Crandall Middle School in Crandall, 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 30
- Address
- 500 W LEWIS ST
Crandall, TX 75114
- Telephone
- (972) 427-6000
(make sure to verify first before calling)
- City-data.com school rating
- 30
- Students
- 761
- Classroom Teachers (FTE)
- 50.6
- Free lunch eligible students
- 266
- Reduced-price lunch
eligible students - 64
- School district
- CRANDALL ISD
- Charter school
- No
- Title I status
- Title I schoolwide eligible school-No program
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
CENTRAL EL (5.1 miles): | 83 |
NOLA KATHRYN WILSON EL (0.3 miles): | 61 |
CRANDALL H S (0.2 miles): | 54 |
W A MARTIN EL (1.0 miles): | 45 |
BARBARA WALKER EL (4.9 miles): | 45 |
Crandall Middle School: | 30 |
SEAGOVILLE EL (4.8 miles): | 29 |
SEAGOVILLE NORTH EL (6.3 miles): | 26 |
CRANDALL COMPASS ACADEMY (0.2 miles): | 4 |
Crandall Middle School rating compared to average state, county and city schools ratings:
Texas: | 54 |
Kaufman County: | 55 |
Crandall: | 39 |
Crandall Middle School: | 30 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 761
Enrollment in 2015: 746
Enrollment in 2014: 741
Enrollment in 2013: 483
Enrollment in 2012: 466
Enrollment in 2011: 447
Enrollment in 2010: 674
Enrollment in 2009: 615
Enrollment in 2008: 568
Enrollment in 2007: 475
Enrollment in 2006: 510
Enrollment in 2005: 500
Enrollment in 2004: 515
Enrollment in 2003: 472
Enrollment in 2002: 461
Enrollment in 2001: 297
Enrollment in 2000: 308
Enrollment in 1999: 303
Enrollment in 2015: 746
Enrollment in 2014: 741
Enrollment in 2013: 483
Enrollment in 2012: 466
Enrollment in 2011: 447
Enrollment in 2010: 674
Enrollment in 2009: 615
Enrollment in 2008: 568
Enrollment in 2007: 475
Enrollment in 2006: 510
Enrollment in 2005: 500
Enrollment in 2004: 515
Enrollment in 2003: 472
Enrollment in 2002: 461
Enrollment in 2001: 297
Enrollment in 2000: 308
Enrollment in 1999: 303
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | Total |
---|---|---|---|---|
All students | 261 | 255 | 245 | 761 |
Female students | 134 | 140 | 109 | 383 |
Male students | 127 | 115 | 136 | 378 |
American Indian/Alaska Native students | 1 | 1 | 1 | 3 |
Asian students | 3 | 3 | 1 | 7 |
Hispanic students | 60 | 63 | 49 | 172 |
Black students | 24 | 26 | 32 | 82 |
White students | 171 | 155 | 152 | 478 |
Hawaiian Native/Pacific Islander students | - | - | 1 | 1 |
Two or More Races students | 2 | 7 | 9 | 18 |
Enrollment by grade:
6th grade enrollment: 261
7th grade enrollment: 255
8th grade enrollment: 245
7th grade enrollment: 255
8th grade enrollment: 245
Crandall Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 383 (50.3%)
Here: | 50.3% |
Texas: | 49.0% |
Male enrollment: 378 (49.7%)
Here: | 49.7% |
State: | 50.1% |
Crandall Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.4%)
School: | 0.4% |
Texas: | 0.4% |
Asian enrollment: 7 (0.9%)
Here: | 0.9% |
Texas: | 3.1% |
Hispanic enrollment: 172 (22.6%)
Here: | 22.6% |
State: | 46.9% |
Black enrollment: 82 (10.8%)
Here: | 10.8% |
State: | 11.6% |
White enrollment: 478 (62.8%)
Crandall Middle School: | 62.8% |
State: | 32.3% |
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
School: | 0.1% |
State: | 0.1% |
Two or More Races enrollment: 18 (2.4%)
School: | 2.4% |
State: | 2.1% |
Crandall Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 330 (43.4%)
School: | 43.4% |
Texas: | 61.6% |
Free lunch eligible students: 266 (35.0%)
Crandall Middle School: | 35.0% |
State: | 55.4% |
Reduced-price lunch eligible students: 64 (8.4%)
School: | 8.4% |
Texas: | 6.2% |
Crandall Middle School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 50.6
Number of FTE teachers in their first year of teaching: 9
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 19.9
Number of FTE nurses: 1
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 9
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 19.9
Number of FTE nurses: 1
Student/Teacher Ratio
Crandall Middle School: | 15.0 |
Texas: | 15.6 |
Crandall Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,139,290
- Full-time Equivalency Count of Teachers: 51 (Salary Expenditures: $2,307,856)
- Full-time Equivalency Count of Instructional Aides: 16 (Salary Expenditures: $485,210)
- Full-time Equivalency Count of Support Services Staff: 8.3 (Salary Expenditures: $457,508)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $214,890)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,200,676
- Salary Expenditures for Teachers: $2,369,242
- Full-time Equivalency Count of Instructional Aides: 18 (Salary Expenditures: $546,597)
- Full-time Equivalency Count of Support Services Staff: 8.3 (Salary Expenditures: $457,508)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $214,890)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 51 (male: 25, female: 26)
- Hispanic: 49 (male: 23, female: 26)
- Asian: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
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 (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.
- Hispanic23
- Black10
- White35
- LEP11
Students with disabilities served under IDEA
- Hispanic: 23 (male: 16, female: 7)
- Black: 10 (all male)
- White: 35 (male: 25, female: 10)
- Limited English Proficiency (LEP): 11 (male: 7, female: 4)
- Hispanic7
- Native Hawaiian2
- Black7
- White49
- Multirace2
- LEP4
Students with disabilities served under Section 504
- Hispanic: 7 (male: 5, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 7 (male: 5, female: 2)
- White: 49 (male: 23, female: 26)
- Two or More Races: 2 (all female)
- 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/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.
- Hispanic4
- Black2
- White19
- Multirace2
- LEP2
Gifted and Talented Student Enrollment
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 19 (male: 11, female: 8)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 2 (all female)
Gifted and Talented Student Enrollment per 1,000 students
Here: | 35.5 |
Texas: | 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 students tested: 87
Algebra I # Answer Documents Submitted: 87
Algebra I Avg Items Correct:
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 56%
7th Grade
Math students tested: 330
Math # Answer Documents Submitted: 331
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 13%
Reading students tested: 331
Reading # Answer Documents Submitted: 331
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 23%
Writing students tested: 10
Writing # Answer Documents Submitted: 10
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 70%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 10%
8th Grade
Math students tested: 232
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 321
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 2%
Reading students tested: 320
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 321
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 24%
Science students tested: 320
Science # Answer Documents Submitted: 320
Science Avg Items Correct:
Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 16%
Social Studies students tested: 319
Social Studies # Answer Documents Submitted: 319
Social Studies Avg Items Correct:
Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 8%
- All4,400
- Males4,434
- Females4,374
- Hispanic4,525
- Black4,203
- White4,364
Algebra I Average Scale Score
Algebra I Average Scale Score: | 4,400 |
State: | 4,001 |
Algebra I # Answer Documents Submitted: 87
Algebra I Avg Items Correct:
- Reporting Category 1: 8.5 (77%)
- Reporting Category 2: 9.1 (75%)
- Reporting Category 3: 10.2 (73%)
- Reporting Category 4: 8.5 (77%)
- Reporting Category 5: 4.6 (77%)
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 56%
Males: (Average Scale Score: 4,434, Tested: 38, Did Not Meet Grade Level Performance: 0%, Approaches: 13%, Meets: 29%, Masters: 58%)
Females: (Average Scale Score: 4,374, Tested: 49, Did Not Meet Grade Level Performance: 0%, Approaches: 18%, Meets: 27%, Masters: 55%)
Hispanic: (Average Scale Score: 4,525, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 33%, Masters: 67%)
Black: (Average Scale Score: 4,203, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 20%, Masters: 40%)
White: (Average Scale Score: 4,364, Tested: 60, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 27%, Masters: 53%)
7th Grade
- All1,641
- Males1,634
- Females1,647
- Hispanic1,624
- Black1,607
- White1,666
- Multirace1,645
Math Average Scale Score
(7th Grade)
Math Average Scale Score: | 1,641 |
Texas: | 1,571 |
Math # Answer Documents Submitted: 331
Math Avg Items Correct:
- Reporting Category 1: 3.6 (60%)
- Reporting Category 2: 8 (53%)
- Reporting Category 3: 6 (50%)
- Reporting Category 4: 2.9 (41%)
Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 13%
Males: (Average Scale Score: 1,634, Tested: 157, Did Not Meet Grade Level Performance: 32%, Approaches: 37%, Meets: 20%, Masters: 11%)
Females: (Average Scale Score: 1,647, Tested: 173, Did Not Meet Grade Level Performance: 30%, Approaches: 38%, Meets: 18%, Masters: 14%)
Hispanic: (Average Scale Score: 1,624, Tested: 106, Did Not Meet Grade Level Performance: 36%, Approaches: 39%, Meets: 14%, Masters: 11%)
Black: (Average Scale Score: 1,607, Tested: 65, Did Not Meet Grade Level Performance: 45%, Approaches: 35%, Meets: 14%, Masters: 6%)
White: (Average Scale Score: 1,666, Tested: 147, Did Not Meet Grade Level Performance: 23%, Approaches: 36%, Meets: 24%, Masters: 17%)
Multirace: (Average Scale Score: 1,645, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 50%, Meets: 30%, Masters: 0%)
- All1,645
- Males1,626
- Females1,662
- Hispanic1,617
- Black1,600
- White1,681
- Multirace1,682
Reading Average Scale Score
(7th Grade)
Reading Average Scale Score: | 1,645 |
Texas: | 1,550 |
Reading # Answer Documents Submitted: 331
Reading Avg Items Correct:
- Reporting Category 1: 5.2 (65%)
- Reporting Category 2: 11.8 (66%)
- Reporting Category 3: 10.2 (64%)
Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 23%
Males: (Average Scale Score: 1,626, Tested: 157, Did Not Meet Grade Level Performance: 32%, Approaches: 30%, Meets: 22%, Masters: 16%)
Females: (Average Scale Score: 1,662, Tested: 174, Did Not Meet Grade Level Performance: 26%, Approaches: 28%, Meets: 17%, Masters: 29%)
Hispanic: (Average Scale Score: 1,617, Tested: 107, Did Not Meet Grade Level Performance: 38%, Approaches: 26%, Meets: 20%, Masters: 16%)
Black: (Average Scale Score: 1,600, Tested: 65, Did Not Meet Grade Level Performance: 38%, Approaches: 34%, Meets: 11%, Masters: 17%)
White: (Average Scale Score: 1,681, Tested: 147, Did Not Meet Grade Level Performance: 20%, Approaches: 28%, Meets: 22%, Masters: 30%)
Multirace: (Average Scale Score: 1,682, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 50%, Meets: 10%, Masters: 30%)
- All3,334
- Females3,374
- Black3,177
Writing Average Scale Score
(7th Grade)
Writing Average Scale Score: | 3,334 |
State: | 3,515 |
Writing # Answer Documents Submitted: 10
Writing Avg Items Correct:
- Reporting Category 1: 5.8 (36%)
- Reporting Category 2: 6.7 (52%)
- Reporting Category 3: 8.6 (51%)
Did Not Meet Grade Level Performance: 70%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 10%
Females: (Average Scale Score: 3,374, Tested: 8, Did Not Meet Grade Level Performance: 75%, Approaches: 12%, Meets: 0%, Masters: 13%)
Black: (Average Scale Score: 3,177, Tested: 7, Did Not Meet Grade Level Performance: 71%, Approaches: 29%, Meets: 0%, Masters: 0%)
8th Grade
- All1,618
- Males1,609
- Females1,625
- Hispanic1,630
- Black1,572
- White1,627
- Multirace1,610
Math Average Scale Score
(8th Grade)
Math Average Scale Score: | 1,618 |
Texas: | 1,539 |
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 321
Math Avg Items Correct:
- Reporting Category 1: 2.2 (54%)
- Reporting Category 2: 7.6 (48%)
- Reporting Category 3: 7.2 (48%)
- Reporting Category 4: 3.4 (49%)
Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 2%
Males: (Average Scale Score: 1,609, Tested: 109, Did Not Meet Grade Level Performance: 47%, Approaches: 34%, Meets: 17%, Masters: 2%)
Females: (Average Scale Score: 1,625, Tested: 123, Did Not Meet Grade Level Performance: 38%, Approaches: 41%, Meets: 19%, Masters: 2%)
Hispanic: (Average Scale Score: 1,630, Tested: 67, Did Not Meet Grade Level Performance: 40%, Approaches: 39%, Meets: 17%, Masters: 4%)
Black: (Average Scale Score: 1,572, Tested: 44, Did Not Meet Grade Level Performance: 61%, Approaches: 30%, Meets: 9%, Masters: 0%)
White: (Average Scale Score: 1,627, Tested: 109, Did Not Meet Grade Level Performance: 36%, Approaches: 40%, Meets: 23%, Masters: 1%)
Multirace: (Average Scale Score: 1,610, Tested: 9, Did Not Meet Grade Level Performance: 56%, Approaches: 22%, Meets: 22%, Masters: 0%)
- All1,683
- Males1,669
- Females1,694
- Hispanic1,674
- Black1,595
- White1,707
- Multirace1,746
Reading Average Scale Score
(8th Grade)
Reading Average Scale Score: | 1,683 |
State: | 1,561 |
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 321
Reading Avg Items Correct:
- Reporting Category 1: 5.7 (71%)
- Reporting Category 2: 13.7 (72%)
- Reporting Category 3: 11.3 (66%)
Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 24%
Males: (Average Scale Score: 1,669, Tested: 148, Did Not Meet Grade Level Performance: 25%, Approaches: 36%, Meets: 16%, Masters: 23%)
Females: (Average Scale Score: 1,694, Tested: 172, Did Not Meet Grade Level Performance: 19%, Approaches: 39%, Meets: 18%, Masters: 24%)
Hispanic: (Average Scale Score: 1,674, Tested: 85, Did Not Meet Grade Level Performance: 19%, Approaches: 46%, Meets: 17%, Masters: 18%)
Black: (Average Scale Score: 1,595, Tested: 49, Did Not Meet Grade Level Performance: 47%, Approaches: 39%, Meets: 8%, Masters: 6%)
White: (Average Scale Score: 1,707, Tested: 170, Did Not Meet Grade Level Performance: 16%, Approaches: 35%, Meets: 18%, Masters: 31%)
Multirace: (Average Scale Score: 1,746, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 17%, Meets: 16%, Masters: 42%)
- All3,866
- Males3,889
- Females3,846
- Hispanic3,837
- Black3,491
- White3,973
- Multirace3,958
Science Average Scale Score
(8th Grade)
Science Average Scale Score: | 3,866 |
State: | 3,634 |
Science # Answer Documents Submitted: 320
Science Avg Items Correct:
- Reporting Category 1: 7 (63%)
- Reporting Category 2: 5.6 (62%)
- Reporting Category 3: 6.8 (61%)
- Reporting Category 4: 7.7 (70%)
Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 16%
Males: (Average Scale Score: 3,889, Tested: 148, Did Not Meet Grade Level Performance: 29%, Approaches: 21%, Meets: 31%, Masters: 19%)
Females: (Average Scale Score: 3,846, Tested: 172, Did Not Meet Grade Level Performance: 24%, Approaches: 38%, Meets: 24%, Masters: 14%)
Hispanic: (Average Scale Score: 3,837, Tested: 86, Did Not Meet Grade Level Performance: 29%, Approaches: 34%, Meets: 23%, Masters: 14%)
Black: (Average Scale Score: 3,491, Tested: 49, Did Not Meet Grade Level Performance: 51%, Approaches: 29%, Meets: 16%, Masters: 4%)
White: (Average Scale Score: 3,973, Tested: 169, Did Not Meet Grade Level Performance: 18%, Approaches: 31%, Meets: 31%, Masters: 20%)
Multirace: (Average Scale Score: 3,958, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 17%, Meets: 25%, Masters: 33%)
- All3,589
- Males3,656
- Females3,532
- Hispanic3,564
- Black3,417
- White3,637
- Multirace3,733
Social Studies Average Scale Score
(8th Grade)
Social Studies Average Scale Score: | 3,589 |
State: | 3,461 |
Social Studies # Answer Documents Submitted: 319
Social Studies Avg Items Correct:
- Reporting Category 1: 9.1 (54%)
- Reporting Category 2: 4.9 (49%)
- Reporting Category 3: 5.5 (55%)
- Reporting Category 4: 3.9 (56%)
Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 8%
Males: (Average Scale Score: 3,656, Tested: 147, Did Not Meet Grade Level Performance: 41%, Approaches: 38%, Meets: 11%, Masters: 10%)
Females: (Average Scale Score: 3,532, Tested: 172, Did Not Meet Grade Level Performance: 55%, Approaches: 32%, Meets: 8%, Masters: 5%)
Hispanic: (Average Scale Score: 3,564, Tested: 86, Did Not Meet Grade Level Performance: 56%, Approaches: 25%, Meets: 13%, Masters: 6%)
Black: (Average Scale Score: 3,417, Tested: 48, Did Not Meet Grade Level Performance: 67%, Approaches: 25%, Meets: 4%, Masters: 4%)
White: (Average Scale Score: 3,637, Tested: 169, Did Not Meet Grade Level Performance: 41%, Approaches: 42%, Meets: 9%, Masters: 8%)
Multirace: (Average Scale Score: 3,733, Tested: 12, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 8%, Masters: 25%)
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.
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: 4 (all male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Students without disabilities who received a school-related arrest: 4 (all male)
Students without disabilities who received a school-related arrest per 1,000 students
Students with disabilities who were referred to a law enforcement agency or official: 10 (male: 6, female: 4)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Students with disabilities who received a school-related arrest: 10 (male: 6, female: 4)
Students with disabilities who received a school-related arrest per 1,000 students
- Hispanic: 2
- White: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 5.3 |
State: | 30.4 |
Students without disabilities who received a school-related arrest: 4 (all male)
- Hispanic: 2
- White: 2
Students without disabilities who received a school-related arrest per 1,000 students
Crandall Middle School: | 5.3 |
Texas: | 16.6 |
- Hispanic2
- Black4
- White4
- LEP2
- 5044
Students with disabilities who were referred to a law enforcement agency or official
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 4 (male: 2, female: 2)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here: | 13.1 |
State: | 9.3 |
- Hispanic2
- Black4
- White4
- LEP2
- 5044
Students with disabilities who received a school-related arrest
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 4 (male: 2, female: 2)
Students with disabilities who received a school-related arrest per 1,000 students
School: | 13.1 |
Texas: | 5.7 |
Chronic Student Absenteeismt:
Show data for
(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
- Hispanic2
- White10
- Multirace2
- IDEA2
- 5044
Chronic Student Absenteeism
- Hispanic: 2 (all male)
- White: 10 (male: 5, female: 5)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School: | 18.4 |
State: | 147.9 |
Restraint and Seclusion:
Show data for
(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 4 (male: 2, female: 2)
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
- White: 4 (male: 2, female: 2)
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School: | 5.3 |
State: | 7.2 |
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).
- Hispanic15
- Black13
- White25
- Multirace5
- LEP3
- IDEA20
- 5045
School days missed due to out-of-school suspension
- Hispanic: 15 (male: 13, female: 2)
- Black: 13 (all male)
- White: 25 (male: 21, female: 4)
- Two or More Races: 5 (all female)
- Limited English Proficiency (LEP): 3 (all male)
- Individuals With Disabilities Education Act (IDEA): 20 (male: 19, female: 1)
- Section 504: 5 (male: 1, female: 4)
Instances of out-of-school suspension (Students without disabilities): 19
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Crandall Middle School: | 25.0 |
State: | 102.7 |
- Hispanic13
- Black19
- White40
- Multirace4
- LEP4
Students without disabilities receiving one or more in-school suspension
- Hispanic: 13 (male: 8, female: 5)
- Black: 19 (male: 11, female: 8)
- White: 40 (male: 23, female: 17)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Hispanic4
- Black2
- White7
- Multirace2
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 7 (male: 5, female: 2)
- Two or More Races: 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
- Hispanic: 2
- White: 2
- Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 10
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Crandall Middle School: | 13.1 |
State: | 27.5 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Crandall Middle School: | 3.9 |
State: | 12.0 |
- Hispanic10
- Black10
- White13
- Multirace2
- LEP7
- 50413
Students with disabilities receiving one or more in-school suspension
- Hispanic: 10 (male: 8, female: 2)
- Black: 10 (male: 8, female: 2)
- White: 13 (male: 8, female: 5)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Section 504: 13 (male: 8, female: 5)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
- Hispanic: 2
- Black: 2
- Section 504: 2
- Black2
- White2
- Multirace2
- 5042
Students with disabilities receiving more than one out-of-school suspension
- Black: 2 (all male)
- White: 2 (all male)
- Two or More Races: 2 (all female)
- Section 504: 2 (all female)
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.
Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students with Disabilities who received an expulsion with educational services: 4 (all male)
Students with Disabilities who received an expulsion with educational services per 1,000 students
Students with Disabilities who received an expulsion without educational services: 2 (all male)
Students with Disabilities who received an expulsion without educational services per 1,000 students
Students with Disabilities who received an expulsion under zero tolerance policies: 4 (all male)
Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
- Hispanic: 2
- Black: 2
- Limited English Proficiency (LEP): 2
Students with Disabilities who received an expulsion with educational services per 1,000 students
School: | 5.3 |
Texas: | 5.4 |
Students with Disabilities who received an expulsion without educational services: 2 (all male)
- Black: 2
Students with Disabilities who received an expulsion without educational services per 1,000 students
Crandall Middle School: | 2.6 |
Texas: | 0.8 |
Students with Disabilities who received an expulsion under zero tolerance policies: 4 (all male)
- Hispanic: 2
- Black: 2
- Limited English Proficiency (LEP): 2
Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Crandall Middle School: | 5.3 |
Texas: | 0.4 |
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.
- Hispanic7
- Black7
- White46
- Multirace4
8th grade student enrollment in Algebra I
- Hispanic: 7 (male: 5, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 46 (male: 26, female: 20)
- Two or More Races: 4 (male: 2, female: 2)
- Hispanic: 8 (male: 4, female: 4)
- Black: 7 (all male)
- White: 44 (male: 25, female: 19)
Percent of 8th grade students who passed
School: | 92.2% |
State: | 87.0% |
Discuss Crandall, Texas (TX) on our hugely popular Texas forum.
Comments
Review, comment, or add new information about this topic: