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Ector Middle School in Odessa, 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 11
Address
 809 W CLEMENTS ST
Odessa, TX 79763
Telephone
(432) 456-0479
(make sure to verify first before calling)
City-data.com school rating
11
Students
1,717
Classroom Teachers (FTE)
117.6
Free lunch eligible students
911
Reduced-price lunch
eligible students
120
School district
ECTOR COUNTY 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:
EL MAGNET AT HAYS (1.6 miles):

78
EL MAGNET AT TRAVIS (0.7 miles):

73
AUSTIN MONTESSORI MAGNET (1.4 miles):

66
EL MAGNET AT MILAM EL (1.8 miles):

48
ODESSA H S (1.5 miles):

37
CAMERON DUAL LANGUAGE MAGNET (1.6 miles):

30
EL MAGNET AT ZAVALA (0.4 miles):

18
Ector Middle School:

11
EL MAGNET AT BLACKSHEAR (1.3 miles):

9
Ector Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Ector County:

35
Odessa:

35
Ector Middle School:

11

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,717
Enrollment in 2015: 1,716
Enrollment in 2014: 1,599
Enrollment in 2013: 1,500
Enrollment in 2012: 1,474
Enrollment in 2011: 1,503
Enrollment in 2010: 1,467
Enrollment in 2009: 1,447
Enrollment in 2008: 1,394
Enrollment in 2007: 1,455
Enrollment in 2006: 1,493
Enrollment in 2005: 1,582
Enrollment in 2004: 1,440
Enrollment in 2003: 1,443
Enrollment in 2002: 1,470
Enrollment in 2001: 1,430
Enrollment in 2000: 1,343
Enrollment in 1999: 1,264

Ector Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students5565775841,717
Female students282292320894
Male students274285264823
American Indian/Alaska Native students - 112
Asian students - - 11
Hispanic students5055145351,554
Black students1181029
White students375037124
Two or More Races students34 - 7

Enrollment by grade:
6th grade enrollment: 556
7th grade enrollment: 577
8th grade enrollment: 584

Ector Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 894 (52.1%)
Ector Middle School:

52.1%
State:

49.0%
Male enrollment: 823 (47.9%)
Ector Middle School:

47.9%
Texas:

50.1%

Ector Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.1%)
Ector Middle School:

0.1%
Texas:

0.4%
Asian enrollment: 1 (0.1%)
Ector Middle School:

0.1%
State:

3.1%
Hispanic enrollment: 1,554 (90.5%)
Ector Middle School:

90.5%
State:

46.9%
Black enrollment: 29 (1.7%)
Ector Middle School:

1.7%
State:

11.6%
White enrollment: 124 (7.2%)
Ector Middle School:

7.2%
Texas:

32.3%
Two or More Races enrollment: 7 (0.4%)
Here:

0.4%
State:

2.1%

Ector Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 1,031 (60.0%)
School:

60.0%
Texas:

61.6%
Free lunch eligible students: 911 (53.1%)
Ector Middle School:

53.1%
State:

55.4%
Reduced-price lunch eligible students: 120 (7.0%)
School:

7.0%
Texas:

6.2%

Ector Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 117.6

Number of FTE teachers in their first year of teaching: 37.3
Number of FTE teachers in their second year of teaching: 12.6
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 9.2
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 0.5

Student/Teacher Ratio
Ector Middle School:

14.6
State:

15.6

Ector Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $6,541,458
  • Full-time Equivalency Count of Teachers: 124.8 (Salary Expenditures: $5,418,729)
  • Full-time Equivalency Count of Support Services Staff: 22.7 (Salary Expenditures: $598,547)
  • Full-time Equivalency Count of School Administration Staff: 9.5 (Salary Expenditures: $524,183)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $629,788
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $7,473,671
  • Salary Expenditures for Teachers: $6,049,589
  • Full-time Equivalency Count of Instructional Aides: 8.3 (Salary Expenditures: $190,717)
  • Full-time Equivalency Count of Support Services Staff: 21.6 (Salary Expenditures: $709,182)
  • Full-time Equivalency Count of School Administration Staff: 9.5 (Salary Expenditures: $524,183)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $651,129

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 414 (male: 218, female: 196)
  • Hispanic: 412 (male: 218, female: 194)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 20, female: 11)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 139 (male: 89, female: 50)
  • Hispanic: 128 (male: 82, female: 46)
  • White: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 29 (male: 19, female: 10)
Students with disabilities served under Section 504: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Retention:
Show data for

(State average from 1,038 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 6th grade

  • Hispanic13
  • White2
  • LEP5
  • IDEA4
  • 5042
Total number of students retained in 6th grade: 15 (male: 11, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Percent of 6th grade students retained
Here:

2.7%
State:

6.3%
Total number of students retained in 7th grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Percent of 7th grade students retained
Ector Middle School:

0.3%
Texas:

6.0%
Total number of students retained in 8th grade: 7 (male: 2, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 2 (all female)

Percent of 8th grade students retained
Ector Middle School:

1.2%
State:

7.0%

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

  • Hispanic142
  • Black5
  • White16
  • LEP16
Gifted and Talented Student Enrollment: 163 (male: 49, female: 114)
  • Hispanic: 142 (male: 44, female: 98)
  • Black: 5 (all female)
  • White: 16 (male: 5, female: 11)
  • Limited English Proficiency (LEP): 16 (male: 5, female: 11)

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

94.9
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,060
  • Males4,066
  • Females4,057
  • Hispanic4,061
  • White4,126
Algebra I Average Scale Score:

4,060
State:

4,001
Algebra I students tested: 81
Algebra I # Answer Documents Submitted: 81

Algebra I Avg Items Correct:
  • Reporting Category 1: 6.7 (61%)
  • Reporting Category 2: 7.9 (65%)
  • Reporting Category 3: 8 (57%)
  • Reporting Category 4: 7 (64%)
  • Reporting Category 5: 4.4 (74%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 27%

7%
37%
29%
27%
Males: (Average Scale Score: 4,066, Tested: 24, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 25%, Masters: 25%)
17%
33%
25%
25%
Females: (Average Scale Score: 4,057, Tested: 57, Did Not Meet Grade Level Performance: 4%, Approaches: 38%, Meets: 30%, Masters: 28%)
4%
38%
30%
28%
Hispanic: (Average Scale Score: 4,061, Tested: 74, Did Not Meet Grade Level Performance: 8%, Approaches: 38%, Meets: 26%, Masters: 28%)
8%
38%
26%
28%
White: (Average Scale Score: 4,126, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 60%, Masters: 20%)
20%
60%
20%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,591
  • Males1,589
  • Females1,592
  • Hispanic1,591
  • Black1,547
  • White1,606
Math Average Scale Score:

1,591
State:

1,546
Math students tested: 514
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 515

Math Avg Items Correct:
  • Reporting Category 1: 4.9 (49%)
  • Reporting Category 2: 7.2 (48%)
  • Reporting Category 3: 2.7 (45%)
  • Reporting Category 4: 2.9 (42%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 11%

38%
33%
18%
11%
Males: (Average Scale Score: 1,589, Tested: 243, Did Not Meet Grade Level Performance: 40%, Approaches: 29%, Meets: 20%, Masters: 11%)
40%
29%
20%
11%
Females: (Average Scale Score: 1,592, Tested: 271, Did Not Meet Grade Level Performance: 36%, Approaches: 38%, Meets: 16%, Masters: 10%)
36%
38%
16%
10%
Hispanic: (Average Scale Score: 1,591, Tested: 482, Did Not Meet Grade Level Performance: 38%, Approaches: 33%, Meets: 19%, Masters: 10%)
38%
33%
19%
10%
Black: (Average Scale Score: 1,547, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 16%, Meets: 0%, Masters: 17%)
67%
16%
17%
White: (Average Scale Score: 1,606, Tested: 24, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 16%, Masters: 17%)
33%
34%
16%
17%

    Reading Average Scale Score
    (6th Grade)

  • All1,504
  • Males1,485
  • Females1,521
  • Hispanic1,505
  • Black1,459
  • White1,503
Reading Average Scale Score:

1,504
Texas:

1,457
Reading students tested: 515
Reading # Answer Documents Submitted: 515

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (53%)
  • Reporting Category 2: 9.9 (58%)
  • Reporting Category 3: 7.2 (48%)

Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 6%

57%
25%
12%
6%
Males: (Average Scale Score: 1,485, Tested: 244, Did Not Meet Grade Level Performance: 63%, Approaches: 23%, Meets: 11%, Masters: 3%)
63%
23%
11%
3%
Females: (Average Scale Score: 1,521, Tested: 271, Did Not Meet Grade Level Performance: 52%, Approaches: 26%, Meets: 14%, Masters: 8%)
52%
26%
14%
8%
Hispanic: (Average Scale Score: 1,505, Tested: 482, Did Not Meet Grade Level Performance: 57%, Approaches: 25%, Meets: 12%, Masters: 6%)
57%
25%
12%
6%
Black: (Average Scale Score: 1,459, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 0%, Meets: 33%, Masters: 0%)
67%
33%
White: (Average Scale Score: 1,503, Tested: 25, Did Not Meet Grade Level Performance: 48%, Approaches: 44%, Meets: 4%, Masters: 4%)
48%
44%
4%
4%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,612
  • Males1,613
  • Females1,611
  • Hispanic1,611
  • Black1,613
  • White1,626
Math Average Scale Score:

1,612
State:

1,571
Math students tested: 473
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 476

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (47%)
  • Reporting Category 2: 7.1 (47%)
  • Reporting Category 3: 5.6 (47%)
  • Reporting Category 4: 2.9 (41%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 10%

47%
27%
16%
10%
Males: (Average Scale Score: 1,613, Tested: 235, Did Not Meet Grade Level Performance: 45%, Approaches: 31%, Meets: 11%, Masters: 13%)
45%
31%
11%
13%
Females: (Average Scale Score: 1,611, Tested: 238, Did Not Meet Grade Level Performance: 48%, Approaches: 25%, Meets: 19%, Masters: 8%)
48%
25%
19%
8%
Hispanic: (Average Scale Score: 1,611, Tested: 433, Did Not Meet Grade Level Performance: 46%, Approaches: 29%, Meets: 15%, Masters: 10%)
46%
29%
15%
10%
Black: (Average Scale Score: 1,613, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 0%, Meets: 43%, Masters: 0%)
57%
43%
White: (Average Scale Score: 1,626, Tested: 31, Did Not Meet Grade Level Performance: 48%, Approaches: 23%, Meets: 16%, Masters: 13%)
48%
23%
16%
13%

    Reading Average Scale Score
    (7th Grade)

  • All1,567
  • Males1,561
  • Females1,573
  • Hispanic1,564
  • Black1,640
  • White1,597
Reading Average Scale Score:

1,567
Texas:

1,550
Reading students tested: 473
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 476

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (58%)
  • Reporting Category 2: 9.4 (52%)
  • Reporting Category 3: 8.2 (51%)

Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 7%

53%
27%
13%
7%
Males: (Average Scale Score: 1,561, Tested: 235, Did Not Meet Grade Level Performance: 57%, Approaches: 23%, Meets: 13%, Masters: 7%)
57%
23%
13%
7%
Females: (Average Scale Score: 1,573, Tested: 238, Did Not Meet Grade Level Performance: 49%, Approaches: 31%, Meets: 12%, Masters: 8%)
49%
31%
12%
8%
Hispanic: (Average Scale Score: 1,564, Tested: 433, Did Not Meet Grade Level Performance: 54%, Approaches: 27%, Meets: 13%, Masters: 6%)
54%
27%
13%
6%
Black: (Average Scale Score: 1,640, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 14%, Meets: 0%, Masters: 43%)
43%
14%
43%
White: (Average Scale Score: 1,597, Tested: 31, Did Not Meet Grade Level Performance: 39%, Approaches: 35%, Meets: 16%, Masters: 10%)
39%
35%
16%
10%

    Writing Average Scale Score
    (7th Grade)

  • All3,467
  • Males3,419
  • Females3,514
  • Hispanic3,456
  • Black3,790
  • White3,547
Writing Average Scale Score:

3,467
Texas:

3,515
Writing students tested: 475
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 477

Writing Avg Items Correct:
  • Reporting Category 1: 6.6 (41%)
  • Reporting Category 2: 7.1 (54%)
  • Reporting Category 3: 10.1 (59%)

Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 3%

57%
25%
15%
3%
Males: (Average Scale Score: 3,419, Tested: 235, Did Not Meet Grade Level Performance: 62%, Approaches: 21%, Meets: 14%, Masters: 3%)
62%
21%
14%
3%
Females: (Average Scale Score: 3,514, Tested: 240, Did Not Meet Grade Level Performance: 53%, Approaches: 30%, Meets: 15%, Masters: 3%)
53%
30%
15%
3%
Hispanic: (Average Scale Score: 3,456, Tested: 435, Did Not Meet Grade Level Performance: 58%, Approaches: 25%, Meets: 14%, Masters: 3%)
58%
25%
14%
3%
Black: (Average Scale Score: 3,790, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 14%, Masters: 29%)
29%
28%
14%
29%
White: (Average Scale Score: 3,547, Tested: 31, Did Not Meet Grade Level Performance: 52%, Approaches: 22%, Meets: 23%, Masters: 3%)
52%
22%
23%
3%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,596
  • Males1,584
  • Females1,608
  • Hispanic1,593
  • Black1,667
  • White1,637
Math Average Scale Score:

1,596
Texas:

1,539
Math students tested: 386
# Absent - Not Tested: 5
Math # Answer Documents Submitted: 471

Math Avg Items Correct:
  • Reporting Category 1: 2 (49%)
  • Reporting Category 2: 7.8 (49%)
  • Reporting Category 3: 6 (40%)
  • Reporting Category 4: 3.1 (44%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 1%

51%
35%
13%
1%
Males: (Average Scale Score: 1,584, Tested: 198, Did Not Meet Grade Level Performance: 55%, Approaches: 35%, Meets: 9%, Masters: 1%)
55%
35%
9%
1%
Females: (Average Scale Score: 1,608, Tested: 188, Did Not Meet Grade Level Performance: 46%, Approaches: 36%, Meets: 17%, Masters: 1%)
46%
36%
17%
1%
Hispanic: (Average Scale Score: 1,593, Tested: 359, Did Not Meet Grade Level Performance: 52%, Approaches: 35%, Meets: 12%, Masters: 1%)
52%
35%
12%
1%
Black: (Average Scale Score: 1,667, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 80%, Meets: 20%, Masters: 0%)
80%
20%
White: (Average Scale Score: 1,637, Tested: 19, Did Not Meet Grade Level Performance: 32%, Approaches: 47%, Meets: 21%, Masters: 0%)
32%
47%
21%

    Reading Average Scale Score
    (8th Grade)

  • All1,593
  • Males1,562
  • Females1,620
  • Hispanic1,590
  • Black1,614
  • White1,643
Reading Average Scale Score:

1,593
State:

1,561
Reading students tested: 461
# Absent - Not Tested: 10
Reading # Answer Documents Submitted: 471

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (58%)
  • Reporting Category 2: 11.2 (59%)
  • Reporting Category 3: 8.7 (51%)

Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 7%

49%
32%
12%
7%
Males: (Average Scale Score: 1,562, Tested: 219, Did Not Meet Grade Level Performance: 61%, Approaches: 27%, Meets: 9%, Masters: 3%)
61%
27%
9%
3%
Females: (Average Scale Score: 1,620, Tested: 242, Did Not Meet Grade Level Performance: 39%, Approaches: 36%, Meets: 15%, Masters: 10%)
39%
36%
15%
10%
Hispanic: (Average Scale Score: 1,590, Tested: 428, Did Not Meet Grade Level Performance: 51%, Approaches: 30%, Meets: 12%, Masters: 7%)
51%
30%
12%
7%
Black: (Average Scale Score: 1,614, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 29%, Masters: 0%)
43%
28%
29%
White: (Average Scale Score: 1,643, Tested: 23, Did Not Meet Grade Level Performance: 22%, Approaches: 56%, Meets: 18%, Masters: 4%)
22%
56%
18%
4%

    Science Average Scale Score
    (8th Grade)

  • All3,650
  • Males3,584
  • Females3,710
  • Hispanic3,634
  • Black3,929
  • White3,882
Science Average Scale Score:

3,650
State:

3,634
Science students tested: 461
# Absent - Not Tested: 6
Science # Answer Documents Submitted: 468

Science Avg Items Correct:
  • Reporting Category 1: 6.1 (56%)
  • Reporting Category 2: 4.9 (54%)
  • Reporting Category 3: 6.4 (58%)
  • Reporting Category 4: 6.4 (58%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 8%

45%
26%
21%
8%
Males: (Average Scale Score: 3,584, Tested: 220, Did Not Meet Grade Level Performance: 53%, Approaches: 21%, Meets: 19%, Masters: 7%)
53%
21%
19%
7%
Females: (Average Scale Score: 3,710, Tested: 241, Did Not Meet Grade Level Performance: 38%, Approaches: 31%, Meets: 21%, Masters: 10%)
38%
31%
21%
10%
Hispanic: (Average Scale Score: 3,634, Tested: 428, Did Not Meet Grade Level Performance: 47%, Approaches: 25%, Meets: 20%, Masters: 8%)
47%
25%
20%
8%
Black: (Average Scale Score: 3,929, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 43%, Masters: 14%)
14%
29%
43%
14%
White: (Average Scale Score: 3,882, Tested: 23, Did Not Meet Grade Level Performance: 22%, Approaches: 35%, Meets: 34%, Masters: 9%)
22%
35%
34%
9%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,391
  • Males3,323
  • Females3,453
  • Hispanic3,375
  • Black3,643
  • White3,607
Social Studies Average Scale Score:

3,391
Texas:

3,461
Social Studies students tested: 464
# Absent - Not Tested: 4
Social Studies # Answer Documents Submitted: 468

Social Studies Avg Items Correct:
  • Reporting Category 1: 6.5 (38%)
  • Reporting Category 2: 4.8 (48%)
  • Reporting Category 3: 4.9 (49%)
  • Reporting Category 4: 3.4 (49%)

Did Not Meet Grade Level Performance: 67%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 2%

67%
25%
6%
2%
Males: (Average Scale Score: 3,323, Tested: 222, Did Not Meet Grade Level Performance: 74%, Approaches: 21%, Meets: 4%, Masters: 1%)
74%
21%
4%
1%
Females: (Average Scale Score: 3,453, Tested: 242, Did Not Meet Grade Level Performance: 61%, Approaches: 28%, Meets: 9%, Masters: 2%)
61%
28%
9%
2%
Hispanic: (Average Scale Score: 3,375, Tested: 430, Did Not Meet Grade Level Performance: 68%, Approaches: 25%, Meets: 5%, Masters: 2%)
68%
25%
5%
2%
Black: (Average Scale Score: 3,643, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 57%, Meets: 0%, Masters: 0%)
43%
57%
White: (Average Scale Score: 3,607, Tested: 24, Did Not Meet Grade Level Performance: 58%, Approaches: 17%, Meets: 21%, Masters: 4%)
58%
17%
21%
4%

Accountability


Advanced Placement:
Show data for

(State average from 603 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of different AP courses provided by school: 1
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: YES

Students Enrolled in at least one AP Course: 34 (male: 14, female: 20)
  • Hispanic: 34 (male: 14, female: 20)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students Enrollment in Other Advanced Placement (AP) Subjects: 34 (male: 14, female: 20)
  • Hispanic: 34 (male: 14, female: 20)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students who took one or more AP exams: 31 (male: 14, female: 17)
  • Hispanic: 31 (male: 14, female: 17)
Students who received a qualifying score on one or more AP exams: 23 (male: 10, female: 13)
  • Hispanic: 23 (male: 10, female: 13)
Percent students who received a qualifying score on one or more AP exams
Here:

74.2%
State:

47.2%
Students who did not receive a qualifying score on any AP exams: 4 (all female)
  • Hispanic: 4
Students who took no AP exams: 2 (all female)
  • Hispanic: 2

Health & Safety


Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of sexual assault (other than rape): 2

Incidents of physical attack or fight with a weapon: 2
Incidents of physical attack or fight without a weapon: 324

Incidents of threats of physical attack with a weapon: 1
Incidents of threats of physical attack with a firearm or explosive device: 1
Incidents of threats of physical attack without a weapon: 89


Total incidents per 1,000 students
Ector Middle School:

244.0
Texas:

38.0

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.

    Students without disabilities who were referred to a law enforcement agency or official

  • Hispanic49
  • Black4
  • White4
  • Multirace2
  • LEP10
Students without disabilities who were referred to a law enforcement agency or official: 59 (male: 32, female: 27)
  • Hispanic: 49 (male: 26, female: 23)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 2, female: 8)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

34.4
Texas:

17.4
Students without disabilities who received a school-related arrest: 9 (male: 4, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Students without disabilities who received a school-related arrest per 1,000 students
Here:

5.2
State:

13.1

    Students with disabilities who were referred to a law enforcement agency or official

  • Hispanic7
  • Black2
  • White4
  • LEP2
Students with disabilities who were referred to a law enforcement agency or official: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

7.6
Texas:

5.4
Students with disabilities who received a school-related arrest: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all female)

Students with disabilities who received a school-related arrest per 1,000 students
School:

3.5
Texas:

4.1

Harassment & Bullying:
Show data for

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

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

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

0.6
Texas:

4.1
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2

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

0.6
Texas:

1.9
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all female)
  • White: 2


Corporal Punishment:
Show data for
This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 31

    Students without disabilities who received corporal punishment

  • Hispanic25
  • Black2
  • White2
  • Multirace2
Students without disabilities who received corporal punishment: 31 (male: 18, female: 13)
  • Hispanic: 25 (male: 14, female: 11)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
Instances of corporal punishment (Students with disabilities): 8
Students with disabilities who received corporal punishment: 7 (all male)
  • Hispanic: 5
  • Black: 2

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

  • Hispanic226
  • American Indian2
  • Black5
  • White19
  • Multirace4
  • LEP46
  • IDEA40
  • 5042
Chronic Student Absenteeism: 256 (male: 125, female: 131)
  • Hispanic: 226 (male: 107, female: 119)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 5 (all male)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 46 (male: 29, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 26, female: 14)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

149.1
Texas:

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.


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 Non-IDEA students subjected to mechanical restraint: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

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

2.3
State:

5.4

    Total Number of Non-IDEA students subjected to physical restraint

  • Hispanic13
  • Black2
  • White2
  • LEP2
Total Number of Non-IDEA students subjected to physical restraint: 17 (male: 12, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Non-IDEA students subjected to physical restraint per 1,000 students
Here:

9.9
State:

3.0
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 4 (all female)
  • Black: 2
  • White: 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Here:

2.3
Texas:

1.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here:

4.7
Texas:

6.8

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

  • Hispanic1,762
  • Black118
  • White200
  • Multirace25
  • LEP420
  • IDEA338
School days missed due to out-of-school suspension: 2,105 (male: 1,346, female: 759)
  • Hispanic: 1,762 (male: 1,106, female: 656)
  • Black: 118 (male: 112, female: 6)
  • White: 200 (male: 103, female: 97)
  • Two or More Races: 25 (all male)
  • Limited English Proficiency (LEP): 420 (male: 292, female: 128)
  • Individuals With Disabilities Education Act (IDEA): 338 (male: 250, female: 88)
Instances of out-of-school suspension (Students without disabilities): 985

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

573.7
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic403
  • Black13
  • White28
  • Multirace4
  • LEP142
Students without disabilities receiving one or more in-school suspension: 448 (male: 263, female: 185)
  • Hispanic: 403 (male: 236, female: 167)
  • Black: 13 (male: 8, female: 5)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 142 (male: 86, female: 56)

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

  • Hispanic172
  • Black4
  • White7
  • LEP52
Students without disabilities receiving only one out-of-school suspension: 183 (male: 93, female: 90)
  • Hispanic: 172 (male: 86, female: 86)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 52 (male: 23, female: 29)

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

  • Hispanic118
  • Black5
  • White7
  • Multirace2
  • LEP40
Students without disabilities receiving more than one out-of-school suspension: 132 (male: 89, female: 43)
  • Hispanic: 118 (male: 77, female: 41)
  • Black: 5 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 40 (male: 29, female: 11)

    Students with disabilities receiving one or more in-school suspension

  • Hispanic46
  • Black2
  • White4
  • LEP13
Students with disabilities receiving one or more in-school suspension: 52 (male: 39, female: 13)
  • Hispanic: 46 (male: 35, female: 11)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)
Students with disabilities receiving only one out-of-school suspension: 18 (male: 16, female: 2)
  • Hispanic: 16 (male: 14, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic25
  • Black4
  • White7
  • LEP5
Students with disabilities receiving more than one out-of-school suspension: 36 (male: 24, female: 12)
  • Hispanic: 25 (male: 20, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 5 (all male)

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
Students without Disabilities who received an expulsion with educational services: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

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

2.3
Texas:

32.9
Students without Disabilities who received an expulsion without educational services: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

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

2.3
State:

2.0
Students without Disabilities who received an expulsion under zero tolerance policies: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Ector Middle School:

2.3
State:

2.0
Students with Disabilities who received an expulsion with educational services: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)

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

5.8
Texas:

5.4
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all female)
  • White: 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School:

1.2
Texas:

0.4

Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here:

2.3
State:

49.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,464 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.

    8th grade student enrollment in Algebra I

  • Hispanic109
  • Black2
  • White10
  • LEP7
  • IDEA2
8th grade student enrollment in Algebra I: 121 (male: 46, female: 75)
  • Hispanic: 109 (male: 41, female: 68)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
8th grade studenst who passed Algebra I: 115 (male: 44, female: 71)
  • Hispanic: 107 (male: 40, female: 67)
  • White: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 8th grade students who passed
Ector Middle School:

95.0%
State:

87.0%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 3


    Student Enrollment in Geometry

  • Hispanic58
  • Asian2
  • Black4
  • White13
  • LEP4
Student Enrollment in Geometry: 77 (male: 32, female: 45)
  • Hispanic: 58 (male: 23, female: 35)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 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: 20


    Student Enrollment in Biology

  • Hispanic403
  • Asian4
  • Black4
  • White64
  • Multirace4
  • LEP91
  • IDEA37
Student Enrollment in Biology: 479 (male: 244, female: 235)
  • Hispanic: 403 (male: 200, female: 203)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 64 (male: 38, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 91 (male: 50, female: 41)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 20, female: 17)

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