867, Tested: 27, Did Not Meet Grade Level Performance: 19%, Approaches: 44%, Meets: 33%, Masters: 4%)
19%
44%
33%
4%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,675
  • Males1,666
  • Females1,684
  • Hispanic1,678
  • Black1,676
  • Pacific Islander1,684
  • White1,671
  • Multirace1,666
Math Average Scale Score:

1,675
State:

1,539
Math students tested: 230
Math # Answer Documents Submitted: 274

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (62%)
  • Reporting Category 2: 9 (57%)
  • Reporting Category 3: 9.5 (63%)
  • Reporting Category 4: 4 (57%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 5%

24%
35%
36%
5%
Males: (Average Scale Score: 1,666, Tested: 109, Did Not Meet Grade Level Performance: 25%, Approaches: 35%, Meets: 36%, Masters: 4%)
25%
35%
36%
4%
Females: (Average Scale Score: 1,684, Tested: 121, Did Not Meet Grade Level Performance: 23%, Approaches: 35%, Meets: 35%, Masters: 7%)
23%
35%
35%
7%
Hispanic: (Average Scale Score: 1,678, Tested: 56, Did Not Meet Grade Level Performance: 25%, Approaches: 29%, Meets: 44%, Masters: 2%)
25%
29%
44%
2%
Black: (Average Scale Score: 1,676, Tested: 56, Did Not Meet Grade Level Performance: 25%, Approaches: 36%, Meets: 34%, Masters: 5%)
25%
36%
34%
5%
Pacific Islander: (Average Scale Score: 1,684, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 16%, Masters: 17%)
17%
50%
16%
17%
White: (Average Scale Score: 1,671, Tested: 81, Did Not Meet Grade Level Performance: 25%, Approaches: 33%, Meets: 36%, Masters: 6%)
25%
33%
36%
6%
Multirace: (Average Scale Score: 1,666, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 46%, Meets: 29%, Masters: 4%)
21%
46%
29%
4%

    Reading Average Scale Score
    (8th Grade)

  • All1,698
  • Males1,680
  • Females1,714
  • Hispanic1,723
  • American Indian1,678
  • Asian1,825
  • Black1,681
  • Pacific Islander1,720
  • White1,691
  • Multirace1,673
Reading Average Scale Score:

1,698
Texas:

1,561
Reading students tested: 274
Reading # Answer Documents Submitted: 274

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (73%)
  • Reporting Category 2: 14.3 (75%)
  • Reporting Category 3: 11.9 (70%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 27%

15%
36%
22%
27%
Males: (Average Scale Score: 1,680, Tested: 130, Did Not Meet Grade Level Performance: 18%, Approaches: 39%, Meets: 19%, Masters: 24%)
18%
39%
19%
24%
Females: (Average Scale Score: 1,714, Tested: 144, Did Not Meet Grade Level Performance: 12%, Approaches: 35%, Meets: 22%, Masters: 31%)
12%
35%
22%
31%
Hispanic: (Average Scale Score: 1,723, Tested: 69, Did Not Meet Grade Level Performance: 16%, Approaches: 26%, Meets: 23%, Masters: 35%)
16%
26%
23%
35%
American Indian: (Average Scale Score: 1,678, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 0%, Masters: 33%)
17%
50%
33%
Asian: (Average Scale Score: 1,825, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 20%, Masters: 80%)
20%
80%
Black: (Average Scale Score: 1,681, Tested: 62, Did Not Meet Grade Level Performance: 18%, Approaches: 38%, Meets: 21%, Masters: 23%)
18%
38%
21%
23%
Pacific Islander: (Average Scale Score: 1,720, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 50%, Meets: 17%, Masters: 33%)
50%
17%
33%
White: (Average Scale Score: 1,691, Tested: 98, Did Not Meet Grade Level Performance: 14%, Approaches: 39%, Meets: 21%, Masters: 26%)
14%
39%
21%
26%
Multirace: (Average Scale Score: 1,673, Tested: 28, Did Not Meet Grade Level Performance: 14%, Approaches: 50%, Meets: 22%, Masters: 14%)
14%
50%
22%
14%

    Science Average Scale Score
    (8th Grade)

  • All3,771
  • Males3,784
  • Females3,760
  • Hispanic3,789
  • American Indian3,741
  • Asian4,336
  • Black3,657
  • Pacific Islander3,713
  • White3,827
  • Multirace3,703
Science Average Scale Score:

3,771
Texas:

3,634
Science students tested: 274
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 275

Science Avg Items Correct:
  • Reporting Category 1: 6.3 (57%)
  • Reporting Category 2: 5.8 (65%)
  • Reporting Category 3: 6.3 (57%)
  • Reporting Category 4: 7.4 (68%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 11%

32%
33%
24%
11%
Males: (Average Scale Score: 3,784, Tested: 131, Did Not Meet Grade Level Performance: 34%, Approaches: 24%, Meets: 31%, Masters: 11%)
34%
24%
31%
11%
Females: (Average Scale Score: 3,760, Tested: 143, Did Not Meet Grade Level Performance: 31%, Approaches: 40%, Meets: 18%, Masters: 11%)
31%
40%
18%
11%
Hispanic: (Average Scale Score: 3,789, Tested: 70, Did Not Meet Grade Level Performance: 24%, Approaches: 37%, Meets: 28%, Masters: 11%)
24%
37%
28%
11%
American Indian: (Average Scale Score: 3,741, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 0%, Masters: 17%)
33%
50%
17%
Asian: (Average Scale Score: 4,336, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 80%, Masters: 20%)
80%
20%
Black: (Average Scale Score: 3,657, Tested: 62, Did Not Meet Grade Level Performance: 44%, Approaches: 30%, Meets: 23%, Masters: 3%)
44%
30%
23%
3%
Pacific Islander: (Average Scale Score: 3,713, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 33%, Masters: 0%)
17%
50%
33%
White: (Average Scale Score: 3,827, Tested: 97, Did Not Meet Grade Level Performance: 30%, Approaches: 30%, Meets: 25%, Masters: 15%)
30%
30%
25%
15%
Multirace: (Average Scale Score: 3,703, Tested: 28, Did Not Meet Grade Level Performance: 43%, Approaches: 32%, Meets: 11%, Masters: 14%)
43%
32%
11%
14%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,743
  • Males3,780
  • Females3,711
  • Hispanic3,778
  • American Indian3,610
  • Asian4,300
  • Black3,655
  • Pacific Islander3,776
  • White3,776
  • Multirace3,654
Social Studies Average Scale Score:

3,743
State:

3,461
Social Studies students tested: 271
# Absent - Not Tested: 3
Social Studies # Answer Documents Submitted: 275

Social Studies Avg Items Correct:
  • Reporting Category 1: 10.1 (59%)
  • Reporting Category 2: 5.9 (59%)
  • Reporting Category 3: 6 (60%)
  • Reporting Category 4: 4.3 (61%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 14%

35%
32%
19%
14%
Males: (Average Scale Score: 3,780, Tested: 128, Did Not Meet Grade Level Performance: 34%, Approaches: 25%, Meets: 24%, Masters: 17%)
34%
25%
24%
17%
Females: (Average Scale Score: 3,711, Tested: 143, Did Not Meet Grade Level Performance: 37%, Approaches: 37%, Meets: 14%, Masters: 12%)
37%
37%
14%
12%
Hispanic: (Average Scale Score: 3,778, Tested: 70, Did Not Meet Grade Level Performance: 31%, Approaches: 33%, Meets: 19%, Masters: 17%)
31%
33%
19%
17%
American Indian: (Average Scale Score: 3,610, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 20%, Masters: 0%)
40%
40%
20%
Asian: (Average Scale Score: 4,300, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%
Black: (Average Scale Score: 3,655, Tested: 61, Did Not Meet Grade Level Performance: 43%, Approaches: 34%, Meets: 12%, Masters: 11%)
43%
34%
12%
11%
Pacific Islander: (Average Scale Score: 3,776, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 16%, Masters: 17%)
33%
34%
16%
17%
White: (Average Scale Score: 3,776, Tested: 96, Did Not Meet Grade Level Performance: 32%, Approaches: 35%, Meets: 18%, Masters: 15%)
32%
35%
18%
15%
Multirace: (Average Scale Score: 3,654, Tested: 28, Did Not Meet Grade Level Performance: 46%, Approaches: 15%, Meets: 32%, Masters: 7%)
46%
15%
32%
7%

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.

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

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

2.3
State:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Black: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
S C Lee J H School:

1.2
Texas:

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

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
School:

1.2
State:

0.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • Black: 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

  • Hispanic22
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black16
  • White34
  • Multirace10
  • LEP2
  • IDEA4
  • 5044
Chronic Student Absenteeism: 88 (male: 40, female: 48)
  • Hispanic: 22 (male: 11, female: 11)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 16 (male: 8, female: 8)
  • White: 34 (male: 14, female: 20)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

102.9
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
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 physical restraint: 4 (all male)
  • Hispanic: 2
  • Black: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
S C Lee J H School:

4.7
State:

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

  • Hispanic20
  • Native Hawaiian3
  • Black23
  • White10
  • LEP6
School days missed due to out-of-school suspension: 56 (male: 23, female: 33)
  • Hispanic: 20 (male: 11, female: 9)
  • Native Hawaiian / Pacific Islander: 3 (all female)
  • Black: 23 (male: 5, female: 18)
  • White: 10 (male: 7, female: 3)
  • Limited English Proficiency (LEP): 6 (all male)
Instances of out-of-school suspension (Students without disabilities): 31

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
S C Lee J H School:

36.3
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic22
  • American Indian2
  • Asian2
  • Native Hawaiian4
  • Black28
  • White25
  • Multirace7
  • LEP2
Students without disabilities receiving one or more in-school suspension: 90 (male: 59, female: 31)
  • Hispanic: 22 (male: 14, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 28 (male: 20, female: 8)
  • White: 25 (male: 17, female: 8)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic4
  • Native Hawaiian2
  • Black2
  • White7
Students without disabilities receiving only one out-of-school suspension: 15 (male: 9, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 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.

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 male)
  • White: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
S C Lee J H School:

2.3
State:

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

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

2.3
Texas:

2.0

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: 2
Percent of 7th grade students who passed: -100.0%
Here:  -100.0%
Texas:  102.7%

    8th grade student enrollment in Algebra I

  • Hispanic16
  • Asian2
  • Native Hawaiian4
  • Black13
  • White28
  • Multirace4
8th grade student enrollment in Algebra I: 67 (male: 37, female: 30)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 13 (male: 5, female: 8)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)

    8th grade studenst who passed Algebra I

  • Hispanic17
  • Black14
  • White29
  • Multirace8
8th grade studenst who passed Algebra I: 68 (male: 40, female: 28)
  • Hispanic: 17 (male: 13, female: 4)
  • Black: 14 (male: 7, female: 7)
  • White: 29 (male: 16, female: 13)
  • Two or More Races: 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Here:

100.0%
State:

87.0%

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