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Arlon R Seay Elementary School in SPRING BRANCH, 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 92
Address
 20911 HWY 46 W
SPRING BRANCH, TX 78070
Telephone
(830) 885-8700
(make sure to verify first before calling)
City-data.com school rating
92
Students
336
Classroom Teachers (FTE)
23.0
Free lunch eligible students
49
Reduced-price lunch
eligible students
12
School district
COMAL ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
RAHE BULVERDE EL (2.8 miles):

92
KINDER RANCH EL (5.1 miles):

92
SMITHSON VALLEY MIDDLE (5.5 miles):

92
Arlon R Seay Elementary School:

92
JOHNSON RANCH EL (2.9 miles):

91
INDIAN SPRINGS EL (7.7 miles):

91
BILL BROWN EL (0.6 miles):

90
SPRING BRANCH MIDDLE (0.2 miles):

87
SMITHSON VALLEY H S (4.4 miles):

81
Arlon R Seay Elementary School rating compared to average state and city schools ratings:
Texas:

54
SPRING BRANCH:

87
Arlon R Seay Elementary School:

92

Students & Teachers


Total enrollment:
Enrollment in 2016: 336
Enrollment in 2015: 339
Enrollment in 2014: 350
Enrollment in 2013: 374
Enrollment in 2012: 384
Enrollment in 2011: 382
Enrollment in 2010: 404
Enrollment in 2009: 399
Enrollment in 2008: 458
Enrollment in 2007: 425
Enrollment in 2006: 796
Enrollment in 2005: 677
Enrollment in 2004: 458
Enrollment in 2003: 456
Enrollment in 2002: 744
Enrollment in 2001: 711
Enrollment in 2000: 718
Enrollment in 1999: 683

Arlon R Seay Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students2435759555763336
Female students - 233029292530166
Male students2202730263233170
Hispanic students17161410181480
Black students - - - - - 1 - 1
White students1354042433747245
Hawaiian Native/Pacific Islander students - - - - - - 11
Two or More Races students - 1132119

Enrollment by grade:
Pre-Kindergarten enrollment: 2
Kindergarten enrollment: 43
1st grade enrollment: 57
2nd grade enrollment: 59
3rd grade enrollment: 55
4th grade enrollment: 57
5th grade enrollment: 63

Arlon R Seay Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 166 (49.4%)
Here:

49.4%
State:

49.0%
Male enrollment: 170 (50.6%)
Arlon R Seay Elementary School:

50.6%
Texas:

50.1%

Arlon R Seay Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 80 (23.8%)
School:

23.8%
Texas:

46.9%
Black enrollment: 1 (0.3%)
Here:

0.3%
State:

11.6%
White enrollment: 245 (72.9%)
Here:

72.9%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.3%)
Here:

0.3%
State:

0.1%
Two or More Races enrollment: 9 (2.7%)
Arlon R Seay Elementary School:

2.7%
Texas:

2.1%

Arlon R Seay Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 61 (18.2%)
Arlon R Seay Elementary School:

18.2%
Texas:

61.6%
Free lunch eligible students: 49 (14.6%)
Here:

14.6%
State:

55.4%
Reduced-price lunch eligible students: 12 (3.6%)
Arlon R Seay Elementary School:

3.6%
Texas:

6.2%

Arlon R Seay Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 23

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 8
Number of FTE nurses: 1

Student/Teacher Ratio
School:

14.6
State:

15.6

Arlon R Seay Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,451,886
  • Full-time Equivalency Count of Teachers: 23 (Salary Expenditures: $1,129,380)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $24,145)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $163,955)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $108,985)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $45,371
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,501,121
  • Salary Expenditures for Teachers: $1,178,615
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $24,145)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $163,955)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $108,985)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $46,205

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 7 (male: 5, female: 2)
  • Hispanic: 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: 15 (male: 7, female: 8)
  • Hispanic: 4 (all female)
  • White: 11 (male: 7, female: 4)
Students with disabilities served under Section 504: 15 (male: 10, female: 5)
  • Hispanic: 2 (all male)
  • White: 13 (male: 8, female: 5)

Retention:
Show data for

(State average from 3,201 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 2 (all male)
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
Arlon R Seay Elementary School:

4.7%
Texas:

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

Percent of 1st grade students retained
Arlon R Seay Elementary School:

3.5%
State:

6.1%

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: 32 (male: 22, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 28 (male: 20, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Arlon R Seay Elementary School:

95.2
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)

  • All1,445
  • Males1,450
  • Females1,440
  • Hispanic1,397
  • White1,467
Math Average Scale Score:

1,445
Texas:

1,453
Math students tested: 70
Math # Answer Documents Submitted: 70

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 8.1 (62%)
  • Reporting Category 3: 3.9 (56%)
  • Reporting Category 4: 2.8 (71%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 17%

30%
30%
23%
17%
Males: (Average Scale Score: 1,450, Tested: 31, Did Not Meet Grade Level Performance: 32%, Approaches: 33%, Meets: 16%, Masters: 19%)
32%
33%
16%
19%
Females: (Average Scale Score: 1,440, Tested: 39, Did Not Meet Grade Level Performance: 28%, Approaches: 28%, Meets: 29%, Masters: 15%)
28%
28%
29%
15%
Hispanic: (Average Scale Score: 1,397, Tested: 24, Did Not Meet Grade Level Performance: 38%, Approaches: 42%, Meets: 17%, Masters: 4%)
38%
42%
17%
4%
White: (Average Scale Score: 1,467, Tested: 45, Did Not Meet Grade Level Performance: 27%, Approaches: 24%, Meets: 25%, Masters: 24%)
27%
24%
25%
24%

    Reading Average Scale Score
    (3rd Grade)

  • All1,453
  • Males1,441
  • Females1,462
  • Hispanic1,425
  • White1,467
Reading Average Scale Score:

1,453
Texas:

1,423
Reading students tested: 70
Reading # Answer Documents Submitted: 70

Reading Avg Items Correct:
  • Reporting Category 1: 4.1 (83%)
  • Reporting Category 2: 10.1 (67%)
  • Reporting Category 3: 9.3 (66%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 23%

21%
38%
18%
23%
Males: (Average Scale Score: 1,441, Tested: 31, Did Not Meet Grade Level Performance: 23%, Approaches: 45%, Meets: 9%, Masters: 23%)
23%
45%
9%
23%
Females: (Average Scale Score: 1,462, Tested: 39, Did Not Meet Grade Level Performance: 21%, Approaches: 30%, Meets: 26%, Masters: 23%)
21%
30%
26%
23%
Hispanic: (Average Scale Score: 1,425, Tested: 24, Did Not Meet Grade Level Performance: 33%, Approaches: 38%, Meets: 8%, Masters: 21%)
33%
38%
8%
21%
White: (Average Scale Score: 1,467, Tested: 45, Did Not Meet Grade Level Performance: 16%, Approaches: 37%, Meets: 23%, Masters: 24%)
16%
37%
23%
24%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,517
  • Males1,525
  • Females1,511
  • Hispanic1,514
  • White1,522
Math Average Scale Score:

1,517
Texas:

1,546
Math students tested: 72
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 73

Math Avg Items Correct:
  • Reporting Category 1: 4.9 (55%)
  • Reporting Category 2: 7.2 (66%)
  • Reporting Category 3: 5.5 (55%)
  • Reporting Category 4: 2.5 (63%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 44%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 15%

28%
44%
13%
15%
Males: (Average Scale Score: 1,525, Tested: 32, Did Not Meet Grade Level Performance: 28%, Approaches: 47%, Meets: 6%, Masters: 19%)
28%
47%
6%
19%
Females: (Average Scale Score: 1,511, Tested: 40, Did Not Meet Grade Level Performance: 28%, Approaches: 43%, Meets: 17%, Masters: 13%)
28%
43%
17%
13%
Hispanic: (Average Scale Score: 1,514, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 47%, Meets: 0%, Masters: 20%)
33%
47%
20%
White: (Average Scale Score: 1,522, Tested: 54, Did Not Meet Grade Level Performance: 24%, Approaches: 45%, Meets: 16%, Masters: 15%)
24%
45%
16%
15%

    Reading Average Scale Score
    (4th Grade)

  • All1,525
  • Males1,529
  • Females1,521
  • Hispanic1,479
  • White1,536
Reading Average Scale Score:

1,525
State:

1,496
Reading students tested: 72
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 73

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 10.7 (71%)
  • Reporting Category 3: 8.5 (66%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 21%

18%
39%
22%
21%
Males: (Average Scale Score: 1,529, Tested: 32, Did Not Meet Grade Level Performance: 19%, Approaches: 40%, Meets: 16%, Masters: 25%)
19%
40%
16%
25%
Females: (Average Scale Score: 1,521, Tested: 40, Did Not Meet Grade Level Performance: 18%, Approaches: 38%, Meets: 27%, Masters: 18%)
18%
38%
27%
18%
Hispanic: (Average Scale Score: 1,479, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 27%, Meets: 20%, Masters: 13%)
40%
27%
20%
13%
White: (Average Scale Score: 1,536, Tested: 54, Did Not Meet Grade Level Performance: 13%, Approaches: 41%, Meets: 24%, Masters: 22%)
13%
41%
24%
22%

    Writing Average Scale Score
    (4th Grade)

  • All3,836
  • Males3,659
  • Females3,981
  • Hispanic3,683
  • White3,867
Writing Average Scale Score:

3,836
State:

3,570
Writing students tested: 73
Writing # Answer Documents Submitted: 73

Writing Avg Items Correct:
  • Reporting Category 1: 4.1 (52%)
  • Reporting Category 2: 4.8 (60%)
  • Reporting Category 3: 11 (68%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 14%

33%
16%
37%
14%
Males: (Average Scale Score: 3,659, Tested: 33, Did Not Meet Grade Level Performance: 42%, Approaches: 25%, Meets: 21%, Masters: 12%)
42%
25%
21%
12%
Females: (Average Scale Score: 3,981, Tested: 40, Did Not Meet Grade Level Performance: 25%, Approaches: 10%, Meets: 50%, Masters: 15%)
25%
10%
50%
15%
Hispanic: (Average Scale Score: 3,683, Tested: 16, Did Not Meet Grade Level Performance: 31%, Approaches: 31%, Meets: 32%, Masters: 6%)
31%
31%
32%
6%
White: (Average Scale Score: 3,867, Tested: 54, Did Not Meet Grade Level Performance: 35%, Approaches: 11%, Meets: 37%, Masters: 17%)
35%
11%
37%
17%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,685
  • Males1,707
  • Females1,669
  • Hispanic1,673
  • White1,689
Math Average Scale Score:

1,685
Texas:

1,603
Math students tested: 68
Math # Answer Documents Submitted: 68

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (74%)
  • Reporting Category 2: 13 (76%)
  • Reporting Category 3: 7.1 (79%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 38%
Masters Grade Level Performance: 38%

3%
21%
38%
38%
Males: (Average Scale Score: 1,707, Tested: 29, Did Not Meet Grade Level Performance: 3%, Approaches: 21%, Meets: 24%, Masters: 52%)
3%
21%
24%
52%
Females: (Average Scale Score: 1,669, Tested: 39, Did Not Meet Grade Level Performance: 3%, Approaches: 20%, Meets: 49%, Masters: 28%)
3%
20%
49%
28%
Hispanic: (Average Scale Score: 1,673, Tested: 18, Did Not Meet Grade Level Performance: 6%, Approaches: 33%, Meets: 22%, Masters: 39%)
6%
33%
22%
39%
White: (Average Scale Score: 1,689, Tested: 49, Did Not Meet Grade Level Performance: 2%, Approaches: 16%, Meets: 43%, Masters: 39%)
2%
16%
43%
39%

    Reading Average Scale Score
    (5th Grade)

  • All1,637
  • Males1,653
  • Females1,625
  • Hispanic1,632
  • White1,641
Reading Average Scale Score:

1,637
Texas:

1,546
Reading students tested: 68
Reading # Answer Documents Submitted: 68

Reading Avg Items Correct:
  • Reporting Category 1: 6.5 (81%)
  • Reporting Category 2: 13 (81%)
  • Reporting Category 3: 10.8 (77%)

Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 38%
Masters Grade Level Performance: 38%

4%
20%
38%
38%
Males: (Average Scale Score: 1,653, Tested: 29, Did Not Meet Grade Level Performance: 3%, Approaches: 18%, Meets: 31%, Masters: 48%)
3%
18%
31%
48%
Females: (Average Scale Score: 1,625, Tested: 39, Did Not Meet Grade Level Performance: 5%, Approaches: 21%, Meets: 43%, Masters: 31%)
5%
21%
43%
31%
Hispanic: (Average Scale Score: 1,632, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 45%, Masters: 22%)
33%
45%
22%
White: (Average Scale Score: 1,641, Tested: 49, Did Not Meet Grade Level Performance: 6%, Approaches: 12%, Meets: 37%, Masters: 45%)
6%
12%
37%
45%

    Science Average Scale Score
    (5th Grade)

  • All4,096
  • Males4,289
  • Females3,953
  • Hispanic4,000
  • White4,135
Science Average Scale Score:

4,096
State:

3,771
Science students tested: 68
Science # Answer Documents Submitted: 68

Science Avg Items Correct:
  • Reporting Category 1: 4.9 (82%)
  • Reporting Category 2: 6.7 (83%)
  • Reporting Category 3: 7.8 (78%)
  • Reporting Category 4: 8.9 (74%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 26%

7%
34%
33%
26%
Males: (Average Scale Score: 4,289, Tested: 29, Did Not Meet Grade Level Performance: 0%, Approaches: 28%, Meets: 24%, Masters: 48%)
28%
24%
48%
Females: (Average Scale Score: 3,953, Tested: 39, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 39%, Masters: 10%)
13%
38%
39%
10%
Hispanic: (Average Scale Score: 4,000, Tested: 18, Did Not Meet Grade Level Performance: 11%, Approaches: 50%, Meets: 11%, Masters: 28%)
11%
50%
11%
28%
White: (Average Scale Score: 4,135, Tested: 49, Did Not Meet Grade Level Performance: 6%, Approaches: 27%, Meets: 40%, Masters: 27%)
6%
27%
40%
27%

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

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: 10

Incidents of possession of a firearm or explosive device: 3


Total incidents per 1,000 students
Arlon R Seay Elementary School:

38.7
State:

38.0

Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic7
  • White10
  • IDEA2
  • 5042
Chronic Student Absenteeism: 17 (male: 10, female: 7)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

50.6
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: 2 (male: 1, female: 1)
  • Hispanic: 1 (all female)
  • White: 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 2

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

6.0
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)

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