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Axtell/Be Daep School in EDDY, TX
(KG-12 • Public • Alternative School)

Address
 1 EAGLE DR
EDDY, TX 76524
Telephone
(254) 859-5525
(make sure to verify first before calling)
Website
http://www.beisd.net
Students
6
Classroom Teachers (FTE)
1.5
Free/reduced-price
lunch eligible students
1
School district
BRUCEVILLE-EDDY ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 6
Enrollment in 2015: 2
Enrollment in 2014: 3
Enrollment in 2013: 8
Enrollment in 2012: 3
Enrollment in 2011: 5
Enrollment in 2010: 3
Enrollment in 2008: 3
Enrollment in 2007: 4

Axtell/Be Daep School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10Total
All students21216
Female students21115
Male students - - 1 - 1
Hispanic students21115
White students - - 1 - 1

Enrollment by grade:
7th grade enrollment: 2
8th grade enrollment: 1
9th grade enrollment: 2
10th grade enrollment: 1

Axtell/Be Daep School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 5 (83.3%)
Here:

83.3%
State:

49.0%
Male enrollment: 1 (16.7%)
School:

16.7%
Texas:

50.1%

Axtell/Be Daep School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 5 (83.3%)
School:

83.3%
State:

46.9%
White enrollment: 1 (16.7%)
Axtell/Be Daep School:

16.7%
Texas:

32.3%

Axtell/Be Daep School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 1 (16.7%)
School:

16.7%
State:

61.6%

Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 1.5


Student/Teacher Ratio
Here:

4.0
Texas:

15.6

Axtell/Be Daep School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $54,192
  • Full-time Equivalency Count of Teachers: 1 (Salary Expenditures: $51,049)
  • Full-time Equivalency Count of Support Services Staff: 0 (Salary Expenditures: $1,706)
  • Full-time Equivalency Count of School Administration Staff: 0 (Salary Expenditures: $1,405)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $576
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,123
  • Salary Expenditures for Teachers: $12
  • Full-time Equivalency Count of Support Services Staff: 0 (Salary Expenditures: $1,726)
  • Full-time Equivalency Count of School Administration Staff: 0 (Salary Expenditures: $1,405)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $746

Retention:
Show data for

(State average from 1,071 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 10th grade: 2 (all male)
  • White: 2

Percent of 10th grade students retained
School:

200.0%
State:

17.4%

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: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)

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

666.7
Texas:

78.6

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for
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.
8th Grade
Math students tested: 2
Math # Answer Documents Submitted: 2

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

Science students tested: 1
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 2

Social Studies students tested: 1
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 2

Accountability


SAT/ACT:
Show data for
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 4

Health & Safety


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: 9 (male: 2, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

1,500.0
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: 26 (all female)
  • Hispanic: 21
  • White: 5
  • Individuals With Disabilities Education Act (IDEA): 19
Instances of out-of-school suspension (Students without disabilities): 8

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

1,333.3
State:

102.7
Students without disabilities receiving one or more in-school suspension: 9 (male: 2, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • White: 2 (all female)
Students without disabilities receiving only one out-of-school suspension: 4 (all female)
  • Hispanic: 2
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 5

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

833.3
Texas:

27.5
Students with disabilities receiving one or more in-school suspension: 4 (all female)
  • Hispanic: 2
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 4 (all female)
  • Hispanic: 2
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Hispanic: 2

Classes & Courses


Algebra I:
Show data for

(State average from 521 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.
9-10th grade student enrollment in Algebra I: 2
  • White: 2

    9-10th grade studenst who passed Algebra I

  • Hispanic2
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black2
  • White2
  • Multirace2
  • LEP2
  • IDEA2
9-10th grade studenst who passed Algebra I: 2
  • Hispanic: 2
  • American Indian / Alaska Native: 2
  • Asian: 2
  • Native Hawaiian / Pacific Islander: 2
  • Black: 2
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
Percent of 9-10th grade students who passed
Here:

100.0%
Texas:

75.1%

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