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Copeland 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 89
Address
 18018 FOREST HTS DR
Houston, TX 77095
Telephone
(281) 856-1400
(make sure to verify first before calling)
Website
http://www.cfisd.net
City-data.com school rating
89
Students
1,063
Classroom Teachers (FTE)
56.0
Free lunch eligible students
251
Reduced-price lunch
eligible students
76
School district
CYPRESS-FAIRBANKS ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
BIRKES EL (1.2 miles):

94
ARAGON MIDDLE (1.3 miles):

89
Copeland Elementary School:

89
POSTMA ELEMENTARY (1.7 miles):

87
LOWERY EL (2.0 miles):

85
LANGHAM CREEK H S (0.7 miles):

75
HARMONY SCHOOL OF DISCOVERY - HOUSTON (1.9 miles):

60
METCALF ELEMENTARY (2.1 miles):

59
HOLMSLEY EL (0.5 miles):

55
Copeland Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Copeland Elementary School:

89

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,063
Enrollment in 2015: 1,056
Enrollment in 2014: 1,054
Enrollment in 2013: 1,034
Enrollment in 2012: 997
Enrollment in 2011: 1,094
Enrollment in 2010: 1,352
Enrollment in 2009: 1,314
Enrollment in 2008: 988
Enrollment in 2007: 978
Enrollment in 2006: 1,001
Enrollment in 2005: 943
Enrollment in 2004: 945
Enrollment in 2003: 986
Enrollment in 2002: 988
Enrollment in 2001: 1,042
Enrollment in 2000: 970
Enrollment in 1999: 981

Copeland Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students631441751851531701731,063
Female students29738393647883503
Male students34719292899290560
American Indian/Alaska Native students2 - 12 - 1 - 6
Asian students11212632152419148
Hispanic students24444959455553329
Black students16212833233038189
White students8536055635557351
Hawaiian Native/Pacific Islander students - - 1 - - - - 1
Two or More Races students2510475639

Enrollment by grade:
Pre-Kindergarten enrollment: 63
Kindergarten enrollment: 144
1st grade enrollment: 175
2nd grade enrollment: 185
3rd grade enrollment: 153
4th grade enrollment: 170
5th grade enrollment: 173

Copeland Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 503 (47.3%)
Copeland Elementary School:

47.3%
State:

49.0%
Male enrollment: 560 (52.7%)
Copeland Elementary School:

52.7%
State:

50.1%

Copeland Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 6 (0.6%)
School:

0.6%
State:

0.4%
Asian enrollment: 148 (13.9%)
Copeland Elementary School:

13.9%
State:

3.1%
Hispanic enrollment: 329 (31.0%)
Copeland Elementary School:

31.0%
State:

46.9%
Black enrollment: 189 (17.8%)
School:

17.8%
Texas:

11.6%
White enrollment: 351 (33.0%)
School:

33.0%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
School:

0.1%
Texas:

0.1%
Two or More Races enrollment: 39 (3.7%)
Here:

3.7%
State:

2.1%

Copeland Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 327 (30.8%)
Copeland Elementary School:

30.8%
Texas:

61.6%
Free lunch eligible students: 251 (23.6%)
School:

23.6%
Texas:

55.4%
Reduced-price lunch eligible students: 76 (7.1%)
Copeland Elementary School:

7.1%
State:

6.2%

Copeland Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 56

Number of FTE teachers in their first year of teaching: 2.9
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 0.6
Number of FTE nurses: 1

Student/Teacher Ratio
Copeland Elementary School:

19.0
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,686,627
  • Full-time Equivalency Count of Teachers: 56 (Salary Expenditures: $2,943,211)
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $161,774)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $192,272)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $225,658)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $108,175
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,174,219
  • Salary Expenditures for Teachers: $3,219,319
  • Full-time Equivalency Count of Instructional Aides: 15.8 (Salary Expenditures: $313,909)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $251,621)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $225,658)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $141,555

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic58
  • American Indian2
  • Asian43
  • Black7
  • White13
  • IDEA4
Students Enrolled in LEP Programs: 123 (male: 59, female: 64)
  • Hispanic: 58 (male: 26, female: 32)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 43 (male: 20, female: 23)
  • Black: 7 (male: 5, female: 2)
  • White: 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic20
  • Asian7
  • Black20
  • White23
  • Multirace4
  • LEP8
Students with disabilities served under IDEA: 74 (male: 59, female: 15)
  • Hispanic: 20 (male: 16, female: 4)
  • Asian: 7 (all male)
  • Black: 20 (male: 16, female: 4)
  • White: 23 (male: 16, female: 7)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic7
  • Black7
  • White19
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 35 (male: 17, female: 18)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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

  • Hispanic5
  • Asian2
  • White2
  • LEP2
  • IDEA2
Total number of students retained in 1st grade: 9 (all male)
  • Hispanic: 5
  • Asian: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
Here:

5.1%
Texas:

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

Percent of 2nd grade students retained
School:

1.1%
State:

4.8%
Total number of students retained in 4th grade: 2 (all male)
  • Asian: 2

Percent of 4th grade students retained
Copeland Elementary School:

1.2%
State:

3.6%
Total number of students retained in 5th grade: 4 (all male)
  • Hispanic: 2
  • White: 2

Percent of 5th grade students retained
School:

2.3%
State:

4.3%

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

  • Hispanic13
  • Asian25
  • Black4
  • White25
  • Multirace2
  • LEP4
Gifted and Talented Student Enrollment: 69 (male: 43, female: 26)
  • Hispanic: 13 (male: 11, female: 2)
  • Asian: 25 (male: 14, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

64.9
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)

  • All1,510
  • Males1,523
  • Females1,496
  • Hispanic1,461
  • Asian1,562
  • Black1,447
  • White1,560
  • Multirace1,566
Math Average Scale Score:

1,510
Texas:

1,453
Math students tested: 164
Math # Answer Documents Submitted: 164

Math Avg Items Correct:
  • Reporting Category 1: 6.3 (79%)
  • Reporting Category 2: 8.8 (68%)
  • Reporting Category 3: 5.1 (72%)
  • Reporting Category 4: 2.9 (74%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 31%

15%
30%
24%
31%
Males: (Average Scale Score: 1,523, Tested: 86, Did Not Meet Grade Level Performance: 12%, Approaches: 35%, Meets: 15%, Masters: 38%)
12%
35%
15%
38%
Females: (Average Scale Score: 1,496, Tested: 78, Did Not Meet Grade Level Performance: 18%, Approaches: 26%, Meets: 33%, Masters: 23%)
18%
26%
33%
23%
Hispanic: (Average Scale Score: 1,461, Tested: 51, Did Not Meet Grade Level Performance: 20%, Approaches: 47%, Meets: 15%, Masters: 18%)
20%
47%
15%
18%
Asian: (Average Scale Score: 1,562, Tested: 21, Did Not Meet Grade Level Performance: 10%, Approaches: 4%, Meets: 43%, Masters: 43%)
10%
4%
43%
43%
Black: (Average Scale Score: 1,447, Tested: 28, Did Not Meet Grade Level Performance: 25%, Approaches: 32%, Meets: 32%, Masters: 11%)
25%
32%
32%
11%
White: (Average Scale Score: 1,560, Tested: 53, Did Not Meet Grade Level Performance: 9%, Approaches: 25%, Meets: 19%, Masters: 47%)
9%
25%
19%
47%
Multirace: (Average Scale Score: 1,566, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 20%, Masters: 50%)
30%
20%
50%

    Reading Average Scale Score
    (3rd Grade)

  • All1,493
  • Males1,497
  • Females1,489
  • Hispanic1,476
  • Asian1,504
  • Black1,436
  • White1,536
  • Multirace1,502
Reading Average Scale Score:

1,493
State:

1,423
Reading students tested: 163
Reading # Answer Documents Submitted: 164

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (88%)
  • Reporting Category 2: 10.9 (73%)
  • Reporting Category 3: 10 (71%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 34%

8%
39%
19%
34%
Males: (Average Scale Score: 1,497, Tested: 86, Did Not Meet Grade Level Performance: 7%, Approaches: 38%, Meets: 22%, Masters: 33%)
7%
38%
22%
33%
Females: (Average Scale Score: 1,489, Tested: 77, Did Not Meet Grade Level Performance: 9%, Approaches: 40%, Meets: 15%, Masters: 36%)
9%
40%
15%
36%
Hispanic: (Average Scale Score: 1,476, Tested: 51, Did Not Meet Grade Level Performance: 8%, Approaches: 49%, Meets: 19%, Masters: 24%)
8%
49%
19%
24%
Asian: (Average Scale Score: 1,504, Tested: 21, Did Not Meet Grade Level Performance: 14%, Approaches: 24%, Meets: 19%, Masters: 43%)
14%
24%
19%
43%
Black: (Average Scale Score: 1,436, Tested: 28, Did Not Meet Grade Level Performance: 21%, Approaches: 43%, Meets: 18%, Masters: 18%)
21%
43%
18%
18%
White: (Average Scale Score: 1,536, Tested: 53, Did Not Meet Grade Level Performance: 0%, Approaches: 34%, Meets: 17%, Masters: 49%)
34%
17%
49%
Multirace: (Average Scale Score: 1,502, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 23%, Masters: 44%)
33%
23%
44%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,603
  • Males1,602
  • Females1,604
  • Hispanic1,575
  • Asian1,659
  • Black1,588
  • White1,625
Math Average Scale Score:

1,603
State:

1,546
Math students tested: 170
Math # Answer Documents Submitted: 170

Math Avg Items Correct:
  • Reporting Category 1: 6.7 (75%)
  • Reporting Category 2: 8 (73%)
  • Reporting Category 3: 6.9 (69%)
  • Reporting Category 4: 2.9 (73%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 40%

14%
28%
18%
40%
Males: (Average Scale Score: 1,602, Tested: 84, Did Not Meet Grade Level Performance: 15%, Approaches: 27%, Meets: 16%, Masters: 42%)
15%
27%
16%
42%
Females: (Average Scale Score: 1,604, Tested: 86, Did Not Meet Grade Level Performance: 12%, Approaches: 31%, Meets: 19%, Masters: 38%)
12%
31%
19%
38%
Hispanic: (Average Scale Score: 1,575, Tested: 60, Did Not Meet Grade Level Performance: 20%, Approaches: 28%, Meets: 20%, Masters: 32%)
20%
28%
20%
32%
Asian: (Average Scale Score: 1,659, Tested: 24, Did Not Meet Grade Level Performance: 4%, Approaches: 21%, Meets: 21%, Masters: 54%)
4%
21%
21%
54%
Black: (Average Scale Score: 1,588, Tested: 34, Did Not Meet Grade Level Performance: 18%, Approaches: 32%, Meets: 6%, Masters: 44%)
18%
32%
6%
44%
White: (Average Scale Score: 1,625, Tested: 48, Did Not Meet Grade Level Performance: 6%, Approaches: 31%, Meets: 21%, Masters: 42%)
6%
31%
21%
42%

    Reading Average Scale Score
    (4th Grade)

  • All1,561
  • Males1,547
  • Females1,576
  • Hispanic1,548
  • Asian1,593
  • Black1,542
  • White1,578
Reading Average Scale Score:

1,561
Texas:

1,496
Reading students tested: 170
Reading # Answer Documents Submitted: 170

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 10.8 (72%)
  • Reporting Category 3: 9.5 (73%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 35%

17%
24%
24%
35%
Males: (Average Scale Score: 1,547, Tested: 84, Did Not Meet Grade Level Performance: 14%, Approaches: 35%, Meets: 25%, Masters: 26%)
14%
35%
25%
26%
Females: (Average Scale Score: 1,576, Tested: 86, Did Not Meet Grade Level Performance: 20%, Approaches: 14%, Meets: 22%, Masters: 44%)
20%
14%
22%
44%
Hispanic: (Average Scale Score: 1,548, Tested: 60, Did Not Meet Grade Level Performance: 18%, Approaches: 29%, Meets: 23%, Masters: 30%)
18%
29%
23%
30%
Asian: (Average Scale Score: 1,593, Tested: 24, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 29%, Masters: 46%)
13%
13%
29%
46%
Black: (Average Scale Score: 1,542, Tested: 34, Did Not Meet Grade Level Performance: 24%, Approaches: 20%, Meets: 24%, Masters: 32%)
24%
20%
24%
32%
White: (Average Scale Score: 1,578, Tested: 48, Did Not Meet Grade Level Performance: 10%, Approaches: 27%, Meets: 23%, Masters: 40%)
10%
27%
23%
40%

    Writing Average Scale Score
    (4th Grade)

  • All3,906
  • Males3,822
  • Females3,989
  • Hispanic3,844
  • Asian4,093
  • Black3,849
  • White3,959
Writing Average Scale Score:

3,906
State:

3,570
Writing students tested: 170
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 171

Writing Avg Items Correct:
  • Reporting Category 1: 4.1 (51%)
  • Reporting Category 2: 4.8 (60%)
  • Reporting Category 3: 11.8 (74%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 39%
Masters Grade Level Performance: 13%

25%
23%
39%
13%
Males: (Average Scale Score: 3,822, Tested: 85, Did Not Meet Grade Level Performance: 28%, Approaches: 30%, Meets: 35%, Masters: 7%)
28%
30%
35%
7%
Females: (Average Scale Score: 3,989, Tested: 85, Did Not Meet Grade Level Performance: 21%, Approaches: 17%, Meets: 43%, Masters: 19%)
21%
17%
43%
19%
Hispanic: (Average Scale Score: 3,844, Tested: 61, Did Not Meet Grade Level Performance: 25%, Approaches: 27%, Meets: 37%, Masters: 11%)
25%
27%
37%
11%
Asian: (Average Scale Score: 4,093, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 12%, Meets: 42%, Masters: 25%)
21%
12%
42%
25%
Black: (Average Scale Score: 3,849, Tested: 34, Did Not Meet Grade Level Performance: 29%, Approaches: 18%, Meets: 44%, Masters: 9%)
29%
18%
44%
9%
White: (Average Scale Score: 3,959, Tested: 47, Did Not Meet Grade Level Performance: 19%, Approaches: 28%, Meets: 42%, Masters: 11%)
19%
28%
42%
11%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,698
  • Males1,695
  • Females1,703
  • Hispanic1,683
  • Asian1,776
  • Black1,581
  • White1,735
  • Multirace1,780
Math Average Scale Score:

1,698
State:

1,603
Math students tested: 155
Math # Answer Documents Submitted: 156

Math Avg Items Correct:
  • Reporting Category 1: 4.5 (76%)
  • Reporting Category 2: 13 (77%)
  • Reporting Category 3: 6.9 (77%)
  • Reporting Category 4: 2.9 (72%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 45%

8%
20%
27%
45%
Males: (Average Scale Score: 1,695, Tested: 88, Did Not Meet Grade Level Performance: 9%, Approaches: 21%, Meets: 29%, Masters: 41%)
9%
21%
29%
41%
Females: (Average Scale Score: 1,703, Tested: 67, Did Not Meet Grade Level Performance: 7%, Approaches: 18%, Meets: 24%, Masters: 51%)
7%
18%
24%
51%
Hispanic: (Average Scale Score: 1,683, Tested: 55, Did Not Meet Grade Level Performance: 7%, Approaches: 28%, Meets: 27%, Masters: 38%)
7%
28%
27%
38%
Asian: (Average Scale Score: 1,776, Tested: 18, Did Not Meet Grade Level Performance: 11%, Approaches: 0%, Meets: 6%, Masters: 83%)
11%
6%
83%
Black: (Average Scale Score: 1,581, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 46%, Meets: 16%, Masters: 17%)
21%
46%
16%
17%
White: (Average Scale Score: 1,735, Tested: 52, Did Not Meet Grade Level Performance: 4%, Approaches: 6%, Meets: 40%, Masters: 50%)
4%
6%
40%
50%
Multirace: (Average Scale Score: 1,780, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 0%, Masters: 80%)
20%
80%

    Reading Average Scale Score
    (5th Grade)

  • All1,635
  • Males1,624
  • Females1,650
  • Hispanic1,600
  • Asian1,692
  • Black1,542
  • White1,689
  • Multirace1,727
Reading Average Scale Score:

1,635
State:

1,546
Reading students tested: 155
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 156

Reading Avg Items Correct:
  • Reporting Category 1: 6.3 (79%)
  • Reporting Category 2: 12.6 (79%)
  • Reporting Category 3: 10.4 (75%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 39%

10%
22%
29%
39%
Males: (Average Scale Score: 1,624, Tested: 89, Did Not Meet Grade Level Performance: 11%, Approaches: 26%, Meets: 27%, Masters: 36%)
11%
26%
27%
36%
Females: (Average Scale Score: 1,650, Tested: 66, Did Not Meet Grade Level Performance: 9%, Approaches: 15%, Meets: 34%, Masters: 42%)
9%
15%
34%
42%
Hispanic: (Average Scale Score: 1,600, Tested: 55, Did Not Meet Grade Level Performance: 11%, Approaches: 27%, Meets: 33%, Masters: 29%)
11%
27%
33%
29%
Asian: (Average Scale Score: 1,692, Tested: 18, Did Not Meet Grade Level Performance: 6%, Approaches: 27%, Meets: 17%, Masters: 50%)
6%
27%
17%
50%
Black: (Average Scale Score: 1,542, Tested: 24, Did Not Meet Grade Level Performance: 33%, Approaches: 21%, Meets: 29%, Masters: 17%)
33%
21%
29%
17%
White: (Average Scale Score: 1,689, Tested: 52, Did Not Meet Grade Level Performance: 2%, Approaches: 13%, Meets: 31%, Masters: 54%)
2%
13%
31%
54%
Multirace: (Average Scale Score: 1,727, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 40%, Masters: 60%)
40%
60%

    Science Average Scale Score
    (5th Grade)

  • All4,150
  • Males4,141
  • Females4,163
  • Hispanic4,029
  • Asian4,364
  • Black3,776
  • White4,354
  • Multirace4,380
Science Average Scale Score:

4,150
Texas:

3,771
Science students tested: 157
Science # Answer Documents Submitted: 157

Science Avg Items Correct:
  • Reporting Category 1: 4.7 (78%)
  • Reporting Category 2: 6.3 (79%)
  • Reporting Category 3: 7.8 (78%)
  • Reporting Category 4: 9.5 (79%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 38%

11%
26%
25%
38%
Males: (Average Scale Score: 4,141, Tested: 89, Did Not Meet Grade Level Performance: 13%, Approaches: 24%, Meets: 20%, Masters: 43%)
13%
24%
20%
43%
Females: (Average Scale Score: 4,163, Tested: 68, Did Not Meet Grade Level Performance: 9%, Approaches: 28%, Meets: 31%, Masters: 32%)
9%
28%
31%
32%
Hispanic: (Average Scale Score: 4,029, Tested: 55, Did Not Meet Grade Level Performance: 16%, Approaches: 33%, Meets: 24%, Masters: 27%)
16%
33%
24%
27%
Asian: (Average Scale Score: 4,364, Tested: 18, Did Not Meet Grade Level Performance: 6%, Approaches: 16%, Meets: 17%, Masters: 61%)
6%
16%
17%
61%
Black: (Average Scale Score: 3,776, Tested: 25, Did Not Meet Grade Level Performance: 28%, Approaches: 36%, Meets: 24%, Masters: 12%)
28%
36%
24%
12%
White: (Average Scale Score: 4,354, Tested: 53, Did Not Meet Grade Level Performance: 2%, Approaches: 17%, Meets: 30%, Masters: 51%)
2%
17%
30%
51%
Multirace: (Average Scale Score: 4,380, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%
6th Grade
Math students tested: 1
Math # Answer Documents Submitted: 1

Health & Safety


Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic19
  • Asian2
  • Black4
  • White10
  • Multirace2
  • LEP4
  • IDEA4
  • 5042
Chronic Student Absenteeism: 37 (male: 17, female: 20)
  • Hispanic: 19 (male: 8, female: 11)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Copeland Elementary School:

34.8
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

  • Hispanic28
  • Asian1
  • Black33
  • White29
  • LEP3
  • IDEA15
  • 50413
School days missed due to out-of-school suspension: 91 (male: 90, female: 1)
  • Hispanic: 28 (all male)
  • Asian: 1 (all female)
  • Black: 33 (all male)
  • White: 29 (all male)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 15 (male: 14, female: 1)
  • Section 504: 13 (all male)
Instances of out-of-school suspension (Students without disabilities): 42

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

39.5
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic13
  • Asian2
  • Black13
  • White16
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 46 (male: 40, female: 6)
  • Hispanic: 13 (male: 11, female: 2)
  • Asian: 2 (all male)
  • Black: 13 (male: 11, female: 2)
  • White: 16 (male: 14, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 8

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

7.5
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 6

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

5.6
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black5
  • LEP4
  • 5047
Students with disabilities receiving one or more in-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 2 (all female)
  • Black: 5 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2
  • Section 504: 2

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