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Bane Elementary School in Houston, TX
(PK-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 28
Address
 5805 KAISER ST
Houston, TX 77040
Telephone
(713) 460-6140
(make sure to verify first before calling)
Website
http://www.cfisd.net
City-data.com school rating
28
Students
888
Classroom Teachers (FTE)
59.8
Free lunch eligible students
800
School district
CYPRESS-FAIRBANKS 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:
HOLBROOK EL (1.7 miles):

69
HARMONY SCHOOL OF EXCELLENCE-HOUSTON (2.1 miles):

63
DEAN MIDDLE (0.2 miles):

49
BUFFALO CREEK EL (2.3 miles):

44
Bane Elementary School:

28
NORTHBROOK MIDDLE (1.9 miles):

27
HOLLIBROOK EL (2.2 miles):

27
NORTHBROOK H S (2.5 miles):

16
SPRING SHADOW EL (2.3 miles):

13
Bane Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Bane Elementary School:

28

Students & Teachers


Total enrollment:
Enrollment in 2016: 888
Enrollment in 2015: 933
Enrollment in 2014: 894
Enrollment in 2013: 944
Enrollment in 2012: 971
Enrollment in 2011: 933
Enrollment in 2010: 900
Enrollment in 2009: 919
Enrollment in 2008: 878
Enrollment in 2007: 905
Enrollment in 2006: 944
Enrollment in 2005: 1,039
Enrollment in 2004: 1,062
Enrollment in 2003: 981
Enrollment in 2002: 937
Enrollment in 2001: 918
Enrollment in 2000: 992
Enrollment in 1999: 934

Bane Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students90118157168126117112888
Female students41587984634757429
Male students49607884637055459
American Indian/Alaska Native students4341 - - 214
Asian students - - - - 1 - 12
Hispanic students82951391481089898768
Black students3119131291067
White students - 63537 - 24
Two or More Races students132123113

Enrollment by grade:
Pre-Kindergarten enrollment: 90
Kindergarten enrollment: 118
1st grade enrollment: 157
2nd grade enrollment: 168
3rd grade enrollment: 126
4th grade enrollment: 117
5th grade enrollment: 112

Bane Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 429 (48.3%)
School:

48.3%
State:

49.0%
Male enrollment: 459 (51.7%)
Here:

51.7%
State:

50.1%

Bane Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 14 (1.6%)
Here:

1.6%
Texas:

0.4%
Asian enrollment: 2 (0.2%)
Bane Elementary School:

0.2%
Texas:

3.1%
Hispanic enrollment: 768 (86.5%)
Here:

86.5%
State:

46.9%
Black enrollment: 67 (7.5%)
Here:

7.5%
Texas:

11.6%
White enrollment: 24 (2.7%)
School:

2.7%
Texas:

32.3%
Two or More Races enrollment: 13 (1.5%)
Here:

1.5%
State:

2.1%

Bane Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 800 (90.1%)
Bane Elementary School:

90.1%
Texas:

61.6%
Free lunch eligible students: 800 (90.1%)
School:

90.1%
Texas:

55.4%
Reduced-price lunch eligible students: 0 (0.0%)
School:

0.0%
State:

6.2%

Bane Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 59.8

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: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE nurses: 1

Student/Teacher Ratio
School:

14.9
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,885,990
  • Full-time Equivalency Count of Teachers: 58.8 (Salary Expenditures: $2,964,589)
  • Full-time Equivalency Count of Instructional Aides: 14 (Salary Expenditures: $293,789)
  • Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $398,713)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $228,899)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $217,789
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,497,469
  • Salary Expenditures for Teachers: $3,259,388
  • Full-time Equivalency Count of Instructional Aides: 22 (Salary Expenditures: $459,272)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $495,631)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $228,899)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $415,313

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic547
  • American Indian10
  • Black2
  • White5
  • IDEA31
Students Enrolled in LEP Programs: 564 (male: 287, female: 277)
  • Hispanic: 547 (male: 275, female: 272)
  • American Indian / Alaska Native: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 23, female: 8)

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

  • Hispanic47
  • Black10
  • White7
  • LEP35
Students with disabilities served under IDEA: 64 (male: 51, female: 13)
  • Hispanic: 47 (male: 34, female: 13)
  • Black: 10 (all male)
  • White: 7 (all male)
  • Limited English Proficiency (LEP): 35 (male: 25, female: 10)
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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 1st grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Percent of 1st grade students retained
Here:

1.3%
State:

6.1%
Total number of students retained in 2nd grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 2nd grade students retained
Bane Elementary School:

1.2%
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
Bane Elementary School:

1.6%
State:

4.1%

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

  • Hispanic4
  • American Indian2
  • White2
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 2 (all male)
  • 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
Bane Elementary School:

9.0
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)

  • All1,388
  • Males1,381
  • Females1,395
  • Hispanic1,392
  • Black1,345
Math Average Scale Score:

1,388
Texas:

1,453
Math students tested: 144
Math # Answer Documents Submitted: 144

Math Avg Items Correct:
  • Reporting Category 1: 4.6 (58%)
  • Reporting Category 2: 6.5 (50%)
  • Reporting Category 3: 3.8 (54%)
  • Reporting Category 4: 2.4 (60%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 5%

40%
42%
13%
5%
Males: (Average Scale Score: 1,381, Tested: 72, Did Not Meet Grade Level Performance: 43%, Approaches: 42%, Meets: 12%, Masters: 3%)
43%
42%
12%
3%
Females: (Average Scale Score: 1,395, Tested: 72, Did Not Meet Grade Level Performance: 36%, Approaches: 43%, Meets: 14%, Masters: 7%)
36%
43%
14%
7%
Hispanic: (Average Scale Score: 1,392, Tested: 119, Did Not Meet Grade Level Performance: 38%, Approaches: 42%, Meets: 15%, Masters: 5%)
38%
42%
15%
5%
Black: (Average Scale Score: 1,345, Tested: 18, Did Not Meet Grade Level Performance: 56%, Approaches: 38%, Meets: 6%, Masters: 0%)
56%
38%
6%

    Reading Average Scale Score
    (3rd Grade)

  • All1,371
  • Males1,352
  • Females1,391
  • Hispanic1,374
  • Black1,347
Reading Average Scale Score:

1,371
State:

1,423
Reading students tested: 144
Reading # Answer Documents Submitted: 144

Reading Avg Items Correct:
  • Reporting Category 1: 3.4 (68%)
  • Reporting Category 2: 8.4 (56%)
  • Reporting Category 3: 7.5 (54%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 3%

40%
41%
16%
3%
Males: (Average Scale Score: 1,352, Tested: 72, Did Not Meet Grade Level Performance: 49%, Approaches: 33%, Meets: 17%, Masters: 1%)
49%
33%
17%
1%
Females: (Average Scale Score: 1,391, Tested: 72, Did Not Meet Grade Level Performance: 31%, Approaches: 48%, Meets: 15%, Masters: 6%)
31%
48%
15%
6%
Hispanic: (Average Scale Score: 1,374, Tested: 119, Did Not Meet Grade Level Performance: 38%, Approaches: 42%, Meets: 16%, Masters: 4%)
38%
42%
16%
4%
Black: (Average Scale Score: 1,347, Tested: 18, Did Not Meet Grade Level Performance: 56%, Approaches: 33%, Meets: 11%, Masters: 0%)
56%
33%
11%
3rd Grade (Spanish)

    Math Average Scale Score
    (3rd Grade (Spanish))

  • All1,237
  • Females1,233
  • Hispanic1,237
Math Average Scale Score:

1,237
State:

510
Math students tested: 6
Math # Answer Documents Submitted: 6

Math Avg Items Correct:
  • Reporting Category 1: 2.2 (27%)
  • Reporting Category 2: 2.3 (18%)
  • Reporting Category 3: 2.5 (36%)
  • Reporting Category 4: 1.3 (33%)

Did Not Meet Grade Level Performance: 100%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 0%

100%
Females: (Average Scale Score: 1,233, Tested: 5, Did Not Meet Grade Level Performance: 100%, Approaches: 0%, Meets: 0%, Masters: 0%)
100%
Hispanic: (Average Scale Score: 1,237, Tested: 5, Did Not Meet Grade Level Performance: 100%, Approaches: 0%, Meets: 0%, Masters: 0%)
100%

    Reading Average Scale Score
    (3rd Grade (Spanish))

  • All1,350
  • Females1,324
  • Hispanic1,354
Reading Average Scale Score:

1,350
State:

956
Reading students tested: 6
Reading # Answer Documents Submitted: 6

Reading Avg Items Correct:
  • Reporting Category 1: 3.3 (67%)
  • Reporting Category 2: 9 (60%)
  • Reporting Category 3: 6.5 (46%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 17%

33%
17%
33%
17%
Females: (Average Scale Score: 1,324, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 20%, Masters: 20%)
40%
20%
20%
20%
Hispanic: (Average Scale Score: 1,354, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 0%, Meets: 40%, Masters: 20%)
40%
40%
20%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,481
  • Males1,490
  • Females1,470
  • Hispanic1,485
  • Black1,486
  • White1,435
Math Average Scale Score:

1,481
Texas:

1,546
Math students tested: 149
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 150

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (53%)
  • Reporting Category 2: 6 (54%)
  • Reporting Category 3: 5.1 (51%)
  • Reporting Category 4: 2.2 (55%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 9%

44%
34%
13%
9%
Males: (Average Scale Score: 1,490, Tested: 83, Did Not Meet Grade Level Performance: 41%, Approaches: 30%, Meets: 18%, Masters: 11%)
41%
30%
18%
11%
Females: (Average Scale Score: 1,470, Tested: 66, Did Not Meet Grade Level Performance: 47%, Approaches: 39%, Meets: 6%, Masters: 8%)
47%
39%
6%
8%
Hispanic: (Average Scale Score: 1,485, Tested: 125, Did Not Meet Grade Level Performance: 42%, Approaches: 36%, Meets: 12%, Masters: 10%)
42%
36%
12%
10%
Black: (Average Scale Score: 1,486, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 33%, Meets: 20%, Masters: 7%)
40%
33%
20%
7%
White: (Average Scale Score: 1,435, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 17%, Masters: 0%)
67%
16%
17%

    Reading Average Scale Score
    (4th Grade)

  • All1,451
  • Males1,465
  • Females1,433
  • Hispanic1,453
  • Black1,464
  • White1,413
Reading Average Scale Score:

1,451
Texas:

1,496
Reading students tested: 149
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 150

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (57%)
  • Reporting Category 2: 8.3 (56%)
  • Reporting Category 3: 7.3 (56%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 13%

48%
29%
10%
13%
Males: (Average Scale Score: 1,465, Tested: 83, Did Not Meet Grade Level Performance: 45%, Approaches: 26%, Meets: 15%, Masters: 14%)
45%
26%
15%
14%
Females: (Average Scale Score: 1,433, Tested: 66, Did Not Meet Grade Level Performance: 53%, Approaches: 30%, Meets: 6%, Masters: 11%)
53%
30%
6%
11%
Hispanic: (Average Scale Score: 1,453, Tested: 125, Did Not Meet Grade Level Performance: 48%, Approaches: 29%, Meets: 9%, Masters: 14%)
48%
29%
9%
14%
Black: (Average Scale Score: 1,464, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 27%, Meets: 26%, Masters: 7%)
40%
27%
26%
7%
White: (Average Scale Score: 1,413, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 0%, Masters: 17%)
67%
16%
17%

    Writing Average Scale Score
    (4th Grade)

  • All3,401
  • Males3,388
  • Females3,418
  • Hispanic3,401
  • Black3,398
  • White3,543
Writing Average Scale Score:

3,401
Texas:

3,570
Writing students tested: 150
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 151

Writing Avg Items Correct:
  • Reporting Category 1: 3.3 (42%)
  • Reporting Category 2: 3.3 (42%)
  • Reporting Category 3: 8.8 (55%)

Did Not Meet Grade Level Performance: 63%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 2%

63%
23%
12%
2%
Males: (Average Scale Score: 3,388, Tested: 83, Did Not Meet Grade Level Performance: 65%, Approaches: 21%, Meets: 13%, Masters: 1%)
65%
21%
13%
1%
Females: (Average Scale Score: 3,418, Tested: 67, Did Not Meet Grade Level Performance: 61%, Approaches: 26%, Meets: 10%, Masters: 3%)
61%
26%
10%
3%
Hispanic: (Average Scale Score: 3,401, Tested: 126, Did Not Meet Grade Level Performance: 63%, Approaches: 22%, Meets: 13%, Masters: 2%)
63%
22%
13%
2%
Black: (Average Scale Score: 3,398, Tested: 16, Did Not Meet Grade Level Performance: 63%, Approaches: 38%, Meets: 0%, Masters: 0%)
63%
38%
White: (Average Scale Score: 3,543, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 0%, Meets: 40%, Masters: 0%)
60%
40%
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)

  • All1,572
  • Males1,554
  • Females1,592
  • Hispanic1,584
  • Black1,474
Math Average Scale Score:

1,572
Texas:

1,603
Math students tested: 120
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 122

Math Avg Items Correct:
  • Reporting Category 1: 3.6 (59%)
  • Reporting Category 2: 10.1 (60%)
  • Reporting Category 3: 5.4 (60%)
  • Reporting Category 4: 2.1 (53%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 18%

30%
36%
16%
18%
Males: (Average Scale Score: 1,554, Tested: 63, Did Not Meet Grade Level Performance: 37%, Approaches: 33%, Meets: 14%, Masters: 16%)
37%
33%
14%
16%
Females: (Average Scale Score: 1,592, Tested: 57, Did Not Meet Grade Level Performance: 23%, Approaches: 38%, Meets: 20%, Masters: 19%)
23%
38%
20%
19%
Hispanic: (Average Scale Score: 1,584, Tested: 95, Did Not Meet Grade Level Performance: 25%, Approaches: 38%, Meets: 17%, Masters: 20%)
25%
38%
17%
20%
Black: (Average Scale Score: 1,474, Tested: 15, Did Not Meet Grade Level Performance: 67%, Approaches: 26%, Meets: 7%, Masters: 0%)
67%
26%
7%

    Reading Average Scale Score
    (5th Grade)

  • All1,525
  • Males1,486
  • Females1,567
  • Hispanic1,532
  • Black1,468
Reading Average Scale Score:

1,525
Texas:

1,546
Reading students tested: 120
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 122

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 10.3 (64%)
  • Reporting Category 3: 8.2 (58%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 18%

42%
24%
16%
18%
Males: (Average Scale Score: 1,486, Tested: 62, Did Not Meet Grade Level Performance: 56%, Approaches: 20%, Meets: 13%, Masters: 11%)
56%
20%
13%
11%
Females: (Average Scale Score: 1,567, Tested: 58, Did Not Meet Grade Level Performance: 26%, Approaches: 29%, Meets: 21%, Masters: 24%)
26%
29%
21%
24%
Hispanic: (Average Scale Score: 1,532, Tested: 94, Did Not Meet Grade Level Performance: 38%, Approaches: 29%, Meets: 15%, Masters: 18%)
38%
29%
15%
18%
Black: (Average Scale Score: 1,468, Tested: 16, Did Not Meet Grade Level Performance: 63%, Approaches: 13%, Meets: 12%, Masters: 13%)
63%
13%
12%
13%

    Science Average Scale Score
    (5th Grade)

  • All3,786
  • Males3,752
  • Females3,822
  • Hispanic3,812
  • Black3,624
Science Average Scale Score:

3,786
Texas:

3,771
Science students tested: 123
Science # Answer Documents Submitted: 123

Science Avg Items Correct:
  • Reporting Category 1: 4 (67%)
  • Reporting Category 2: 5.6 (70%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 8.1 (67%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 10%

23%
50%
17%
10%
Males: (Average Scale Score: 3,752, Tested: 63, Did Not Meet Grade Level Performance: 30%, Approaches: 43%, Meets: 17%, Masters: 10%)
30%
43%
17%
10%
Females: (Average Scale Score: 3,822, Tested: 60, Did Not Meet Grade Level Performance: 15%, Approaches: 58%, Meets: 17%, Masters: 10%)
15%
58%
17%
10%
Hispanic: (Average Scale Score: 3,812, Tested: 97, Did Not Meet Grade Level Performance: 22%, Approaches: 50%, Meets: 17%, Masters: 11%)
22%
50%
17%
11%
Black: (Average Scale Score: 3,624, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 54%, Meets: 13%, Masters: 0%)
33%
54%
13%
5th Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3

Reading students tested: 3
Reading # Answer Documents Submitted: 3

Science students tested: 4
Science # Answer Documents Submitted: 4

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: 7


Total incidents per 1,000 students
Here:

7.9
State:

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 with disabilities who received a school-related arrest: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities who received a school-related arrest per 1,000 students
Here:

4.5
Texas:

5.7

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

  • Hispanic49
  • American Indian2
  • Black13
  • White7
  • Multirace2
  • LEP22
  • IDEA10
  • 5044
Chronic Student Absenteeism: 73 (male: 47, female: 26)
  • Hispanic: 49 (male: 32, female: 17)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 22 (male: 17, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

82.2
State:

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.

Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.

    Total Number of students with disabilities (IDEA) subjected to physical restraint

  • Hispanic2
  • Black2
  • White2
  • LEP2
Total Number of students with disabilities (IDEA) subjected to physical restraint: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

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

6.8
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

  • Hispanic21
  • Black11
  • LEP11
  • IDEA20
School days missed due to out-of-school suspension: 32 (all male)
  • Hispanic: 21
  • Black: 11
  • Limited English Proficiency (LEP): 11
  • Individuals With Disabilities Education Act (IDEA): 20
Instances of out-of-school suspension (Students without disabilities): 9

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

10.1
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic20
  • Black10
  • White2
  • Multirace2
  • LEP14
Students without disabilities receiving one or more in-school suspension: 34 (male: 32, female: 2)
  • Hispanic: 20 (all male)
  • Black: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 14 (all male)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 20

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

22.5
Texas:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic5
  • Black5
  • Multirace2
  • LEP5
Students with disabilities receiving one or more in-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 5 (all male)
  • Black: 5 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 5 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

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