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Tierra Blanca Elementary School in Hereford, TX
(KG-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 20
Address
 615 COLUMBIA DR
Hereford, TX 79045
Telephone
(806) 363-7680
(make sure to verify first before calling)
Website
http://www.herefordisd.net
City-data.com school rating
20
Students
340
Classroom Teachers (FTE)
24.2
Free lunch eligible students
262
Reduced-price lunch
eligible students
23
School district
HEREFORD 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:
HEREFORD J H (2.2 miles):

78
NORTHWEST EL (1.9 miles):

68
BLUEBONNET EL (2.5 miles):

65
AIKMAN EL (2.3 miles):

61
HEREFORD H S (1.5 miles):

53
WEST CENTRAL EL (1.6 miles):

20
Tierra Blanca Elementary School:

20
HEREFORD PREPARATORY ACADEMY (2.2 miles):

14
HEREFORD CENTER FOR ACCELERATED LEARNING (1.6 miles):

1
Tierra Blanca Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Deaf Smith County:

45
Hereford:

45
Tierra Blanca Elementary School:

20

Students & Teachers


Total enrollment:
Enrollment in 2016: 340
Enrollment in 2015: 326
Enrollment in 2014: 326
Enrollment in 2013: 362
Enrollment in 2012: 387
Enrollment in 2011: 385
Enrollment in 2010: 385
Enrollment in 2009: 331
Enrollment in 2008: 368
Enrollment in 2007: 333
Enrollment in 2006: 395
Enrollment in 2005: 379
Enrollment in 2004: 334
Enrollment in 2003: 250
Enrollment in 2002: 292
Enrollment in 2001: 325
Enrollment in 2000: 348
Enrollment in 1999: 344

Tierra Blanca Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students596055605254340
Female students233328283018160
Male students362727322236180
American Indian/Alaska Native students1 - - - 1 - 2
Hispanic students575051564649309
Black students - - - 1 - - 1
White students19435426
Two or More Races students - 1 - - - 12

Enrollment by grade:
Kindergarten enrollment: 59
1st grade enrollment: 60
2nd grade enrollment: 55
3rd grade enrollment: 60
4th grade enrollment: 52
5th grade enrollment: 54

Tierra Blanca Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 160 (47.1%)
School:

47.1%
State:

49.0%
Male enrollment: 180 (52.9%)
School:

52.9%
State:

50.1%

Tierra Blanca Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.6%)
School:

0.6%
State:

0.4%
Hispanic enrollment: 309 (90.9%)
Tierra Blanca Elementary School:

90.9%
State:

46.9%
Black enrollment: 1 (0.3%)
Tierra Blanca Elementary School:

0.3%
State:

11.6%
White enrollment: 26 (7.6%)
Tierra Blanca Elementary School:

7.6%
Texas:

32.3%
Two or More Races enrollment: 2 (0.6%)
Tierra Blanca Elementary School:

0.6%
State:

2.1%

Tierra Blanca Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 285 (83.8%)
Here:

83.8%
State:

61.6%
Free lunch eligible students: 262 (77.1%)
School:

77.1%
Texas:

55.4%
Reduced-price lunch eligible students: 23 (6.8%)
Here:

6.8%
State:

6.2%

Tierra Blanca Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 24.2

Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 0.5
Number of FTE teachers who were absent more than 10 school days during the school years: 5
Number of FTE nurses: 0.5

Student/Teacher Ratio
Tierra Blanca Elementary School:

14.1
Texas:

15.6

Tierra Blanca Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,138,326
  • Full-time Equivalency Count of Teachers: 21.2 (Salary Expenditures: $862,120)
  • Full-time Equivalency Count of Instructional Aides: 6.9 (Salary Expenditures: $63,563)
  • Full-time Equivalency Count of Support Services Staff: 1.8 (Salary Expenditures: $67,829)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $144,813)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $34,249
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,414,799
  • Salary Expenditures for Teachers: $1,075,644
  • Full-time Equivalency Count of Instructional Aides: 6.9 (Salary Expenditures: $126,512)
  • Full-time Equivalency Count of Support Services Staff: 1.8 (Salary Expenditures: $67,829)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $144,813)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $37,129

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic73
  • American Indian2
  • White2
  • IDEA7
Students Enrolled in LEP Programs: 77 (male: 46, female: 31)
  • Hispanic: 73 (male: 44, female: 29)
  • American Indian / Alaska Native: 2 (all male)
  • White: 2 (all female)
  • 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: 23 (male: 19, female: 4)
  • Hispanic: 23 (male: 19, female: 4)
  • Limited English Proficiency (LEP): 7 (all male)
Students with disabilities served under Section 504: 11 (male: 9, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Two or More Races: 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: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of Kindergarten students retained
School:

16.9%
Texas:

5.3%
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
School:

6.7%
Texas:

6.3%
Total number of students retained in 2nd grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 2nd grade students retained
Here:

3.6%
State:

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

Percent of 3rd grade students retained
Tierra Blanca Elementary School:

3.3%
State:

4.3%

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

  • Hispanic13
  • White4
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 17 (male: 10, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

50.0
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

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

    Math Average Scale Score
    (3rd Grade)

  • All1,442
  • Males1,437
  • Females1,447
  • Hispanic1,438
Math Average Scale Score:

1,442
State:

1,453
Math students tested: 51
Math # Answer Documents Submitted: 51

Math Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 7.9 (61%)
  • Reporting Category 3: 3.8 (55%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 12%

25%
36%
27%
12%
Males: (Average Scale Score: 1,437, Tested: 26, Did Not Meet Grade Level Performance: 23%, Approaches: 39%, Meets: 26%, Masters: 12%)
23%
39%
26%
12%
Females: (Average Scale Score: 1,447, Tested: 25, Did Not Meet Grade Level Performance: 28%, Approaches: 32%, Meets: 28%, Masters: 12%)
28%
32%
28%
12%
Hispanic: (Average Scale Score: 1,438, Tested: 48, Did Not Meet Grade Level Performance: 27%, Approaches: 35%, Meets: 28%, Masters: 10%)
27%
35%
28%
10%

    Reading Average Scale Score
    (3rd Grade)

  • All1,379
  • Males1,391
  • Females1,367
  • Hispanic1,375
Reading Average Scale Score:

1,379
Texas:

1,423
Reading students tested: 51
Reading # Answer Documents Submitted: 51

Reading Avg Items Correct:
  • Reporting Category 1: 3.5 (69%)
  • Reporting Category 2: 8.3 (55%)
  • Reporting Category 3: 7.9 (57%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 12%

41%
35%
12%
12%
Males: (Average Scale Score: 1,391, Tested: 26, Did Not Meet Grade Level Performance: 42%, Approaches: 35%, Meets: 4%, Masters: 19%)
42%
35%
4%
19%
Females: (Average Scale Score: 1,367, Tested: 25, Did Not Meet Grade Level Performance: 40%, Approaches: 36%, Meets: 20%, Masters: 4%)
40%
36%
20%
4%
Hispanic: (Average Scale Score: 1,375, Tested: 48, Did Not Meet Grade Level Performance: 44%, Approaches: 33%, Meets: 13%, Masters: 10%)
44%
33%
13%
10%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,506
  • Males1,501
  • Females1,509
  • Hispanic1,506
Math Average Scale Score:

1,506
Texas:

1,546
Math students tested: 59
Math # Answer Documents Submitted: 59

Math Avg Items Correct:
  • Reporting Category 1: 5.7 (64%)
  • Reporting Category 2: 6.3 (57%)
  • Reporting Category 3: 5.4 (54%)
  • Reporting Category 4: 2.2 (55%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 10%

37%
31%
22%
10%
Males: (Average Scale Score: 1,501, Tested: 23, Did Not Meet Grade Level Performance: 35%, Approaches: 35%, Meets: 13%, Masters: 17%)
35%
35%
13%
17%
Females: (Average Scale Score: 1,509, Tested: 36, Did Not Meet Grade Level Performance: 39%, Approaches: 28%, Meets: 27%, Masters: 6%)
39%
28%
27%
6%
Hispanic: (Average Scale Score: 1,506, Tested: 55, Did Not Meet Grade Level Performance: 38%, Approaches: 29%, Meets: 22%, Masters: 11%)
38%
29%
22%
11%

    Reading Average Scale Score
    (4th Grade)

  • All1,447
  • Males1,451
  • Females1,444
  • Hispanic1,446
Reading Average Scale Score:

1,447
State:

1,496
Reading students tested: 59
Reading # Answer Documents Submitted: 59

Reading Avg Items Correct:
  • Reporting Category 1: 4.3 (53%)
  • Reporting Category 2: 8.8 (59%)
  • Reporting Category 3: 7.1 (54%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 7%

51%
30%
12%
7%
Males: (Average Scale Score: 1,451, Tested: 23, Did Not Meet Grade Level Performance: 52%, Approaches: 31%, Meets: 13%, Masters: 4%)
52%
31%
13%
4%
Females: (Average Scale Score: 1,444, Tested: 36, Did Not Meet Grade Level Performance: 50%, Approaches: 31%, Meets: 11%, Masters: 8%)
50%
31%
11%
8%
Hispanic: (Average Scale Score: 1,446, Tested: 55, Did Not Meet Grade Level Performance: 53%, Approaches: 27%, Meets: 13%, Masters: 7%)
53%
27%
13%
7%

    Writing Average Scale Score
    (4th Grade)

  • All3,320
  • Males3,218
  • Females3,390
  • Hispanic3,338
Writing Average Scale Score:

3,320
State:

3,570
Writing students tested: 61
Writing # Answer Documents Submitted: 61

Writing Avg Items Correct:
  • Reporting Category 1: 3.3 (42%)
  • Reporting Category 2: 3 (38%)
  • Reporting Category 3: 8.2 (51%)

Did Not Meet Grade Level Performance: 69%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 3%

69%
16%
12%
3%
Males: (Average Scale Score: 3,218, Tested: 25, Did Not Meet Grade Level Performance: 76%, Approaches: 20%, Meets: 4%, Masters: 0%)
76%
20%
4%
Females: (Average Scale Score: 3,390, Tested: 36, Did Not Meet Grade Level Performance: 64%, Approaches: 14%, Meets: 16%, Masters: 6%)
64%
14%
16%
6%
Hispanic: (Average Scale Score: 3,338, Tested: 57, Did Not Meet Grade Level Performance: 68%, Approaches: 16%, Meets: 12%, Masters: 4%)
68%
16%
12%
4%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,574
  • Males1,568
  • Females1,580
  • Hispanic1,570
Math Average Scale Score:

1,574
State:

1,603
Math students tested: 58
Math # Answer Documents Submitted: 58

Math Avg Items Correct:
  • Reporting Category 1: 3.7 (61%)
  • Reporting Category 2: 10.2 (60%)
  • Reporting Category 3: 5.6 (62%)
  • Reporting Category 4: 2.1 (52%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 14%

21%
50%
15%
14%
Males: (Average Scale Score: 1,568, Tested: 31, Did Not Meet Grade Level Performance: 29%, Approaches: 39%, Meets: 16%, Masters: 16%)
29%
39%
16%
16%
Females: (Average Scale Score: 1,580, Tested: 27, Did Not Meet Grade Level Performance: 11%, Approaches: 63%, Meets: 15%, Masters: 11%)
11%
63%
15%
11%
Hispanic: (Average Scale Score: 1,570, Tested: 55, Did Not Meet Grade Level Performance: 22%, Approaches: 49%, Meets: 16%, Masters: 13%)
22%
49%
16%
13%

    Reading Average Scale Score
    (5th Grade)

  • All1,512
  • Males1,510
  • Females1,514
  • Hispanic1,505
Reading Average Scale Score:

1,512
State:

1,546
Reading students tested: 58
Reading # Answer Documents Submitted: 58

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 10.2 (64%)
  • Reporting Category 3: 7.8 (56%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 10%

36%
31%
23%
10%
Males: (Average Scale Score: 1,510, Tested: 31, Did Not Meet Grade Level Performance: 42%, Approaches: 26%, Meets: 13%, Masters: 19%)
42%
26%
13%
19%
Females: (Average Scale Score: 1,514, Tested: 27, Did Not Meet Grade Level Performance: 30%, Approaches: 37%, Meets: 33%, Masters: 0%)
30%
37%
33%
Hispanic: (Average Scale Score: 1,505, Tested: 55, Did Not Meet Grade Level Performance: 38%, Approaches: 31%, Meets: 22%, Masters: 9%)
38%
31%
22%
9%

    Science Average Scale Score
    (5th Grade)

  • All3,562
  • Males3,616
  • Females3,498
  • Hispanic3,537
Science Average Scale Score:

3,562
State:

3,771
Science students tested: 59
Science # Answer Documents Submitted: 59

Science Avg Items Correct:
  • Reporting Category 1: 3.7 (62%)
  • Reporting Category 2: 4.6 (57%)
  • Reporting Category 3: 5.5 (55%)
  • Reporting Category 4: 7.3 (61%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 3%

46%
39%
12%
3%
Males: (Average Scale Score: 3,616, Tested: 32, Did Not Meet Grade Level Performance: 38%, Approaches: 41%, Meets: 16%, Masters: 6%)
38%
41%
16%
6%
Females: (Average Scale Score: 3,498, Tested: 27, Did Not Meet Grade Level Performance: 56%, Approaches: 37%, Meets: 7%, Masters: 0%)
56%
37%
7%
Hispanic: (Average Scale Score: 3,537, Tested: 56, Did Not Meet Grade Level Performance: 48%, Approaches: 39%, Meets: 11%, Masters: 2%)
48%
39%
11%
2%
5th Grade (Spanish)
Math students tested: 2
Math # Answer Documents Submitted: 2

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

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

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 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 race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Tierra Blanca Elementary School:

2.9
Texas:

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

  • Hispanic34
  • White2
  • LEP4
  • IDEA10
Chronic Student Absenteeism: 36 (male: 19, female: 17)
  • Hispanic: 34 (male: 17, female: 17)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

105.9
State:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 10 (all male)
  • Hispanic: 10
  • Limited English Proficiency (LEP): 10
Instances of out-of-school suspension (Students without disabilities): 1

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

2.9
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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