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Barnes Elementary School in Corpus Christi, 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 67
Address
 2829 OSO PKWY
Corpus Christi, TX 78414
Telephone
(361) 994-5051
(make sure to verify first before calling)
City-data.com school rating
67
Students
607
Classroom Teachers (FTE)
34.7
Free lunch eligible students
194
Reduced-price lunch
eligible students
56
School district
CORPUS CHRISTI ISD
Charter school
No
Title I status
Title I schoolwide eligible-Title I targeted assistance program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
FAYE WEBB EL (2.1 miles):

96
MIRELES EL (2.4 miles):

91
WOODLAWN EL (2.5 miles):

90
SMITH EL (1.7 miles):

88
KOLDA EL (1.3 miles):

86
KAFFIE MIDDLE (2.1 miles):

76
Barnes Elementary School:

67
MOORE EL (1.8 miles):

56
HAAS MIDDLE (2.4 miles):

21
Barnes Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Nueces County:

54
Corpus Christi:

52
Barnes Elementary School:

67

Students & Teachers


Total enrollment:
Enrollment in 2016: 607
Enrollment in 2015: 587
Enrollment in 2014: 555
Enrollment in 2013: 553
Enrollment in 2012: 629
Enrollment in 2011: 633
Enrollment in 2010: 657
Enrollment in 2009: 649
Enrollment in 2008: 618
Enrollment in 2007: 579
Enrollment in 2006: 659
Enrollment in 2005: 621
Enrollment in 2004: 545
Enrollment in 2003: 483
Enrollment in 2002: 535
Enrollment in 2001: 559
Enrollment in 2000: 728
Enrollment in 1999: 644

Barnes Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students55969293879688607
Female students24504341414940288
Male students31464952464748319
American Indian/Alaska Native students - - - - 1 - - 1
Asian students633635228
Hispanic students39626566515258393
Black students323223217
White students6292018303526164
Hawaiian Native/Pacific Islander students - - - 1 - - - 1
Two or More Races students1 - 1 - - 1 - 3

Enrollment by grade:
Pre-Kindergarten enrollment: 55
Kindergarten enrollment: 96
1st grade enrollment: 92
2nd grade enrollment: 93
3rd grade enrollment: 87
4th grade enrollment: 96
5th grade enrollment: 88

Barnes Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 288 (47.4%)
School:

47.4%
Texas:

49.0%
Male enrollment: 319 (52.6%)
Here:

52.6%
Texas:

50.1%

Barnes Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Here:

0.2%
State:

0.4%
Asian enrollment: 28 (4.6%)
Barnes Elementary School:

4.6%
State:

3.1%
Hispanic enrollment: 393 (64.7%)
Here:

64.7%
State:

46.9%
Black enrollment: 17 (2.8%)
School:

2.8%
Texas:

11.6%
White enrollment: 164 (27.0%)
Barnes Elementary School:

27.0%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
School:

0.2%
State:

0.1%
Two or More Races enrollment: 3 (0.5%)
School:

0.5%
Texas:

2.1%

Barnes Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 250 (41.2%)
School:

41.2%
State:

61.6%
Free lunch eligible students: 194 (32.0%)
School:

32.0%
Texas:

55.4%
Reduced-price lunch eligible students: 56 (9.2%)
Barnes Elementary School:

9.2%
State:

6.2%

Barnes Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 34.7

Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 8
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 18
Number of FTE nurses: 1

Student/Teacher Ratio
Barnes Elementary School:

17.5
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,988,367
  • Full-time Equivalency Count of Teachers: 33.5 (Salary Expenditures: $1,583,691)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $63,486)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $196,235)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $144,955)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $225,536
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $520,492
  • Salary Expenditures for Teachers: $1,829,714
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $126,157)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $249,380)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $144,955)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $243,846

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic22
  • Asian13
  • Black2
  • White2
  • IDEA2
Students Enrolled in LEP Programs: 39 (male: 27, female: 12)
  • Hispanic: 22 (male: 17, female: 5)
  • Asian: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 36 (male: 29, female: 7)
  • Hispanic: 29 (male: 22, female: 7)
  • White: 7 (all male)
Students with disabilities served under Section 504: 25 (male: 12, female: 13)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 2 (all male)
  • White: 7 (male: 2, 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)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
Here:

2.1%
State:

5.2%
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 1st grade students retained
School:

4.3%
State:

6.1%
Total number of students retained in 2nd grade: 2 (all female)
  • Hispanic: 2

Percent of 2nd grade students retained
Here:

2.2%
Texas:

4.8%

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)

  • All1,500
  • Males1,516
  • Females1,482
  • Hispanic1,498
  • White1,513
Math Average Scale Score:

1,500
State:

1,453
Math students tested: 103
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 105

Math Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 8.9 (68%)
  • Reporting Category 3: 4.7 (67%)
  • Reporting Category 4: 3.2 (79%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 26%

13%
29%
32%
26%
Males: (Average Scale Score: 1,516, Tested: 52, Did Not Meet Grade Level Performance: 13%, Approaches: 27%, Meets: 25%, Masters: 35%)
13%
27%
25%
35%
Females: (Average Scale Score: 1,482, Tested: 50, Did Not Meet Grade Level Performance: 12%, Approaches: 32%, Meets: 38%, Masters: 18%)
12%
32%
38%
18%
Hispanic: (Average Scale Score: 1,498, Tested: 76, Did Not Meet Grade Level Performance: 13%, Approaches: 30%, Meets: 31%, Masters: 26%)
13%
30%
31%
26%
White: (Average Scale Score: 1,513, Tested: 21, Did Not Meet Grade Level Performance: 14%, Approaches: 19%, Meets: 34%, Masters: 33%)
14%
19%
34%
33%

    Reading Average Scale Score
    (3rd Grade)

  • All1,476
  • Males1,476
  • Females1,477
  • Hispanic1,479
  • White1,466
Reading Average Scale Score:

1,476
State:

1,423
Reading students tested: 103
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 105

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (87%)
  • Reporting Category 2: 10.8 (72%)
  • Reporting Category 3: 9.7 (69%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 31%

11%
39%
19%
31%
Males: (Average Scale Score: 1,476, Tested: 52, Did Not Meet Grade Level Performance: 13%, Approaches: 37%, Meets: 17%, Masters: 33%)
13%
37%
17%
33%
Females: (Average Scale Score: 1,477, Tested: 50, Did Not Meet Grade Level Performance: 8%, Approaches: 40%, Meets: 22%, Masters: 30%)
8%
40%
22%
30%
Hispanic: (Average Scale Score: 1,479, Tested: 76, Did Not Meet Grade Level Performance: 11%, Approaches: 40%, Meets: 19%, Masters: 30%)
11%
40%
19%
30%
White: (Average Scale Score: 1,466, Tested: 21, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 14%, Masters: 43%)
14%
29%
14%
43%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,599
  • Males1,622
  • Females1,568
  • Hispanic1,579
  • White1,694
Math Average Scale Score:

1,599
State:

1,546
Math students tested: 109
Math # Answer Documents Submitted: 109

Math Avg Items Correct:
  • Reporting Category 1: 7.1 (78%)
  • Reporting Category 2: 7.7 (70%)
  • Reporting Category 3: 6.7 (67%)
  • Reporting Category 4: 2.7 (68%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 35%

22%
22%
21%
35%
Males: (Average Scale Score: 1,622, Tested: 61, Did Not Meet Grade Level Performance: 18%, Approaches: 21%, Meets: 22%, Masters: 39%)
18%
21%
22%
39%
Females: (Average Scale Score: 1,568, Tested: 47, Did Not Meet Grade Level Performance: 28%, Approaches: 23%, Meets: 19%, Masters: 30%)
28%
23%
19%
30%
Hispanic: (Average Scale Score: 1,579, Tested: 85, Did Not Meet Grade Level Performance: 27%, Approaches: 21%, Meets: 23%, Masters: 29%)
27%
21%
23%
29%
White: (Average Scale Score: 1,694, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 27%, Meets: 13%, Masters: 60%)
27%
13%
60%

    Reading Average Scale Score
    (4th Grade)

  • All1,529
  • Males1,530
  • Females1,522
  • Hispanic1,506
  • White1,628
Reading Average Scale Score:

1,529
State:

1,496
Reading students tested: 108
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 109

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 10.2 (68%)
  • Reporting Category 3: 9 (69%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 24%

24%
24%
28%
24%
Males: (Average Scale Score: 1,530, Tested: 60, Did Not Meet Grade Level Performance: 25%, Approaches: 22%, Meets: 28%, Masters: 25%)
25%
22%
28%
25%
Females: (Average Scale Score: 1,522, Tested: 47, Did Not Meet Grade Level Performance: 23%, Approaches: 28%, Meets: 28%, Masters: 21%)
23%
28%
28%
21%
Hispanic: (Average Scale Score: 1,506, Tested: 84, Did Not Meet Grade Level Performance: 27%, Approaches: 30%, Meets: 28%, Masters: 15%)
27%
30%
28%
15%
White: (Average Scale Score: 1,628, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 0%, Meets: 20%, Masters: 67%)
13%
20%
67%

    Writing Average Scale Score
    (4th Grade)

  • All3,854
  • Males3,829
  • Females3,885
  • Hispanic3,771
  • White4,154
Writing Average Scale Score:

3,854
State:

3,570
Writing students tested: 108
Writing # Answer Documents Submitted: 108

Writing Avg Items Correct:
  • Reporting Category 1: 3.9 (49%)
  • Reporting Category 2: 4.7 (59%)
  • Reporting Category 3: 11.6 (72%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 41%
Masters Grade Level Performance: 8%

24%
27%
41%
8%
Males: (Average Scale Score: 3,829, Tested: 61, Did Not Meet Grade Level Performance: 26%, Approaches: 28%, Meets: 38%, Masters: 8%)
26%
28%
38%
8%
Females: (Average Scale Score: 3,885, Tested: 47, Did Not Meet Grade Level Performance: 21%, Approaches: 26%, Meets: 44%, Masters: 9%)
21%
26%
44%
9%
Hispanic: (Average Scale Score: 3,771, Tested: 85, Did Not Meet Grade Level Performance: 26%, Approaches: 30%, Meets: 40%, Masters: 4%)
26%
30%
40%
4%
White: (Average Scale Score: 4,154, Tested: 14, Did Not Meet Grade Level Performance: 21%, Approaches: 15%, Meets: 35%, Masters: 29%)
21%
15%
35%
29%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,637
  • Males1,628
  • Females1,646
  • Hispanic1,627
  • Black1,659
  • White1,647
Math Average Scale Score:

1,637
Texas:

1,603
Math students tested: 101
Math # Answer Documents Submitted: 101

Math Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 12.1 (71%)
  • Reporting Category 3: 6.4 (71%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 32%

13%
27%
28%
32%
Males: (Average Scale Score: 1,628, Tested: 49, Did Not Meet Grade Level Performance: 12%, Approaches: 33%, Meets: 22%, Masters: 33%)
12%
33%
22%
33%
Females: (Average Scale Score: 1,646, Tested: 52, Did Not Meet Grade Level Performance: 13%, Approaches: 22%, Meets: 34%, Masters: 31%)
13%
22%
34%
31%
Hispanic: (Average Scale Score: 1,627, Tested: 62, Did Not Meet Grade Level Performance: 16%, Approaches: 31%, Meets: 24%, Masters: 29%)
16%
31%
24%
29%
Black: (Average Scale Score: 1,659, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 66%, Masters: 17%)
17%
66%
17%
White: (Average Scale Score: 1,647, Tested: 30, Did Not Meet Grade Level Performance: 10%, Approaches: 23%, Meets: 27%, Masters: 40%)
10%
23%
27%
40%

    Reading Average Scale Score
    (5th Grade)

  • All1,575
  • Males1,563
  • Females1,587
  • Hispanic1,565
  • Black1,598
  • White1,584
Reading Average Scale Score:

1,575
State:

1,546
Reading students tested: 101
Reading # Answer Documents Submitted: 101

Reading Avg Items Correct:
  • Reporting Category 1: 5.8 (73%)
  • Reporting Category 2: 11.6 (72%)
  • Reporting Category 3: 9.1 (65%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 23%

21%
29%
27%
23%
Males: (Average Scale Score: 1,563, Tested: 49, Did Not Meet Grade Level Performance: 27%, Approaches: 32%, Meets: 21%, Masters: 20%)
27%
32%
21%
20%
Females: (Average Scale Score: 1,587, Tested: 52, Did Not Meet Grade Level Performance: 15%, Approaches: 25%, Meets: 35%, Masters: 25%)
15%
25%
35%
25%
Hispanic: (Average Scale Score: 1,565, Tested: 62, Did Not Meet Grade Level Performance: 26%, Approaches: 24%, Meets: 34%, Masters: 16%)
26%
24%
34%
16%
Black: (Average Scale Score: 1,598, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 50%, Meets: 17%, Masters: 33%)
50%
17%
33%
White: (Average Scale Score: 1,584, Tested: 30, Did Not Meet Grade Level Performance: 17%, Approaches: 36%, Meets: 14%, Masters: 33%)
17%
36%
14%
33%

    Science Average Scale Score
    (5th Grade)

  • All3,801
  • Males3,788
  • Females3,813
  • Hispanic3,785
  • Black3,765
  • White3,859
Science Average Scale Score:

3,801
Texas:

3,771
Science students tested: 100
Science # Answer Documents Submitted: 100

Science Avg Items Correct:
  • Reporting Category 1: 4.2 (69%)
  • Reporting Category 2: 6.1 (76%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 7.9 (66%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 9%

23%
46%
22%
9%
Males: (Average Scale Score: 3,788, Tested: 48, Did Not Meet Grade Level Performance: 21%, Approaches: 44%, Meets: 25%, Masters: 10%)
21%
44%
25%
10%
Females: (Average Scale Score: 3,813, Tested: 52, Did Not Meet Grade Level Performance: 25%, Approaches: 48%, Meets: 19%, Masters: 8%)
25%
48%
19%
8%
Hispanic: (Average Scale Score: 3,785, Tested: 62, Did Not Meet Grade Level Performance: 24%, Approaches: 47%, Meets: 21%, Masters: 8%)
24%
47%
21%
8%
Black: (Average Scale Score: 3,765, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%
White: (Average Scale Score: 3,859, Tested: 29, Did Not Meet Grade Level Performance: 21%, Approaches: 41%, Meets: 24%, Masters: 14%)
21%
41%
24%
14%

Health & Safety


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: 2 (all male)
  • Hispanic: 2

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

3.3
Texas:

17.4

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

  • Hispanic37
  • Asian4
  • White10
  • LEP4
  • IDEA7
  • 5044
Chronic Student Absenteeism: 51 (male: 21, female: 30)
  • Hispanic: 37 (male: 14, female: 23)
  • Asian: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

84.0
Texas:

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

  • Hispanic20
  • White12
  • IDEA1
  • 50410
School days missed due to out-of-school suspension: 32 (male: 28, female: 4)
  • Hispanic: 20 (male: 18, female: 2)
  • White: 12 (male: 10, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 1 (all female)
  • Section 504: 10 (male: 7, female: 3)
Instances of out-of-school suspension (Students without disabilities): 11

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

18.1
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic19
  • Asian2
  • White5
  • LEP2
Students without disabilities receiving one or more in-school suspension: 26 (male: 21, female: 5)
  • Hispanic: 19 (male: 14, female: 5)
  • Asian: 2 (all male)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 7 (all male)
  • Hispanic: 5
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 1

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

1.6
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 7

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

11.5
State:

12.0
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Students with disabilities receiving only one out-of-school suspension: 2 (all female)
  • Hispanic: 2
  • Section 504: 2

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1
Liliana Gonzalez
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Feb 16, 2016 @ 11:11 am
Hello i justo moved in from brownsville Texas and my child is going to start school this year. I wanted to know if CC schools have bilingual clases?? Our language spoken is spanish but muy child does know some english words. TIA

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