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C D Fulkes Middle School in Round Rock, TX
(06-08 • 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 46
Address
 300 W ANDERSON AVE
Round Rock, TX 78664
Telephone
(512) 428-3100
(make sure to verify first before calling)
Website
http://schools.roundrockisd.org/cdfulkes/
City-data.com school rating
46
Students
705
Classroom Teachers (FTE)
59.7
Free lunch eligible students
413
Reduced-price lunch
eligible students
79
School district
ROUND ROCK 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:
PEARSON RANCH MIDDLE (0.8 miles):

93
ROUND ROCK H S (1.1 miles):

90
CHISHOLM TRAIL MIDDLE (1.3 miles):

85
DEEPWOOD EL (1.1 miles):

73
CLAUDE BERKMAN EL (0.1 miles):

57
BLUEBONNET EL (1.5 miles):

53
C D Fulkes Middle School:

46
XENIA VOIGT EL (1.0 miles):

37
SUCCESS H S (1.3 miles):

3
C D Fulkes Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Williamson County:

63
Round Rock:

73
C D Fulkes Middle School:

46

Students & Teachers


Total enrollment:
Enrollment in 2016: 705
Enrollment in 2015: 757
Enrollment in 2014: 786
Enrollment in 2013: 784
Enrollment in 2012: 724
Enrollment in 2011: 728
Enrollment in 2010: 668
Enrollment in 2009: 687
Enrollment in 2008: 714
Enrollment in 2007: 718
Enrollment in 2006: 741
Enrollment in 2005: 743
Enrollment in 2004: 714
Enrollment in 2003: 718
Enrollment in 2002: 708
Enrollment in 2001: 879
Enrollment in 2000: 806
Enrollment in 1999: 736

C D Fulkes Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students227225253705
Female students108108124340
Male students119117129365
American Indian/Alaska Native students - 224
Asian students56213
Hispanic students135147151433
Black students422644112
White students363945120
Hawaiian Native/Pacific Islander students - 1 - 1
Two or More Races students94922

Enrollment by grade:
6th grade enrollment: 227
7th grade enrollment: 225
8th grade enrollment: 253

C D Fulkes Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 340 (48.2%)
C D Fulkes Middle School:

48.2%
Texas:

49.0%
Male enrollment: 365 (51.8%)
C D Fulkes Middle School:

51.8%
Texas:

50.1%

C D Fulkes Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 4 (0.6%)
School:

0.6%
State:

0.4%
Asian enrollment: 13 (1.8%)
Here:

1.8%
Texas:

3.1%
Hispanic enrollment: 433 (61.4%)
C D Fulkes Middle School:

61.4%
State:

46.9%
Black enrollment: 112 (15.9%)
Here:

15.9%
Texas:

11.6%
White enrollment: 120 (17.0%)
School:

17.0%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
C D Fulkes Middle School:

0.1%
State:

0.1%
Two or More Races enrollment: 22 (3.1%)
School:

3.1%
Texas:

2.1%

C D Fulkes Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 492 (69.8%)
C D Fulkes Middle School:

69.8%
State:

61.6%
Free lunch eligible students: 413 (58.6%)
School:

58.6%
State:

55.4%
Reduced-price lunch eligible students: 79 (11.2%)
Here:

11.2%
State:

6.2%

C D Fulkes Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 59.7

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 19
Number of FTE nurses: 1

Student/Teacher Ratio
C D Fulkes Middle School:

11.8
State:

15.6

C D Fulkes Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,128,963
  • Full-time Equivalency Count of Teachers: 59.7 (Salary Expenditures: $2,996,899)
  • Full-time Equivalency Count of Instructional Aides: 4.9 (Salary Expenditures: $131,632)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $697,169)
  • Full-time Equivalency Count of School Administration Staff: 3.9 (Salary Expenditures: $303,263)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $534,325
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,132,064
  • Salary Expenditures for Teachers: $3,163,706
  • Full-time Equivalency Count of Instructional Aides: 4.9 (Salary Expenditures: $131,632)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $697,169)
  • Full-time Equivalency Count of School Administration Staff: 3.9 (Salary Expenditures: $303,263)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $590,641

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic142
  • American Indian2
  • Asian2
  • Black2
  • IDEA22
Students Enrolled in LEP Programs: 148 (male: 80, female: 68)
  • Hispanic: 142 (male: 74, female: 68)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)

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

  • Hispanic62
  • Black11
  • White17
  • Multirace4
  • LEP26
Students with disabilities served under IDEA: 94 (male: 61, female: 33)
  • Hispanic: 62 (male: 43, female: 19)
  • Black: 11 (male: 7, female: 4)
  • White: 17 (male: 7, female: 10)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 26 (male: 13, female: 13)

    Students with disabilities served under Section 504

  • Hispanic22
  • Black10
  • White13
  • Multirace4
  • LEP4
Students with disabilities served under Section 504: 49 (male: 29, female: 20)
  • Hispanic: 22 (male: 14, female: 8)
  • Black: 10 (male: 5, female: 5)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic25
  • Asian4
  • Black7
  • White16
  • Multirace4
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 56 (male: 31, female: 25)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • 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
C D Fulkes Middle School:

79.4
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 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.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,525
  • Males4,534
  • Females4,516
  • Hispanic4,520
  • White4,604
Algebra I Average Scale Score:

4,525
Texas:

4,001
Algebra I students tested: 47
# Absent - Not Tested: 1
Algebra I # Answer Documents Submitted: 48

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.5 (77%)
  • Reporting Category 2: 10.2 (85%)
  • Reporting Category 3: 10.8 (77%)
  • Reporting Category 4: 8.7 (79%)
  • Reporting Category 5: 5.1 (85%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 11%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 70%

11%
19%
70%
Males: (Average Scale Score: 4,534, Tested: 24, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 21%, Masters: 67%)
12%
21%
67%
Females: (Average Scale Score: 4,516, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 17%, Masters: 74%)
9%
17%
74%
Hispanic: (Average Scale Score: 4,520, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 31%, Masters: 64%)
5%
31%
64%
White: (Average Scale Score: 4,604, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 7%, Masters: 81%)
12%
7%
81%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,610
  • Males1,598
  • Females1,624
  • Hispanic1,601
  • Black1,580
  • White1,685
Math Average Scale Score:

1,610
Texas:

1,546
Math students tested: 233
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 241

Math Avg Items Correct:
  • Reporting Category 1: 5.2 (52%)
  • Reporting Category 2: 7.6 (51%)
  • Reporting Category 3: 3 (50%)
  • Reporting Category 4: 3.3 (47%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 9%

27%
40%
24%
9%
Males: (Average Scale Score: 1,598, Tested: 126, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 23%, Masters: 6%)
29%
42%
23%
6%
Females: (Average Scale Score: 1,624, Tested: 107, Did Not Meet Grade Level Performance: 26%, Approaches: 37%, Meets: 25%, Masters: 12%)
26%
37%
25%
12%
Hispanic: (Average Scale Score: 1,601, Tested: 153, Did Not Meet Grade Level Performance: 29%, Approaches: 39%, Meets: 24%, Masters: 8%)
29%
39%
24%
8%
Black: (Average Scale Score: 1,580, Tested: 41, Did Not Meet Grade Level Performance: 34%, Approaches: 46%, Meets: 15%, Masters: 5%)
34%
46%
15%
5%
White: (Average Scale Score: 1,685, Tested: 33, Did Not Meet Grade Level Performance: 12%, Approaches: 36%, Meets: 34%, Masters: 18%)
12%
36%
34%
18%

    Reading Average Scale Score
    (6th Grade)

  • All1,542
  • Males1,521
  • Females1,567
  • Hispanic1,528
  • Black1,527
  • White1,602
  • Multirace1,638
Reading Average Scale Score:

1,542
Texas:

1,457
Reading students tested: 239
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 241

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 11.2 (66%)
  • Reporting Category 3: 8.1 (54%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 11%

46%
27%
16%
11%
Males: (Average Scale Score: 1,521, Tested: 129, Did Not Meet Grade Level Performance: 53%, Approaches: 24%, Meets: 14%, Masters: 9%)
53%
24%
14%
9%
Females: (Average Scale Score: 1,567, Tested: 110, Did Not Meet Grade Level Performance: 38%, Approaches: 30%, Meets: 18%, Masters: 14%)
38%
30%
18%
14%
Hispanic: (Average Scale Score: 1,528, Tested: 156, Did Not Meet Grade Level Performance: 51%, Approaches: 26%, Meets: 14%, Masters: 9%)
51%
26%
14%
9%
Black: (Average Scale Score: 1,527, Tested: 41, Did Not Meet Grade Level Performance: 44%, Approaches: 34%, Meets: 17%, Masters: 5%)
44%
34%
17%
5%
White: (Average Scale Score: 1,602, Tested: 34, Did Not Meet Grade Level Performance: 29%, Approaches: 27%, Meets: 23%, Masters: 21%)
29%
27%
23%
21%
Multirace: (Average Scale Score: 1,638, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 20%, Masters: 40%)
20%
20%
20%
40%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,602
  • Males1,593
  • Females1,611
  • Hispanic1,595
  • Black1,583
  • White1,648
  • Multirace1,618
Math Average Scale Score:

1,602
State:

1,571
Math students tested: 193
Math # Answer Documents Submitted: 252

Math Avg Items Correct:
  • Reporting Category 1: 3.2 (53%)
  • Reporting Category 2: 6.7 (45%)
  • Reporting Category 3: 5.2 (43%)
  • Reporting Category 4: 2.7 (38%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 5%

45%
38%
12%
5%
Males: (Average Scale Score: 1,593, Tested: 101, Did Not Meet Grade Level Performance: 51%, Approaches: 31%, Meets: 14%, Masters: 4%)
51%
31%
14%
4%
Females: (Average Scale Score: 1,611, Tested: 92, Did Not Meet Grade Level Performance: 38%, Approaches: 47%, Meets: 8%, Masters: 7%)
38%
47%
8%
7%
Hispanic: (Average Scale Score: 1,595, Tested: 124, Did Not Meet Grade Level Performance: 49%, Approaches: 37%, Meets: 10%, Masters: 4%)
49%
37%
10%
4%
Black: (Average Scale Score: 1,583, Tested: 32, Did Not Meet Grade Level Performance: 53%, Approaches: 34%, Meets: 13%, Masters: 0%)
53%
34%
13%
White: (Average Scale Score: 1,648, Tested: 25, Did Not Meet Grade Level Performance: 24%, Approaches: 40%, Meets: 20%, Masters: 16%)
24%
40%
20%
16%
Multirace: (Average Scale Score: 1,618, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 50%, Meets: 0%, Masters: 13%)
38%
50%
13%

    Reading Average Scale Score
    (7th Grade)

  • All1,617
  • Males1,599
  • Females1,639
  • Hispanic1,601
  • Black1,593
  • White1,699
  • Multirace1,585
Reading Average Scale Score:

1,617
Texas:

1,550
Reading students tested: 245
Reading # Answer Documents Submitted: 252

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (62%)
  • Reporting Category 2: 11 (61%)
  • Reporting Category 3: 9.5 (60%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 21%

39%
26%
14%
21%
Males: (Average Scale Score: 1,599, Tested: 132, Did Not Meet Grade Level Performance: 46%, Approaches: 24%, Meets: 12%, Masters: 18%)
46%
24%
12%
18%
Females: (Average Scale Score: 1,639, Tested: 113, Did Not Meet Grade Level Performance: 31%, Approaches: 28%, Meets: 16%, Masters: 25%)
31%
28%
16%
25%
Hispanic: (Average Scale Score: 1,601, Tested: 155, Did Not Meet Grade Level Performance: 43%, Approaches: 27%, Meets: 15%, Masters: 15%)
43%
27%
15%
15%
Black: (Average Scale Score: 1,593, Tested: 35, Did Not Meet Grade Level Performance: 46%, Approaches: 25%, Meets: 12%, Masters: 17%)
46%
25%
12%
17%
White: (Average Scale Score: 1,699, Tested: 41, Did Not Meet Grade Level Performance: 15%, Approaches: 29%, Meets: 12%, Masters: 44%)
15%
29%
12%
44%
Multirace: (Average Scale Score: 1,585, Tested: 7, Did Not Meet Grade Level Performance: 71%, Approaches: 0%, Meets: 15%, Masters: 14%)
71%
15%
14%

    Writing Average Scale Score
    (7th Grade)

  • All3,646
  • Males3,522
  • Females3,789
  • Hispanic3,543
  • Black3,554
  • White4,094
  • Multirace3,681
Writing Average Scale Score:

3,646
Texas:

3,515
Writing students tested: 244
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 245

Writing Avg Items Correct:
  • Reporting Category 1: 7.7 (48%)
  • Reporting Category 2: 8 (62%)
  • Reporting Category 3: 10.4 (61%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 9%

45%
27%
19%
9%
Males: (Average Scale Score: 3,522, Tested: 131, Did Not Meet Grade Level Performance: 53%, Approaches: 26%, Meets: 14%, Masters: 7%)
53%
26%
14%
7%
Females: (Average Scale Score: 3,789, Tested: 113, Did Not Meet Grade Level Performance: 35%, Approaches: 29%, Meets: 25%, Masters: 11%)
35%
29%
25%
11%
Hispanic: (Average Scale Score: 3,543, Tested: 154, Did Not Meet Grade Level Performance: 51%, Approaches: 26%, Meets: 18%, Masters: 5%)
51%
26%
18%
5%
Black: (Average Scale Score: 3,554, Tested: 36, Did Not Meet Grade Level Performance: 50%, Approaches: 28%, Meets: 16%, Masters: 6%)
50%
28%
16%
6%
White: (Average Scale Score: 4,094, Tested: 40, Did Not Meet Grade Level Performance: 23%, Approaches: 33%, Meets: 20%, Masters: 25%)
23%
33%
20%
25%
Multirace: (Average Scale Score: 3,681, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 14%, Meets: 43%, Masters: 0%)
43%
14%
43%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,687
  • Males1,686
  • Females1,689
  • Hispanic1,679
  • Asian1,814
  • Black1,677
  • White1,716
  • Multirace1,664
Math Average Scale Score:

1,687
State:

1,539
Math students tested: 236
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 275

Math Avg Items Correct:
  • Reporting Category 1: 2.4 (60%)
  • Reporting Category 2: 9.4 (59%)
  • Reporting Category 3: 9.1 (61%)
  • Reporting Category 4: 4.6 (66%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 8%

18%
42%
32%
8%
Males: (Average Scale Score: 1,686, Tested: 127, Did Not Meet Grade Level Performance: 21%, Approaches: 35%, Meets: 35%, Masters: 9%)
21%
35%
35%
9%
Females: (Average Scale Score: 1,689, Tested: 109, Did Not Meet Grade Level Performance: 14%, Approaches: 50%, Meets: 28%, Masters: 8%)
14%
50%
28%
8%
Hispanic: (Average Scale Score: 1,679, Tested: 149, Did Not Meet Grade Level Performance: 16%, Approaches: 46%, Meets: 32%, Masters: 6%)
16%
46%
32%
6%
Asian: (Average Scale Score: 1,814, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 50%, Masters: 33%)
17%
50%
33%
Black: (Average Scale Score: 1,677, Tested: 41, Did Not Meet Grade Level Performance: 24%, Approaches: 52%, Meets: 14%, Masters: 10%)
24%
52%
14%
10%
White: (Average Scale Score: 1,716, Tested: 34, Did Not Meet Grade Level Performance: 18%, Approaches: 17%, Meets: 53%, Masters: 12%)
18%
17%
53%
12%
Multirace: (Average Scale Score: 1,664, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 20%, Masters: 20%)
40%
20%
20%
20%

    Reading Average Scale Score
    (8th Grade)

  • All1,673
  • Males1,658
  • Females1,689
  • Hispanic1,660
  • Asian1,733
  • Black1,682
  • White1,709
  • Multirace1,657
Reading Average Scale Score:

1,673
Texas:

1,561
Reading students tested: 225
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 275

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 13.4 (71%)
  • Reporting Category 3: 11.2 (66%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 17%

21%
38%
24%
17%
Males: (Average Scale Score: 1,658, Tested: 117, Did Not Meet Grade Level Performance: 26%, Approaches: 36%, Meets: 23%, Masters: 15%)
26%
36%
23%
15%
Females: (Average Scale Score: 1,689, Tested: 108, Did Not Meet Grade Level Performance: 17%, Approaches: 39%, Meets: 24%, Masters: 20%)
17%
39%
24%
20%
Hispanic: (Average Scale Score: 1,660, Tested: 137, Did Not Meet Grade Level Performance: 23%, Approaches: 39%, Meets: 23%, Masters: 15%)
23%
39%
23%
15%
Asian: (Average Scale Score: 1,733, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 17%, Masters: 50%)
17%
16%
17%
50%
Black: (Average Scale Score: 1,682, Tested: 41, Did Not Meet Grade Level Performance: 17%, Approaches: 44%, Meets: 22%, Masters: 17%)
17%
44%
22%
17%
White: (Average Scale Score: 1,709, Tested: 34, Did Not Meet Grade Level Performance: 21%, Approaches: 26%, Meets: 27%, Masters: 26%)
21%
26%
27%
26%
Multirace: (Average Scale Score: 1,657, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 33%, Masters: 0%)
17%
50%
33%

    Science Average Scale Score
    (8th Grade)

  • All3,973
  • Males3,991
  • Females3,954
  • Hispanic3,890
  • Asian4,247
  • Black3,937
  • White4,284
  • Multirace4,211
Science Average Scale Score:

3,973
Texas:

3,634
Science students tested: 220
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 224

Science Avg Items Correct:
  • Reporting Category 1: 7.1 (65%)
  • Reporting Category 2: 6 (66%)
  • Reporting Category 3: 7.5 (68%)
  • Reporting Category 4: 7.9 (72%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 22%

22%
29%
27%
22%
Males: (Average Scale Score: 3,991, Tested: 116, Did Not Meet Grade Level Performance: 22%, Approaches: 29%, Meets: 22%, Masters: 27%)
22%
29%
22%
27%
Females: (Average Scale Score: 3,954, Tested: 104, Did Not Meet Grade Level Performance: 22%, Approaches: 29%, Meets: 33%, Masters: 16%)
22%
29%
33%
16%
Hispanic: (Average Scale Score: 3,890, Tested: 136, Did Not Meet Grade Level Performance: 25%, Approaches: 34%, Meets: 23%, Masters: 18%)
25%
34%
23%
18%
Asian: (Average Scale Score: 4,247, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 50%, Masters: 33%)
17%
50%
33%
Black: (Average Scale Score: 3,937, Tested: 40, Did Not Meet Grade Level Performance: 23%, Approaches: 30%, Meets: 33%, Masters: 15%)
23%
30%
33%
15%
White: (Average Scale Score: 4,284, Tested: 31, Did Not Meet Grade Level Performance: 16%, Approaches: 10%, Meets: 29%, Masters: 45%)
16%
10%
29%
45%
Multirace: (Average Scale Score: 4,211, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 34%, Masters: 33%)
17%
16%
34%
33%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,697
  • Males3,735
  • Females3,656
  • Hispanic3,606
  • Asian4,162
  • Black3,675
  • White3,972
  • Multirace3,938
Social Studies Average Scale Score:

3,697
Texas:

3,461
Social Studies students tested: 220
# Absent - Not Tested: 4
Social Studies # Answer Documents Submitted: 224

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.6 (57%)
  • Reporting Category 2: 5.6 (56%)
  • Reporting Category 3: 5.8 (58%)
  • Reporting Category 4: 4.3 (62%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 11%

37%
38%
14%
11%
Males: (Average Scale Score: 3,735, Tested: 114, Did Not Meet Grade Level Performance: 32%, Approaches: 39%, Meets: 18%, Masters: 11%)
32%
39%
18%
11%
Females: (Average Scale Score: 3,656, Tested: 106, Did Not Meet Grade Level Performance: 43%, Approaches: 35%, Meets: 11%, Masters: 11%)
43%
35%
11%
11%
Hispanic: (Average Scale Score: 3,606, Tested: 134, Did Not Meet Grade Level Performance: 44%, Approaches: 40%, Meets: 9%, Masters: 7%)
44%
40%
9%
7%
Asian: (Average Scale Score: 4,162, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 17%, Masters: 50%)
17%
16%
17%
50%
Black: (Average Scale Score: 3,675, Tested: 41, Did Not Meet Grade Level Performance: 37%, Approaches: 36%, Meets: 17%, Masters: 10%)
37%
36%
17%
10%
White: (Average Scale Score: 3,972, Tested: 32, Did Not Meet Grade Level Performance: 19%, Approaches: 31%, Meets: 28%, Masters: 22%)
19%
31%
28%
22%
Multirace: (Average Scale Score: 3,938, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 34%, Masters: 33%)
17%
16%
34%
33%

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.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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: 3

Incidents of threats of physical attack without a weapon: 4


Total incidents per 1,000 students
Here:

9.9
State:

38.0

Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
C D Fulkes Middle School:

2.8
State:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • White: 2

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic2
  • White2
  • LEP2
  • IDEA2
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

2.8
Texas:

1.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • White: 2

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Hispanic2
  • White2
  • LEP2
  • IDEA2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of disability: 2
Allegations of harassment or bullying on the basis of disability per 1,000 students
School:

2.8
Texas:

0.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2

    Students disciplined for bullying or harassment on the basis of disability

  • Hispanic2
  • White2
  • LEP2
  • IDEA2
Students disciplined for bullying or harassment on the basis of disability: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of sexual orientation: 2
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here:

2.8
Texas:

0.8

Allegations of harassment or bullying on the basis of religion: 2
Allegations of harassment or bullying on the basis of religion per 1,000 students
School:

2.8
Texas:

0.3


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

  • Hispanic52
  • Asian2
  • Black16
  • White16
  • Multirace7
  • LEP13
  • IDEA16
  • 50413
Chronic Student Absenteeism: 93 (male: 53, female: 40)
  • Hispanic: 52 (male: 29, female: 23)
  • Asian: 2 (all female)
  • Black: 16 (male: 8, female: 8)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
  • Section 504: 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

131.9
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

  • Hispanic72
  • Black20
  • White7
  • Multirace12
  • LEP18
  • IDEA28
  • 5045
School days missed due to out-of-school suspension: 111 (male: 86, female: 25)
  • Hispanic: 72 (male: 52, female: 20)
  • Black: 20 (male: 16, female: 4)
  • White: 7 (male: 6, female: 1)
  • Two or More Races: 12 (all male)
  • Limited English Proficiency (LEP): 18 (male: 10, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 26, female: 2)
  • Section 504: 5 (male: 4, female: 1)
Instances of out-of-school suspension (Students without disabilities): 44

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

62.4
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic82
  • Asian4
  • Black34
  • White19
  • Multirace4
  • LEP40
Students without disabilities receiving one or more in-school suspension: 143 (male: 97, female: 46)
  • Hispanic: 82 (male: 53, female: 29)
  • Asian: 4 (male: 2, female: 2)
  • Black: 34 (male: 26, female: 8)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 40 (male: 26, female: 14)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic16
  • Black7
  • White4
  • LEP10
Students without disabilities receiving only one out-of-school suspension: 27 (male: 15, female: 12)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • Black2
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 8 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Two or More Races: 2
Instances of out-of-school suspension (Students with disabilities): 14

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

19.9
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 3

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

4.3
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic25
  • American Indian2
  • Black2
  • White7
  • LEP10
  • 50413
Students with disabilities receiving one or more in-school suspension: 36 (male: 26, female: 10)
  • Hispanic: 25 (male: 17, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Section 504: 13 (male: 11, female: 2)
Students with disabilities receiving only one out-of-school suspension: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Section 504: 2

Expulsions:
Show data for

(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

  • Hispanic10
  • Black2
  • White2
  • Multirace2
  • LEP7
Students without Disabilities who received an expulsion with educational services: 16 (male: 11, female: 5)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)

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

22.7
State:

32.9

    Students with Disabilities who received an expulsion with educational services

  • Hispanic2
  • White2
  • LEP2
  • 5042
Students with Disabilities who received an expulsion with educational services: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
C D Fulkes Middle School:

5.7
State:

5.4

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

  • Hispanic10
  • Black2
  • White2
  • Multirace2
  • LEP7
Students without disabilities transferred to an alternative school for disciplinary reasons: 16 (male: 11, female: 5)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
C D Fulkes Middle School:

22.7
Texas:

49.7

    Students with disabilities transferred to an alternative school for disciplinary reasons

  • Hispanic2
  • White2
  • LEP2
  • 5042
Students with disabilities transferred to an alternative school for disciplinary reasons: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
Here:

5.7
Texas:

5.9

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 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.
7th grade student enrollment in Algebra I: 17
7th grade studenst who passed Algebra I: 16
Percent of 7th grade students who passed
Here:

94.1%
Texas:

102.7%

    8th grade student enrollment in Algebra I

  • Hispanic22
  • Asian7
  • Black4
  • White19
  • Multirace5
8th grade student enrollment in Algebra I: 57 (male: 34, female: 23)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 5 (all male)
8th grade studenst who passed Algebra I: 38 (male: 21, female: 17)
  • Hispanic: 20 (male: 10, female: 10)
  • Black: 4 (all male)
  • White: 14 (male: 7, female: 7)
Percent of 8th grade students who passed
C D Fulkes Middle School:

66.7%
Texas:

87.0%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
8th grade students enrolled in Geometry: 11

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