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Cumberland Academy School in Tyler, TX
(KG-05 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 57
Address
 1340 SHILOH RD
Tyler, TX 75703
Telephone
(903) 581-2890
(make sure to verify first before calling)
Website
http://elem.cumberlandacademy.com/
City-data.com school rating
57
Students
499
Classroom Teachers (FTE)
39.0
Free lunch eligible students
149
Reduced-price lunch
eligible students
66
School district
CUMBERLAND ACADEMY
Charter school
Yes
Charter authorizer name
STATE BOARD OF (#000001)
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:
RICE EL (1.1 miles):

80
TYLER CLASSICAL ACADEMY (1.9 miles):

76
WOODS EL (1.4 miles):

67
ROBERT E LEE H S (0.7 miles):

65
CUMBERLAND H S (1.8 miles):

65
CUMBERLAND ACADEMY MIDDLE (0.1 miles):

59
HUBBARD MIDDLE (0.3 miles):

58
Cumberland Academy School:

57
BELL EL (2.4 miles):

47
Cumberland Academy School rating compared to average state, county and city schools ratings:
Texas:

54
Smith County:

56
Tyler:

49
Cumberland Academy School:

57

Students & Teachers


Total enrollment:
Enrollment in 2016: 499
Enrollment in 2015: 502
Enrollment in 2014: 495
Enrollment in 2013: 483
Enrollment in 2012: 440
Enrollment in 2011: 387
Enrollment in 2010: 241
Enrollment in 2009: 222
Enrollment in 2008: 237
Enrollment in 2007: 223
Enrollment in 2006: 205
Enrollment in 2005: 193
Enrollment in 2004: 222
Enrollment in 2003: 186
Enrollment in 2002: 309
Enrollment in 2001: 118
Enrollment in 2000: 84
Enrollment in 1999: 82

Cumberland Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students7070807980120499
Female students322744413956239
Male students384336384164260
Asian students2 - 322514
Hispanic students222115191722116
Black students610189101770
White students393642464871282
Hawaiian Native/Pacific Islander students - - - - - 11
Two or More Races students13233416

Enrollment by grade:
Kindergarten enrollment: 70
1st grade enrollment: 70
2nd grade enrollment: 80
3rd grade enrollment: 79
4th grade enrollment: 80
5th grade enrollment: 120

Cumberland Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 239 (47.9%)
Here:

47.9%
Texas:

49.0%
Male enrollment: 260 (52.1%)
School:

52.1%
State:

50.1%

Cumberland Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 14 (2.8%)
School:

2.8%
State:

3.1%
Hispanic enrollment: 116 (23.2%)
School:

23.2%
State:

46.9%
Black enrollment: 70 (14.0%)
School:

14.0%
State:

11.6%
White enrollment: 282 (56.5%)
Cumberland Academy School:

56.5%
State:

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

0.2%
Texas:

0.1%
Two or More Races enrollment: 16 (3.2%)
Cumberland Academy School:

3.2%
State:

2.1%

Cumberland Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 215 (43.1%)
Cumberland Academy School:

43.1%
State:

61.6%
Free lunch eligible students: 149 (29.9%)
Here:

29.9%
Texas:

55.4%
Reduced-price lunch eligible students: 66 (13.2%)
Here:

13.2%
Texas:

6.2%

Cumberland Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 39

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE security guards: 2

Student/Teacher Ratio
Cumberland Academy School:

12.8
Texas:

15.6

Cumberland Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,689,533
  • Full-time Equivalency Count of Teachers: 44 (Salary Expenditures: $1,689,533)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $119,236)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $54,566)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $88,089)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $328,588
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,044,911
  • Salary Expenditures for Teachers: $1,815,105
  • Full-time Equivalency Count of Instructional Aides: 9 (Salary Expenditures: $160,530)
  • Full-time Equivalency Count of Support Services Staff: 22 (Salary Expenditures: $512,984)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $371,397)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $388,115

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic31
  • Asian2
  • Native Hawaiian2
  • White2
  • IDEA2
Students Enrolled in LEP Programs: 37 (male: 19, female: 18)
  • Hispanic: 31 (male: 17, female: 14)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 26 (male: 14, female: 12)
  • Hispanic: 4 (all female)
  • Black: 11 (male: 7, female: 4)
  • White: 11 (male: 7, female: 4)

    Students with disabilities served under Section 504

  • Hispanic13
  • Black13
  • White70
  • Multirace4
  • LEP4
Students with disabilities served under Section 504: 100 (male: 62, female: 38)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 13 (male: 8, female: 5)
  • White: 70 (male: 44, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 3,162 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Percent of Kindergarten students retained
Here:

11.4%
State:

5.2%
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

Percent of 1st grade students retained
Here:

5.7%
State:

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

Percent of 2nd grade students retained
Cumberland Academy School:

2.5%
Texas:

4.8%
Total number of students retained in 3rd grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 3rd grade students retained
Cumberland Academy School:

2.5%
State:

4.1%

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)

  • All1,393
  • Males1,398
  • Females1,388
  • Hispanic1,383
  • Black1,334
  • White1,413
  • Multirace1,422
Math Average Scale Score:

1,393
State:

1,453
Math students tested: 100
Math # Answer Documents Submitted: 100

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 6.9 (53%)
  • Reporting Category 3: 3.4 (49%)
  • Reporting Category 4: 2.4 (59%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 6%

44%
33%
17%
6%
Males: (Average Scale Score: 1,398, Tested: 57, Did Not Meet Grade Level Performance: 42%, Approaches: 32%, Meets: 17%, Masters: 9%)
42%
32%
17%
9%
Females: (Average Scale Score: 1,388, Tested: 43, Did Not Meet Grade Level Performance: 47%, Approaches: 34%, Meets: 17%, Masters: 2%)
47%
34%
17%
2%
Hispanic: (Average Scale Score: 1,383, Tested: 29, Did Not Meet Grade Level Performance: 48%, Approaches: 28%, Meets: 24%, Masters: 0%)
48%
28%
24%
Black: (Average Scale Score: 1,334, Tested: 14, Did Not Meet Grade Level Performance: 57%, Approaches: 43%, Meets: 0%, Masters: 0%)
57%
43%
White: (Average Scale Score: 1,413, Tested: 52, Did Not Meet Grade Level Performance: 40%, Approaches: 31%, Meets: 19%, Masters: 10%)
40%
31%
19%
10%
Multirace: (Average Scale Score: 1,422, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 0%, Masters: 20%)
20%
60%
20%

    Reading Average Scale Score
    (3rd Grade)

  • All1,420
  • Males1,432
  • Females1,404
  • Hispanic1,406
  • Black1,391
  • White1,429
  • Multirace1,498
Reading Average Scale Score:

1,420
State:

1,423
Reading students tested: 100
Reading # Answer Documents Submitted: 100

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (79%)
  • Reporting Category 2: 9.6 (64%)
  • Reporting Category 3: 8.4 (60%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 17%

27%
37%
19%
17%
Males: (Average Scale Score: 1,432, Tested: 57, Did Not Meet Grade Level Performance: 30%, Approaches: 26%, Meets: 19%, Masters: 25%)
30%
26%
19%
25%
Females: (Average Scale Score: 1,404, Tested: 43, Did Not Meet Grade Level Performance: 23%, Approaches: 51%, Meets: 19%, Masters: 7%)
23%
51%
19%
7%
Hispanic: (Average Scale Score: 1,406, Tested: 29, Did Not Meet Grade Level Performance: 34%, Approaches: 32%, Meets: 13%, Masters: 21%)
34%
32%
13%
21%
Black: (Average Scale Score: 1,391, Tested: 14, Did Not Meet Grade Level Performance: 29%, Approaches: 50%, Meets: 14%, Masters: 7%)
29%
50%
14%
7%
White: (Average Scale Score: 1,429, Tested: 52, Did Not Meet Grade Level Performance: 25%, Approaches: 35%, Meets: 23%, Masters: 17%)
25%
35%
23%
17%
Multirace: (Average Scale Score: 1,498, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 20%, Masters: 20%)
60%
20%
20%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,548
  • Males1,556
  • Females1,540
  • Hispanic1,483
  • Asian1,603
  • Black1,528
  • White1,584
  • Multirace1,567
Math Average Scale Score:

1,548
State:

1,546
Math students tested: 95
Math # Answer Documents Submitted: 95

Math Avg Items Correct:
  • Reporting Category 1: 5.5 (61%)
  • Reporting Category 2: 7.1 (65%)
  • Reporting Category 3: 6.4 (64%)
  • Reporting Category 4: 2.8 (69%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 18%

22%
41%
19%
18%
Males: (Average Scale Score: 1,556, Tested: 48, Did Not Meet Grade Level Performance: 19%, Approaches: 43%, Meets: 17%, Masters: 21%)
19%
43%
17%
21%
Females: (Average Scale Score: 1,540, Tested: 47, Did Not Meet Grade Level Performance: 26%, Approaches: 38%, Meets: 21%, Masters: 15%)
26%
38%
21%
15%
Hispanic: (Average Scale Score: 1,483, Tested: 22, Did Not Meet Grade Level Performance: 36%, Approaches: 50%, Meets: 9%, Masters: 5%)
36%
50%
9%
5%
Asian: (Average Scale Score: 1,603, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 40%, Masters: 40%)
20%
40%
40%
Black: (Average Scale Score: 1,528, Tested: 20, Did Not Meet Grade Level Performance: 30%, Approaches: 45%, Meets: 15%, Masters: 10%)
30%
45%
15%
10%
White: (Average Scale Score: 1,584, Tested: 41, Did Not Meet Grade Level Performance: 15%, Approaches: 34%, Meets: 24%, Masters: 27%)
15%
34%
24%
27%
Multirace: (Average Scale Score: 1,567, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 67%, Meets: 16%, Masters: 17%)
67%
16%
17%

    Reading Average Scale Score
    (4th Grade)

  • All1,510
  • Males1,512
  • Females1,507
  • Hispanic1,449
  • Asian1,552
  • Black1,536
  • White1,531
  • Multirace1,477
Reading Average Scale Score:

1,510
State:

1,496
Reading students tested: 95
Reading # Answer Documents Submitted: 95

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 9.9 (66%)
  • Reporting Category 3: 8.5 (66%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 18%

29%
26%
27%
18%
Males: (Average Scale Score: 1,512, Tested: 48, Did Not Meet Grade Level Performance: 25%, Approaches: 31%, Meets: 27%, Masters: 17%)
25%
31%
27%
17%
Females: (Average Scale Score: 1,507, Tested: 47, Did Not Meet Grade Level Performance: 34%, Approaches: 19%, Meets: 28%, Masters: 19%)
34%
19%
28%
19%
Hispanic: (Average Scale Score: 1,449, Tested: 22, Did Not Meet Grade Level Performance: 55%, Approaches: 22%, Meets: 9%, Masters: 14%)
55%
22%
9%
14%
Asian: (Average Scale Score: 1,552, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 40%, Masters: 20%)
20%
20%
40%
20%
Black: (Average Scale Score: 1,536, Tested: 20, Did Not Meet Grade Level Performance: 15%, Approaches: 25%, Meets: 50%, Masters: 10%)
15%
25%
50%
10%
White: (Average Scale Score: 1,531, Tested: 41, Did Not Meet Grade Level Performance: 22%, Approaches: 27%, Meets: 24%, Masters: 27%)
22%
27%
24%
27%
Multirace: (Average Scale Score: 1,477, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 33%, Masters: 0%)
33%
34%
33%

    Writing Average Scale Score
    (4th Grade)

  • All3,595
  • Males3,592
  • Females3,597
  • Hispanic3,316
  • Asian3,968
  • Black3,760
  • White3,639
  • Multirace3,564
Writing Average Scale Score:

3,595
Texas:

3,570
Writing students tested: 93
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 94

Writing Avg Items Correct:
  • Reporting Category 1: 3.3 (42%)
  • Reporting Category 2: 3.9 (49%)
  • Reporting Category 3: 10.4 (65%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 3%

46%
28%
23%
3%
Males: (Average Scale Score: 3,592, Tested: 47, Did Not Meet Grade Level Performance: 45%, Approaches: 27%, Meets: 28%, Masters: 0%)
45%
27%
28%
Females: (Average Scale Score: 3,597, Tested: 46, Did Not Meet Grade Level Performance: 48%, Approaches: 28%, Meets: 17%, Masters: 7%)
48%
28%
17%
7%
Hispanic: (Average Scale Score: 3,316, Tested: 21, Did Not Meet Grade Level Performance: 67%, Approaches: 33%, Meets: 0%, Masters: 0%)
67%
33%
Asian: (Average Scale Score: 3,968, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 40%, Masters: 20%)
20%
20%
40%
20%
Black: (Average Scale Score: 3,760, Tested: 20, Did Not Meet Grade Level Performance: 30%, Approaches: 30%, Meets: 40%, Masters: 0%)
30%
30%
40%
White: (Average Scale Score: 3,639, Tested: 40, Did Not Meet Grade Level Performance: 45%, Approaches: 27%, Meets: 23%, Masters: 5%)
45%
27%
23%
5%
Multirace: (Average Scale Score: 3,564, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 33%, Masters: 0%)
50%
17%
33%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,634
  • Males1,609
  • Females1,655
  • Hispanic1,636
  • Asian1,736
  • Black1,526
  • White1,652
Math Average Scale Score:

1,634
State:

1,603
Math students tested: 99
Math # Answer Documents Submitted: 99

Math Avg Items Correct:
  • Reporting Category 1: 3.9 (64%)
  • Reporting Category 2: 12 (70%)
  • Reporting Category 3: 6.2 (69%)
  • Reporting Category 4: 2.8 (71%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 27%

9%
36%
28%
27%
Males: (Average Scale Score: 1,609, Tested: 45, Did Not Meet Grade Level Performance: 18%, Approaches: 31%, Meets: 29%, Masters: 22%)
18%
31%
29%
22%
Females: (Average Scale Score: 1,655, Tested: 54, Did Not Meet Grade Level Performance: 2%, Approaches: 41%, Meets: 26%, Masters: 31%)
2%
41%
26%
31%
Hispanic: (Average Scale Score: 1,636, Tested: 30, Did Not Meet Grade Level Performance: 7%, Approaches: 36%, Meets: 34%, Masters: 23%)
7%
36%
34%
23%
Asian: (Average Scale Score: 1,736, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 0%, Masters: 60%)
40%
60%
Black: (Average Scale Score: 1,526, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 25%, Masters: 0%)
38%
38%
25%
White: (Average Scale Score: 1,652, Tested: 52, Did Not Meet Grade Level Performance: 4%, Approaches: 36%, Meets: 27%, Masters: 33%)
4%
36%
27%
33%

    Reading Average Scale Score
    (5th Grade)

  • All1,577
  • Males1,545
  • Females1,603
  • Hispanic1,579
  • Asian1,705
  • Black1,466
  • White1,594
Reading Average Scale Score:

1,577
Texas:

1,546
Reading students tested: 99
Reading # Answer Documents Submitted: 99

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 11.2 (70%)
  • Reporting Category 3: 9.1 (65%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 24%

20%
33%
23%
24%
Males: (Average Scale Score: 1,545, Tested: 45, Did Not Meet Grade Level Performance: 27%, Approaches: 33%, Meets: 22%, Masters: 18%)
27%
33%
22%
18%
Females: (Average Scale Score: 1,603, Tested: 54, Did Not Meet Grade Level Performance: 15%, Approaches: 31%, Meets: 24%, Masters: 30%)
15%
31%
24%
30%
Hispanic: (Average Scale Score: 1,579, Tested: 30, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 27%, Masters: 23%)
17%
33%
27%
23%
Asian: (Average Scale Score: 1,705, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%
Black: (Average Scale Score: 1,466, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 12%, Meets: 25%, Masters: 13%)
50%
12%
25%
13%
White: (Average Scale Score: 1,594, Tested: 52, Did Not Meet Grade Level Performance: 15%, Approaches: 37%, Meets: 23%, Masters: 25%)
15%
37%
23%
25%

    Science Average Scale Score
    (5th Grade)

  • All3,813
  • Males3,807
  • Females3,818
  • Hispanic3,782
  • Asian4,111
  • Black3,422
  • White3,900
Science Average Scale Score:

3,813
Texas:

3,771
Science students tested: 99
Science # Answer Documents Submitted: 99

Science Avg Items Correct:
  • Reporting Category 1: 4.3 (72%)
  • Reporting Category 2: 5.7 (71%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 7.9 (66%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 12%

28%
34%
26%
12%
Males: (Average Scale Score: 3,807, Tested: 45, Did Not Meet Grade Level Performance: 24%, Approaches: 40%, Meets: 25%, Masters: 11%)
24%
40%
25%
11%
Females: (Average Scale Score: 3,818, Tested: 54, Did Not Meet Grade Level Performance: 31%, Approaches: 28%, Meets: 28%, Masters: 13%)
31%
28%
28%
13%
Hispanic: (Average Scale Score: 3,782, Tested: 30, Did Not Meet Grade Level Performance: 27%, Approaches: 40%, Meets: 30%, Masters: 3%)
27%
40%
30%
3%
Asian: (Average Scale Score: 4,111, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 0%, Meets: 40%, Masters: 20%)
40%
40%
20%
Black: (Average Scale Score: 3,422, Tested: 8, Did Not Meet Grade Level Performance: 75%, Approaches: 12%, Meets: 13%, Masters: 0%)
75%
12%
13%
White: (Average Scale Score: 3,900, Tested: 52, Did Not Meet Grade Level Performance: 17%, Approaches: 39%, Meets: 27%, Masters: 17%)
17%
39%
27%
17%

Health & Safety


Chronic Student Absenteeismt:
Show data for

(State average from 7,090 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: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Cumberland Academy School:

8.0
State:

159.6

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

  • Hispanic3
  • Asian1
  • Black5
  • White18
  • Multirace6
School days missed due to out-of-school suspension: 33 (male: 31, female: 2)
  • Hispanic: 3 (male: 2, female: 1)
  • Asian: 1 (all male)
  • Black: 5 (male: 4, female: 1)
  • White: 18 (all male)
  • Two or More Races: 6 (all male)
Instances of out-of-school suspension (Students without disabilities): 36

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

72.1
State:

102.7
Students without disabilities receiving one or more in-school suspension: 4 (all male)
  • White: 2
  • Two or More Races: 2

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

  • Hispanic4
  • Asian2
  • Black4
  • White11
  • Multirace2
Students without disabilities receiving only one out-of-school suspension: 23 (male: 19, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 11 (all male)
  • Two or More Races: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • White: 2
  • Two or More Races: 2
Instances of out-of-school suspension (Students with disabilities): 8

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

16.0
State:

27.5
Instances of out-of-school suspension (Section 504 only): 11

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

22.0
Texas:

12.0

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