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W H Bonner Elementary School in Lufkin, TX
(03-05 • 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 73
Address
 536 FM 3258
Lufkin, TX 75904
Telephone
(936) 875-9212
(make sure to verify first before calling)
Website
http://www.hudsonisd.org
City-data.com school rating
73
Students
653
Classroom Teachers (FTE)
38.7
Free lunch eligible students
305
Reduced-price lunch
eligible students
59
School district
HUDSON 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:
HUDSON MIDDLE (0.8 miles):

86
W H Bonner Elementary School:

73
HUDSON H S (0.8 miles):

72
PINEYWOODS COMMUNITY ACADEMY H S (6.7 miles):

66
SARAH STRINDEN EL (6.7 miles):

62
CENTRAL J H (8.3 miles):

58
CENTRAL H S (8.3 miles):

55
BROOKHOLLOW EL (4.5 miles):

24
STUBBLEFIELD LRN CTR (6.0 miles):

5
W H Bonner Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Angelina County:

49
Lufkin:

55
W H Bonner Elementary School:

73

Students & Teachers


Total enrollment:
Enrollment in 2016: 653
Enrollment in 2015: 633
Enrollment in 2014: 625
Enrollment in 2013: 588
Enrollment in 2012: 618
Enrollment in 2011: 614
Enrollment in 2010: 612
Enrollment in 2009: 589
Enrollment in 2008: 566
Enrollment in 2007: 545
Enrollment in 2006: 570
Enrollment in 2005: 525
Enrollment in 2004: 497
Enrollment in 2003: 676
Enrollment in 2002: 660
Enrollment in 2001: 703
Enrollment in 2000: 1,035
Enrollment in 1999: 1,070

W H Bonner Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG03G04G05Total
All students227203223653
Female students112103108323
Male students115100115330
American Indian/Alaska Native students3 - - 3
Asian students22 - 4
Hispanic students595371183
Black students19131042
White students140133141414
Two or More Races students4217

Enrollment by grade:
3rd grade enrollment: 227
4th grade enrollment: 203
5th grade enrollment: 223

W H Bonner Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 323 (49.5%)
W H Bonner Elementary School:

49.5%
Texas:

49.0%
Male enrollment: 330 (50.5%)
W H Bonner Elementary School:

50.5%
State:

50.1%

W H Bonner Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.5%)
W H Bonner Elementary School:

0.5%
State:

0.4%
Asian enrollment: 4 (0.6%)
Here:

0.6%
Texas:

3.1%
Hispanic enrollment: 183 (28.0%)
Here:

28.0%
State:

46.9%
Black enrollment: 42 (6.4%)
W H Bonner Elementary School:

6.4%
State:

11.6%
White enrollment: 414 (63.4%)
W H Bonner Elementary School:

63.4%
State:

32.3%
Two or More Races enrollment: 7 (1.1%)
W H Bonner Elementary School:

1.1%
State:

2.1%

W H Bonner Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 364 (55.7%)
W H Bonner Elementary School:

55.7%
State:

61.6%
Free lunch eligible students: 305 (46.7%)
W H Bonner Elementary School:

46.7%
Texas:

55.4%
Reduced-price lunch eligible students: 59 (9.0%)
School:

9.0%
Texas:

6.2%

W H Bonner Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 38.7

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE sworn law enforcement officers: 0.5
Number of FTE nurses: 1

Student/Teacher Ratio
School:

16.9
Texas:

15.6

W H Bonner Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,951,157
  • Full-time Equivalency Count of Teachers: 36 (Salary Expenditures: $1,680,733)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $110,186)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $138,858)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $391,552
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,148,959
  • Salary Expenditures for Teachers: $1,838,739
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $26,032)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $110,186)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $138,858)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $452,434

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic73
  • American Indian2
  • Asian2
  • IDEA4
Students Enrolled in LEP Programs: 77 (male: 37, female: 40)
  • Hispanic: 73 (male: 35, female: 38)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • 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

  • Hispanic14
  • Black8
  • White26
  • LEP8
Students with disabilities served under IDEA: 48 (male: 27, female: 21)
  • Hispanic: 14 (male: 7, female: 7)
  • Black: 8 (male: 4, female: 4)
  • White: 26 (male: 16, female: 10)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic10
  • Black5
  • White34
  • Multirace2
  • LEP4
Students with disabilities served under Section 504: 51 (male: 23, female: 28)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 5 (all male)
  • White: 34 (male: 11, female: 23)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 2,468 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 3rd grade

  • Hispanic4
  • Black2
  • White4
  • LEP2
  • IDEA2
  • 5042
Total number of students retained in 3rd grade: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all female)

Percent of 3rd grade students retained
School:

4.4%
State:

4.1%

    Total number of students retained in 4th grade

  • Hispanic4
  • Asian2
  • Black2
  • White7
  • LEP2
  • IDEA4
Total number of students retained in 4th grade: 15 (male: 7, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 4th grade students retained
W H Bonner Elementary School:

7.4%
State:

3.6%
Total number of students retained in 5th grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 5th grade students retained
School:

1.8%
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

  • Hispanic2
  • Asian2
  • White10
  • Multirace2
Gifted and Talented Student Enrollment: 16 (male: 9, female: 7)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)

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

24.5
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)

  • All1,490
  • Males1,483
  • Females1,497
  • Hispanic1,472
  • American Indian1,425
  • Black1,383
  • White1,510
  • Multirace1,484
Math Average Scale Score:

1,490
State:

1,453
Math students tested: 222
Math # Answer Documents Submitted: 222

Math Avg Items Correct:
  • Reporting Category 1: 6.2 (77%)
  • Reporting Category 2: 8.8 (68%)
  • Reporting Category 3: 4.5 (65%)
  • Reporting Category 4: 2.9 (73%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 27%

16%
32%
25%
27%
Males: (Average Scale Score: 1,483, Tested: 116, Did Not Meet Grade Level Performance: 17%, Approaches: 34%, Meets: 24%, Masters: 25%)
17%
34%
24%
25%
Females: (Average Scale Score: 1,497, Tested: 106, Did Not Meet Grade Level Performance: 14%, Approaches: 31%, Meets: 27%, Masters: 28%)
14%
31%
27%
28%
Hispanic: (Average Scale Score: 1,472, Tested: 51, Did Not Meet Grade Level Performance: 22%, Approaches: 31%, Meets: 23%, Masters: 24%)
22%
31%
23%
24%
American Indian: (Average Scale Score: 1,425, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 16%, Masters: 17%)
17%
50%
16%
17%
Black: (Average Scale Score: 1,383, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 47%, Meets: 13%, Masters: 0%)
40%
47%
13%
White: (Average Scale Score: 1,510, Tested: 140, Did Not Meet Grade Level Performance: 11%, Approaches: 31%, Meets: 27%, Masters: 31%)
11%
31%
27%
31%
Multirace: (Average Scale Score: 1,484, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 43%, Meets: 57%, Masters: 0%)
43%
57%

    Reading Average Scale Score
    (3rd Grade)

  • All1,436
  • Males1,419
  • Females1,454
  • Hispanic1,416
  • American Indian1,348
  • Black1,329
  • White1,457
  • Multirace1,472
Reading Average Scale Score:

1,436
Texas:

1,423
Reading students tested: 220
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 222

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (83%)
  • Reporting Category 2: 9.9 (66%)
  • Reporting Category 3: 8.7 (62%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 44%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 21%

21%
44%
14%
21%
Males: (Average Scale Score: 1,419, Tested: 115, Did Not Meet Grade Level Performance: 27%, Approaches: 42%, Meets: 13%, Masters: 18%)
27%
42%
13%
18%
Females: (Average Scale Score: 1,454, Tested: 105, Did Not Meet Grade Level Performance: 15%, Approaches: 45%, Meets: 15%, Masters: 25%)
15%
45%
15%
25%
Hispanic: (Average Scale Score: 1,416, Tested: 50, Did Not Meet Grade Level Performance: 28%, Approaches: 46%, Meets: 12%, Masters: 14%)
28%
46%
12%
14%
American Indian: (Average Scale Score: 1,348, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 17%, Masters: 0%)
50%
33%
17%
Black: (Average Scale Score: 1,329, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 53%, Meets: 7%, Masters: 0%)
40%
53%
7%
White: (Average Scale Score: 1,457, Tested: 139, Did Not Meet Grade Level Performance: 16%, Approaches: 43%, Meets: 15%, Masters: 26%)
16%
43%
15%
26%
Multirace: (Average Scale Score: 1,472, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 28%, Masters: 29%)
14%
29%
28%
29%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,580
  • Males1,587
  • Females1,574
  • Hispanic1,562
  • Black1,515
  • White1,595
Math Average Scale Score:

1,580
State:

1,546
Math students tested: 215
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 216

Math Avg Items Correct:
  • Reporting Category 1: 6.5 (73%)
  • Reporting Category 2: 7.4 (67%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 25%

19%
33%
23%
25%
Males: (Average Scale Score: 1,587, Tested: 104, Did Not Meet Grade Level Performance: 18%, Approaches: 29%, Meets: 28%, Masters: 25%)
18%
29%
28%
25%
Females: (Average Scale Score: 1,574, Tested: 111, Did Not Meet Grade Level Performance: 20%, Approaches: 36%, Meets: 20%, Masters: 24%)
20%
36%
20%
24%
Hispanic: (Average Scale Score: 1,562, Tested: 56, Did Not Meet Grade Level Performance: 23%, Approaches: 36%, Meets: 23%, Masters: 18%)
23%
36%
23%
18%
Black: (Average Scale Score: 1,515, Tested: 19, Did Not Meet Grade Level Performance: 47%, Approaches: 21%, Meets: 6%, Masters: 26%)
47%
21%
6%
26%
White: (Average Scale Score: 1,595, Tested: 132, Did Not Meet Grade Level Performance: 14%, Approaches: 32%, Meets: 27%, Masters: 27%)
14%
32%
27%
27%

    Reading Average Scale Score
    (4th Grade)

  • All1,541
  • Males1,532
  • Females1,550
  • Hispanic1,510
  • Black1,477
  • White1,562
Reading Average Scale Score:

1,541
Texas:

1,496
Reading students tested: 215
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 216

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (73%)
  • Reporting Category 2: 10.3 (69%)
  • Reporting Category 3: 9 (69%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 27%

21%
32%
20%
27%
Males: (Average Scale Score: 1,532, Tested: 104, Did Not Meet Grade Level Performance: 21%, Approaches: 33%, Meets: 20%, Masters: 26%)
21%
33%
20%
26%
Females: (Average Scale Score: 1,550, Tested: 111, Did Not Meet Grade Level Performance: 22%, Approaches: 29%, Meets: 21%, Masters: 28%)
22%
29%
21%
28%
Hispanic: (Average Scale Score: 1,510, Tested: 56, Did Not Meet Grade Level Performance: 32%, Approaches: 32%, Meets: 22%, Masters: 14%)
32%
32%
22%
14%
Black: (Average Scale Score: 1,477, Tested: 19, Did Not Meet Grade Level Performance: 53%, Approaches: 21%, Meets: 0%, Masters: 26%)
53%
21%
26%
White: (Average Scale Score: 1,562, Tested: 132, Did Not Meet Grade Level Performance: 12%, Approaches: 33%, Meets: 24%, Masters: 31%)
12%
33%
24%
31%

    Writing Average Scale Score
    (4th Grade)

  • All3,753
  • Males3,670
  • Females3,831
  • Hispanic3,663
  • Black3,446
  • White3,818
Writing Average Scale Score:

3,753
Texas:

3,570
Writing students tested: 215
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 216

Writing Avg Items Correct:
  • Reporting Category 1: 3.6 (45%)
  • Reporting Category 2: 4.2 (52%)
  • Reporting Category 3: 11.1 (70%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 11%

39%
25%
25%
11%
Males: (Average Scale Score: 3,670, Tested: 104, Did Not Meet Grade Level Performance: 42%, Approaches: 23%, Meets: 29%, Masters: 6%)
42%
23%
29%
6%
Females: (Average Scale Score: 3,831, Tested: 111, Did Not Meet Grade Level Performance: 35%, Approaches: 27%, Meets: 23%, Masters: 15%)
35%
27%
23%
15%
Hispanic: (Average Scale Score: 3,663, Tested: 56, Did Not Meet Grade Level Performance: 45%, Approaches: 23%, Meets: 21%, Masters: 11%)
45%
23%
21%
11%
Black: (Average Scale Score: 3,446, Tested: 19, Did Not Meet Grade Level Performance: 58%, Approaches: 16%, Meets: 21%, Masters: 5%)
58%
16%
21%
5%
White: (Average Scale Score: 3,818, Tested: 132, Did Not Meet Grade Level Performance: 33%, Approaches: 28%, Meets: 28%, Masters: 11%)
33%
28%
28%
11%
4th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

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

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

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,708
  • Males1,720
  • Females1,696
  • Hispanic1,700
  • Black1,644
  • White1,718
Math Average Scale Score:

1,708
Texas:

1,603
Math students tested: 239
Math # Answer Documents Submitted: 239

Math Avg Items Correct:
  • Reporting Category 1: 4.6 (77%)
  • Reporting Category 2: 13.8 (81%)
  • Reporting Category 3: 7.1 (78%)
  • Reporting Category 4: 3.1 (77%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 52%

3%
19%
26%
52%
Males: (Average Scale Score: 1,720, Tested: 121, Did Not Meet Grade Level Performance: 2%, Approaches: 16%, Meets: 24%, Masters: 58%)
2%
16%
24%
58%
Females: (Average Scale Score: 1,696, Tested: 118, Did Not Meet Grade Level Performance: 5%, Approaches: 20%, Meets: 28%, Masters: 47%)
5%
20%
28%
47%
Hispanic: (Average Scale Score: 1,700, Tested: 65, Did Not Meet Grade Level Performance: 6%, Approaches: 14%, Meets: 28%, Masters: 52%)
6%
14%
28%
52%
Black: (Average Scale Score: 1,644, Tested: 17, Did Not Meet Grade Level Performance: 6%, Approaches: 41%, Meets: 24%, Masters: 29%)
6%
41%
24%
29%
White: (Average Scale Score: 1,718, Tested: 147, Did Not Meet Grade Level Performance: 2%, Approaches: 17%, Meets: 26%, Masters: 55%)
2%
17%
26%
55%

    Reading Average Scale Score
    (5th Grade)

  • All1,591
  • Males1,595
  • Females1,587
  • Hispanic1,559
  • Black1,536
  • White1,612
Reading Average Scale Score:

1,591
Texas:

1,546
Reading students tested: 238
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 239

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (77%)
  • Reporting Category 2: 11.8 (74%)
  • Reporting Category 3: 9.4 (67%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 25%

17%
30%
28%
25%
Males: (Average Scale Score: 1,595, Tested: 120, Did Not Meet Grade Level Performance: 15%, Approaches: 29%, Meets: 29%, Masters: 27%)
15%
29%
29%
27%
Females: (Average Scale Score: 1,587, Tested: 118, Did Not Meet Grade Level Performance: 19%, Approaches: 31%, Meets: 26%, Masters: 24%)
19%
31%
26%
24%
Hispanic: (Average Scale Score: 1,559, Tested: 64, Did Not Meet Grade Level Performance: 27%, Approaches: 39%, Meets: 17%, Masters: 17%)
27%
39%
17%
17%
Black: (Average Scale Score: 1,536, Tested: 17, Did Not Meet Grade Level Performance: 29%, Approaches: 36%, Meets: 23%, Masters: 12%)
29%
36%
23%
12%
White: (Average Scale Score: 1,612, Tested: 147, Did Not Meet Grade Level Performance: 11%, Approaches: 26%, Meets: 32%, Masters: 31%)
11%
26%
32%
31%

    Science Average Scale Score
    (5th Grade)

  • All3,830
  • Males3,887
  • Females3,771
  • Hispanic3,741
  • Black3,508
  • White3,898
Science Average Scale Score:

3,830
State:

3,771
Science students tested: 238
# Absent - Not Tested: 2
Science # Answer Documents Submitted: 240

Science Avg Items Correct:
  • Reporting Category 1: 4.3 (71%)
  • Reporting Category 2: 6.2 (77%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 7.8 (65%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 12%

23%
43%
22%
12%
Males: (Average Scale Score: 3,887, Tested: 121, Did Not Meet Grade Level Performance: 16%, Approaches: 46%, Meets: 24%, Masters: 14%)
16%
46%
24%
14%
Females: (Average Scale Score: 3,771, Tested: 117, Did Not Meet Grade Level Performance: 31%, Approaches: 38%, Meets: 22%, Masters: 9%)
31%
38%
22%
9%
Hispanic: (Average Scale Score: 3,741, Tested: 64, Did Not Meet Grade Level Performance: 27%, Approaches: 50%, Meets: 12%, Masters: 11%)
27%
50%
12%
11%
Black: (Average Scale Score: 3,508, Tested: 18, Did Not Meet Grade Level Performance: 56%, Approaches: 38%, Meets: 6%, Masters: 0%)
56%
38%
6%
White: (Average Scale Score: 3,898, Tested: 147, Did Not Meet Grade Level Performance: 18%, Approaches: 39%, Meets: 30%, Masters: 13%)
18%
39%
30%
13%

Health & Safety


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

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

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 4


Total incidents per 1,000 students
W H Bonner Elementary School:

6.1
Texas:

38.0

Referrals and Arrests:
Show data for

(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.

    Students without disabilities who were referred to a law enforcement agency or official

  • Hispanic7
  • Black7
  • White22
  • Multirace2
  • LEP2
Students without disabilities who were referred to a law enforcement agency or official: 38 (male: 29, female: 9)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 22 (male: 17, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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

58.2
State:

30.4

    Students with disabilities who were referred to a law enforcement agency or official

  • Hispanic4
  • American Indian2
  • White7
  • 5042
Students with disabilities who were referred to a law enforcement agency or official: 13 (male: 9, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Section 504: 2 (all male)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

19.9
State:

9.3

Corporal Punishment:
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This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.

    Students without disabilities who received corporal punishment

  • Hispanic2
  • Black4
  • White19
  • LEP2
Students without disabilities who received corporal punishment: 25 (male: 21, female: 4)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 17, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities who received corporal punishment: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Section 504: 2

Chronic Student Absenteeismt:
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(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

  • Hispanic10
  • Black2
  • White16
  • LEP2
  • IDEA7
  • 5042
Chronic Student Absenteeism: 28 (male: 13, female: 15)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 2 (all female)
  • White: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
W H Bonner Elementary School:

42.9
Texas:

147.9

Restraint and Seclusion:
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(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: 2 (all male)
  • Black: 2

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

3.1
Texas:

6.8

Suspensions:
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(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.
Students without disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
Students with disabilities receiving one or more in-school suspension: 2 (all female)
  • Black: 2

Expulsions:
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(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 4 (all male)
  • Hispanic: 2
  • White: 2

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

6.1
Texas:

32.9

Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 4 (all male)
  • Hispanic: 2
  • White: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
W H Bonner Elementary School:

6.1
Texas:

49.7

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