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Dickinson Continuation Center School in Dickinson, TX
(08-12 • 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 11
Address
 2805 OAK PARK
Dickinson, TX 77539
Telephone
(281) 229-6350
(make sure to verify first before calling)
City-data.com school rating
11
Students
55
Classroom Teachers (FTE)
4.0
Free lunch eligible students
30
Reduced-price lunch
eligible students
3
School district
DICKINSON 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:
RALPH PARR EL (2.3 miles):

81
CALDER ROAD EL (2.0 miles):

80
VICTORY LAKES INT (1.3 miles):

78
R D MCADAMS J H (2.1 miles):

54
BAY COLONY EL (1.5 miles):

49
JAKE SILBERNAGEL EL (1.9 miles):

35
HUGHES ROAD EL (1.8 miles):

34
Dickinson Continuation Center School:

11
DUNBAR MIDDLE (1.2 miles):

9
Dickinson Continuation Center School rating compared to average state, county and city schools ratings:
Texas:

54
Galveston County:

55
Dickinson:

42
Dickinson Continuation Center:

11

Students & Teachers


Total enrollment:
Enrollment in 2016: 55
Enrollment in 2015: 62
Enrollment in 2014: 55
Enrollment in 2013: 72
Enrollment in 2012: 130
Enrollment in 2011: 123

Dickinson Continuation Center School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students313221755
Female students3915936
Male students - 47819
Hispanic students29101233
Black students - 2529
White students126312
Two or More Races students - - 1 - 1

Enrollment by grade:
9th grade enrollment: 3
10th grade enrollment: 13
11th grade enrollment: 22
12th grade enrollment: 17

Dickinson Continuation Center School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 36 (65.5%)
Dickinson Continuation Center School:

65.5%
Texas:

49.0%
Male enrollment: 19 (34.5%)
Here:

34.5%
Texas:

50.1%

Dickinson Continuation Center School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 33 (60.0%)
Dickinson Continuation Center School:

60.0%
State:

46.9%
Black enrollment: 9 (16.4%)
Dickinson Continuation Center School:

16.4%
State:

11.6%
White enrollment: 12 (21.8%)
Here:

21.8%
Texas:

32.3%
Two or More Races enrollment: 1 (1.8%)
School:

1.8%
State:

2.1%

Dickinson Continuation Center School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 33 (60.0%)
School:

60.0%
State:

61.6%
Free lunch eligible students: 30 (54.5%)
Dickinson Continuation Center School:

54.5%
State:

55.4%
Reduced-price lunch eligible students: 3 (5.5%)
Dickinson Continuation Center School:

5.5%
State:

6.2%

Dickinson Continuation Center School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 4

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 4

Student/Teacher Ratio
School:

13.8
State:

15.6

Dickinson Continuation Center School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $375,855
  • Full-time Equivalency Count of Teachers: 4.5 (Salary Expenditures: $245,857)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $66,661)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $29,363)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $51,832

Students with disabilities:
Show data for
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 Section 504: 2 (all male)
  • Hispanic: 2

Retention:
Show data for

(State average from 1,071 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 11th grade: 8 (male: 2, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all female)

Percent of 11th grade students retained
School:

36.4%
Texas:

14.9%
Total number of students retained in 12th grade: 13 (male: 6, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

Percent of 12th grade students retained
Dickinson Continuation Center School:

76.5%
State:

14.2%

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,349 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: 2
Algebra I # Answer Documents Submitted: 2

English I Average Scale Score:

3,587
Texas:

3,637
English I students tested: 6
English I # Answer Documents Submitted: 6

English I Avg Items Correct:
  • Reporting Category 1: 4 (50%)
  • Reporting Category 2: 6.2 (47%)
  • Reporting Category 3: 7.5 (58%)
  • Reporting Category 4: 6.7 (42%)
  • Reporting Category 5: 4.3 (48%)
  • Reporting Category 6: 5.3 (59%)

Did Not Meet Grade Level Performance: 100%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 0%

100%
English II Average Scale Score:

3,516
State:

3,718
English II students tested: 7
English II # Answer Documents Submitted: 7

English II Avg Items Correct:
  • Reporting Category 1: 4.6 (57%)
  • Reporting Category 2: 6.1 (47%)
  • Reporting Category 3: 6.1 (47%)
  • Reporting Category 4: 8.6 (54%)
  • Reporting Category 5: 4.6 (51%)
  • Reporting Category 6: 4.6 (51%)

Did Not Meet Grade Level Performance: 86%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 0%

86%
14%
Males: (Average Scale Score: 3,524, Tested: 5, Did Not Meet Grade Level Performance: 80%, Approaches: 20%, Meets: 0%, Masters: 0%)
80%
20%

    U.S. History Average Scale Score

  • All4,269
  • Males4,351
  • Hispanic4,157
U.S. History Average Scale Score:

4,269
Texas:

3,953
U.S. History students tested: 11
# Absent - Not Tested: 1
U.S. History # Answer Documents Submitted: 12

U.S. History Avg Items Correct:
  • Reporting Category 1: 20.6 (69%)
  • Reporting Category 2: 8.9 (74%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 12.1 (76%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 9%
Meets Grade Level Performance: 46%
Masters Grade Level Performance: 36%

9%
9%
46%
36%
Males: (Average Scale Score: 4,351, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 0%, Meets: 43%, Masters: 43%)
14%
43%
43%
Hispanic: (Average Scale Score: 4,157, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 50%, Masters: 17%)
17%
16%
50%
17%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,620
  • Males1,602
  • Females1,637
  • Hispanic1,622
Math Average Scale Score:

1,620
State:

1,539
Math students tested: 12
Math # Answer Documents Submitted: 12

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (63%)
  • Reporting Category 2: 7.9 (49%)
  • Reporting Category 3: 7.4 (49%)
  • Reporting Category 4: 2.8 (40%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 0%

42%
41%
17%
Males: (Average Scale Score: 1,602, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 17%, Masters: 0%)
50%
33%
17%
Females: (Average Scale Score: 1,637, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 17%, Masters: 0%)
33%
50%
17%
Hispanic: (Average Scale Score: 1,622, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 50%, Meets: 13%, Masters: 0%)
38%
50%
13%

    Reading Average Scale Score
    (8th Grade)

  • All1,607
  • Males1,587
  • Females1,627
  • Hispanic1,616
Reading Average Scale Score:

1,607
Texas:

1,561
Reading students tested: 12
Reading # Answer Documents Submitted: 12

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 11.8 (62%)
  • Reporting Category 3: 9.2 (54%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 8%

50%
42%
8%
Males: (Average Scale Score: 1,587, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 33%, Meets: 0%, Masters: 0%)
67%
33%
Females: (Average Scale Score: 1,627, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 0%, Masters: 17%)
33%
50%
17%
Hispanic: (Average Scale Score: 1,616, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 37%, Meets: 0%, Masters: 13%)
50%
37%
13%

    Science Average Scale Score
    (8th Grade)

  • All3,741
  • Males3,793
  • Females3,689
  • Hispanic3,697
Science Average Scale Score:

3,741
Texas:

3,634
Science students tested: 12
Science # Answer Documents Submitted: 12

Science Avg Items Correct:
  • Reporting Category 1: 7.2 (65%)
  • Reporting Category 2: 4.8 (53%)
  • Reporting Category 3: 6.8 (61%)
  • Reporting Category 4: 6.8 (61%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 8%

42%
33%
17%
8%
Males: (Average Scale Score: 3,793, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 16%, Masters: 17%)
50%
17%
16%
17%
Females: (Average Scale Score: 3,689, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 17%, Masters: 0%)
33%
50%
17%
Hispanic: (Average Scale Score: 3,697, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 50%, Meets: 13%, Masters: 0%)
38%
50%
13%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,700
  • Males3,605
  • Females3,795
  • Hispanic3,732
Social Studies Average Scale Score:

3,700
State:

3,461
Social Studies students tested: 12
Social Studies # Answer Documents Submitted: 12

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.3 (49%)
  • Reporting Category 2: 7.5 (75%)
  • Reporting Category 3: 5.1 (51%)
  • Reporting Category 4: 5 (71%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 0%

33%
50%
17%
Males: (Average Scale Score: 3,605, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 50%, Meets: 0%, Masters: 0%)
50%
50%
Females: (Average Scale Score: 3,795, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 33%, Masters: 0%)
17%
50%
33%
Hispanic: (Average Scale Score: 3,732, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 62%, Meets: 13%, Masters: 0%)
25%
62%
13%

Accountability


SAT/ACT:
Show data for

(State average from 1,563 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
Percent of graduates taking the SAT:

1.3%
State:

43.3%
Number of graduates taking the SAT: <25

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: 16 (male: 6, female: 10)
  • Hispanic: 10 (male: 2, female: 8)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

290.9
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
Total Number of Non-IDEA students subjected to mechanical restraint: 2 (all male)
  • Black: 2

Non-IDEA students subjected to mechanical restraint per 1,000 students
School:

36.4
State:

3.1

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: 24 (all female)
  • Hispanic: 23
  • Black: 1
Instances of out-of-school suspension (Students without disabilities): 2

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

36.4
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 2 (all female)
  • Black: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Hispanic: 2
Instances of out-of-school suspension (Section 504 only): 1

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

18.2
State:

12.0

Classes & Courses


Algebra I:
Show data for

(State average from 1,490 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.
Number of Algebra I classes: 4
Number of Algebra I classes taught by certified teachers: 4

9-10th grade student enrollment in Algebra I: 2 (all female)
  • Hispanic: 2
Percent of 9-10th grade students who passed
Dickinson Continuation Center School:

0.0%
State:

77.3%
11-12th grade student enrollment in Algebra I: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
Dickinson Continuation Center School:

0.0%
State:

73.9%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 1


Student Enrollment in Algebra II: 2 (all female)
  • Hispanic: 2

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

    Student Enrollment in Geometry

  • Hispanic13
  • Black2
  • White4
  • Multirace2
Student Enrollment in Geometry: 21 (male: 7, female: 14)
  • Hispanic: 13 (male: 5, female: 8)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 1
Number of Advanced Mathematics classes taught by certified teachers: 1

Student Enrollment in Advanced Mathematics: 2 (all female)
  • Hispanic: 2

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 2
Number of Biology classes taught by certified teachers: 2

Student Enrollment in Biology: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all female)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 3
Number of Chemistry classes taught by certified teachers: 3

Student Enrollment in Chemistry: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)

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