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Fairmont J H School in Pasadena, 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 92
Address
 4911 HOLLY BAY CT
Pasadena, TX 77505
Telephone
(832) 668-7800
(make sure to verify first before calling)
City-data.com school rating
92
Students
761
Classroom Teachers (FTE)
41.3
Free lunch eligible students
231
Reduced-price lunch
eligible students
35
School district
DEER PARK ISD
Charter school
No
Title I status
Title I targeted assistance 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:
FAIRMONT ELEMENTARY (0.6 miles):

95
Fairmont J H School:

92
CARPENTER ELEMENTARY (2.8 miles):

85
NORTH POINTE EL (2.5 miles):

74
TURNER EL (2.2 miles):

73
BONDY INT (2.1 miles):

72
COLLEGE PARK EL (2.5 miles):

70
JP DABBS ELEMENTARY (2.1 miles):

68
VISTA ACADEMY OF PASADENA (1.2 miles):

62
Fairmont J H School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Pasadena:

42
Fairmont J H School:

92

Students & Teachers


Total enrollment:
Enrollment in 2016: 761

Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students244252265761
Female students135148118401
Male students109104147360
American Indian/Alaska Native students11 - 2
Asian students75921
Hispanic students111117117345
Black students77822
White students110114127351
Hawaiian Native/Pacific Islander students1113
Two or More Races students77317

Enrollment by grade:
6th grade enrollment: 244
7th grade enrollment: 252
8th grade enrollment: 265

Fairmont J H School - Enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 401 (52.7%)
Fairmont J H School:

52.7%
Texas:

49.0%
Male enrollment: 360 (47.3%)
Here:

47.3%
State:

50.1%

Fairmont J H School - Enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
School:

0.3%
Texas:

0.4%
Asian enrollment: 21 (2.8%)
School:

2.8%
State:

3.1%
Hispanic enrollment: 345 (45.3%)
School:

45.3%
Texas:

46.9%
Black enrollment: 22 (2.9%)
Fairmont J H School:

2.9%
State:

11.6%
White enrollment: 351 (46.1%)
School:

46.1%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.4%)
Fairmont J H School:

0.4%
State:

0.1%
Two or More Races enrollment: 17 (2.2%)
School:

2.2%
State:

2.1%

Fairmont J H School - Enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 266 (35.0%)
School:

35.0%
Texas:

61.6%
Free lunch eligible students: 231 (30.4%)
Fairmont J H School:

30.4%
Texas:

55.4%
Reduced-price lunch eligible students: 35 (4.6%)
Fairmont J H School:

4.6%
Texas:

6.2%

Fairmont J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 41.3

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE sworn law enforcement officers: 0.5
Number of FTE nurses: 1

Student/Teacher Ratio
School:

18.4
State:

15.6

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,781,216
  • Full-time Equivalency Count of Teachers: 41.3 (Salary Expenditures: $2,204,336)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $20,052)
  • Full-time Equivalency Count of Support Services Staff: 10.1 (Salary Expenditures: $557,815)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $253,515)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $415,585
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,213,558
  • Salary Expenditures for Teachers: $2,490,938
  • Full-time Equivalency Count of Instructional Aides: 8.8 (Salary Expenditures: $165,792)
  • Full-time Equivalency Count of Support Services Staff: 6.7 (Salary Expenditures: $615,363)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $253,515)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $415,584

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 45 (male: 25, female: 20)
  • Hispanic: 43 (male: 23, female: 20)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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

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

    Students with disabilities served under IDEA

  • Hispanic47
  • Black4
  • White35
  • LEP11
Students with disabilities served under IDEA: 86 (male: 54, female: 32)
  • Hispanic: 47 (male: 28, female: 19)
  • Black: 4 (all male)
  • White: 35 (male: 22, female: 13)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)

    Students with disabilities served under Section 504

  • Hispanic37
  • White52
  • Multirace2
  • LEP4
Students with disabilities served under Section 504: 91 (male: 45, female: 46)
  • Hispanic: 37 (male: 20, female: 17)
  • White: 52 (male: 23, female: 29)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic13
  • Asian2
  • White37
  • Multirace4
Gifted and Talented Student Enrollment: 56 (male: 27, female: 29)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all female)
  • White: 37 (male: 17, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)

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

73.6
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

  • All4,898
  • Males4,961
  • Females4,864
  • Hispanic4,848
  • White4,877
Algebra I Average Scale Score:

4,898
Texas:

4,001
Algebra I students tested: 103
Algebra I # Answer Documents Submitted: 103

Algebra I Avg Items Correct:
  • Reporting Category 1: 9.4 (86%)
  • Reporting Category 2: 10.9 (91%)
  • Reporting Category 3: 12.1 (86%)
  • Reporting Category 4: 10.1 (92%)
  • Reporting Category 5: 5.7 (96%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 3%
Masters Grade Level Performance: 97%

3%
97%
Males: (Average Scale Score: 4,961, Tested: 36, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Females: (Average Scale Score: 4,864, Tested: 67, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 4%, Masters: 96%)
4%
96%
Hispanic: (Average Scale Score: 4,848, Tested: 42, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 5%, Masters: 95%)
5%
95%
White: (Average Scale Score: 4,877, Tested: 53, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 2%, Masters: 98%)
2%
98%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,644
  • Males1,643
  • Females1,645
  • Hispanic1,637
  • Black1,510
  • White1,657
  • Multirace1,755
Math Average Scale Score:

1,644
Texas:

1,546
Math students tested: 145
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 225

Math Avg Items Correct:
  • Reporting Category 1: 5.8 (58%)
  • Reporting Category 2: 8.3 (55%)
  • Reporting Category 3: 3.5 (58%)
  • Reporting Category 4: 4.3 (61%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 39%
Masters Grade Level Performance: 9%

11%
41%
39%
9%
Males: (Average Scale Score: 1,643, Tested: 66, Did Not Meet Grade Level Performance: 12%, Approaches: 44%, Meets: 29%, Masters: 15%)
12%
44%
29%
15%
Females: (Average Scale Score: 1,645, Tested: 79, Did Not Meet Grade Level Performance: 10%, Approaches: 39%, Meets: 47%, Masters: 4%)
10%
39%
47%
4%
Hispanic: (Average Scale Score: 1,637, Tested: 74, Did Not Meet Grade Level Performance: 15%, Approaches: 39%, Meets: 41%, Masters: 5%)
15%
39%
41%
5%
Black: (Average Scale Score: 1,510, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 67%, Meets: 0%, Masters: 0%)
33%
67%
White: (Average Scale Score: 1,657, Tested: 55, Did Not Meet Grade Level Performance: 4%, Approaches: 45%, Meets: 38%, Masters: 13%)
4%
45%
38%
13%
Multirace: (Average Scale Score: 1,755, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 50%, Masters: 33%)
17%
50%
33%

    Reading Average Scale Score
    (6th Grade)

  • All1,620
  • Males1,615
  • Females1,625
  • Hispanic1,587
  • Asian1,670
  • Black1,574
  • White1,655
  • Multirace1,621
Reading Average Scale Score:

1,620
Texas:

1,457
Reading students tested: 227
Reading # Answer Documents Submitted: 227

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 12.8 (75%)
  • Reporting Category 3: 10.3 (69%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 24%

21%
29%
26%
24%
Males: (Average Scale Score: 1,615, Tested: 110, Did Not Meet Grade Level Performance: 23%, Approaches: 27%, Meets: 25%, Masters: 25%)
23%
27%
25%
25%
Females: (Average Scale Score: 1,625, Tested: 117, Did Not Meet Grade Level Performance: 19%, Approaches: 31%, Meets: 27%, Masters: 23%)
19%
31%
27%
23%
Hispanic: (Average Scale Score: 1,587, Tested: 101, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 28%, Masters: 15%)
29%
28%
28%
15%
Asian: (Average Scale Score: 1,670, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 37%, Masters: 38%)
25%
37%
38%
Black: (Average Scale Score: 1,574, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 25%, Meets: 13%, Masters: 25%)
38%
25%
13%
25%
White: (Average Scale Score: 1,655, Tested: 102, Did Not Meet Grade Level Performance: 13%, Approaches: 29%, Meets: 26%, Masters: 32%)
13%
29%
26%
32%
Multirace: (Average Scale Score: 1,621, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 57%, Meets: 0%, Masters: 29%)
14%
57%
29%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,741
  • Males1,720
  • Females1,764
  • Hispanic1,724
  • Black1,690
  • White1,765
Math Average Scale Score:

1,741
State:

1,571
Math students tested: 186
Math # Answer Documents Submitted: 285

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (74%)
  • Reporting Category 2: 10.4 (70%)
  • Reporting Category 3: 8.2 (69%)
  • Reporting Category 4: 4.7 (67%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 38%

7%
26%
29%
38%
Males: (Average Scale Score: 1,720, Tested: 97, Did Not Meet Grade Level Performance: 10%, Approaches: 28%, Meets: 30%, Masters: 32%)
10%
28%
30%
32%
Females: (Average Scale Score: 1,764, Tested: 89, Did Not Meet Grade Level Performance: 3%, Approaches: 24%, Meets: 29%, Masters: 44%)
3%
24%
29%
44%
Hispanic: (Average Scale Score: 1,724, Tested: 92, Did Not Meet Grade Level Performance: 11%, Approaches: 25%, Meets: 30%, Masters: 34%)
11%
25%
30%
34%
Black: (Average Scale Score: 1,690, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 30%, Meets: 20%, Masters: 30%)
20%
30%
20%
30%
White: (Average Scale Score: 1,765, Tested: 77, Did Not Meet Grade Level Performance: 1%, Approaches: 26%, Meets: 31%, Masters: 42%)
1%
26%
31%
42%

    Reading Average Scale Score
    (7th Grade)

  • All1,699
  • Males1,675
  • Females1,724
  • Hispanic1,682
  • Black1,613
  • White1,733
Reading Average Scale Score:

1,699
Texas:

1,550
Reading students tested: 219
Reading # Answer Documents Submitted: 283

Reading Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 13.1 (73%)
  • Reporting Category 3: 11.5 (72%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 38%

15%
27%
20%
38%
Males: (Average Scale Score: 1,675, Tested: 112, Did Not Meet Grade Level Performance: 18%, Approaches: 33%, Meets: 19%, Masters: 30%)
18%
33%
19%
30%
Females: (Average Scale Score: 1,724, Tested: 107, Did Not Meet Grade Level Performance: 11%, Approaches: 23%, Meets: 20%, Masters: 46%)
11%
23%
20%
46%
Hispanic: (Average Scale Score: 1,682, Tested: 119, Did Not Meet Grade Level Performance: 19%, Approaches: 26%, Meets: 25%, Masters: 30%)
19%
26%
25%
30%
Black: (Average Scale Score: 1,613, Tested: 10, Did Not Meet Grade Level Performance: 50%, Approaches: 20%, Meets: 0%, Masters: 30%)
50%
20%
30%
White: (Average Scale Score: 1,733, Tested: 84, Did Not Meet Grade Level Performance: 4%, Approaches: 31%, Meets: 16%, Masters: 49%)
4%
31%
16%
49%

    Writing Average Scale Score
    (7th Grade)

  • All4,164
  • Males4,009
  • Females4,325
  • Hispanic4,111
  • Black3,823
  • White4,281
Writing Average Scale Score:

4,164
State:

3,515
Writing students tested: 220
Writing # Answer Documents Submitted: 220

Writing Avg Items Correct:
  • Reporting Category 1: 9.3 (58%)
  • Reporting Category 2: 9.9 (76%)
  • Reporting Category 3: 13.5 (80%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 28%

16%
22%
34%
28%
Males: (Average Scale Score: 4,009, Tested: 112, Did Not Meet Grade Level Performance: 22%, Approaches: 26%, Meets: 35%, Masters: 17%)
22%
26%
35%
17%
Females: (Average Scale Score: 4,325, Tested: 108, Did Not Meet Grade Level Performance: 10%, Approaches: 17%, Meets: 34%, Masters: 39%)
10%
17%
34%
39%
Hispanic: (Average Scale Score: 4,111, Tested: 119, Did Not Meet Grade Level Performance: 17%, Approaches: 24%, Meets: 35%, Masters: 24%)
17%
24%
35%
24%
Black: (Average Scale Score: 3,823, Tested: 10, Did Not Meet Grade Level Performance: 50%, Approaches: 10%, Meets: 10%, Masters: 30%)
50%
10%
10%
30%
White: (Average Scale Score: 4,281, Tested: 85, Did Not Meet Grade Level Performance: 12%, Approaches: 17%, Meets: 38%, Masters: 33%)
12%
17%
38%
33%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,820
  • Males1,807
  • Females1,833
  • Hispanic1,797
  • Asian1,921
  • White1,843
  • Multirace1,746
Math Average Scale Score:

1,820
State:

1,539
Math students tested: 237
Math # Answer Documents Submitted: 318

Math Avg Items Correct:
  • Reporting Category 1: 3.2 (79%)
  • Reporting Category 2: 12 (75%)
  • Reporting Category 3: 12.7 (85%)
  • Reporting Category 4: 5.8 (83%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 44%
Masters Grade Level Performance: 41%

5%
10%
44%
41%
Males: (Average Scale Score: 1,807, Tested: 124, Did Not Meet Grade Level Performance: 7%, Approaches: 10%, Meets: 43%, Masters: 40%)
7%
10%
43%
40%
Females: (Average Scale Score: 1,833, Tested: 113, Did Not Meet Grade Level Performance: 3%, Approaches: 9%, Meets: 46%, Masters: 42%)
3%
9%
46%
42%
Hispanic: (Average Scale Score: 1,797, Tested: 117, Did Not Meet Grade Level Performance: 4%, Approaches: 13%, Meets: 50%, Masters: 33%)
4%
13%
50%
33%
Asian: (Average Scale Score: 1,921, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 25%, Masters: 75%)
25%
75%
White: (Average Scale Score: 1,843, Tested: 100, Did Not Meet Grade Level Performance: 6%, Approaches: 6%, Meets: 40%, Masters: 48%)
6%
6%
40%
48%
Multirace: (Average Scale Score: 1,746, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 42%, Masters: 29%)
14%
15%
42%
29%

    Reading Average Scale Score
    (8th Grade)

  • All1,729
  • Males1,705
  • Females1,748
  • Hispanic1,706
  • Asian1,737
  • White1,747
  • Multirace1,742
Reading Average Scale Score:

1,729
Texas:

1,561
Reading students tested: 226
Reading # Answer Documents Submitted: 318

Reading Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 14.9 (78%)
  • Reporting Category 3: 12.6 (74%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 34%

15%
24%
27%
34%
Males: (Average Scale Score: 1,705, Tested: 102, Did Not Meet Grade Level Performance: 19%, Approaches: 29%, Meets: 28%, Masters: 24%)
19%
29%
28%
24%
Females: (Average Scale Score: 1,748, Tested: 124, Did Not Meet Grade Level Performance: 12%, Approaches: 19%, Meets: 27%, Masters: 42%)
12%
19%
27%
42%
Hispanic: (Average Scale Score: 1,706, Tested: 105, Did Not Meet Grade Level Performance: 20%, Approaches: 24%, Meets: 26%, Masters: 30%)
20%
24%
26%
30%
Asian: (Average Scale Score: 1,737, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 28%, Masters: 43%)
14%
15%
28%
43%
White: (Average Scale Score: 1,747, Tested: 100, Did Not Meet Grade Level Performance: 10%, Approaches: 25%, Meets: 28%, Masters: 37%)
10%
25%
28%
37%
Multirace: (Average Scale Score: 1,742, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 12%, Masters: 44%)
22%
22%
12%
44%

    Science Average Scale Score
    (8th Grade)

  • All4,452
  • Males4,416
  • Females4,482
  • Hispanic4,335
  • Asian4,667
  • White4,575
  • Multirace4,422
Science Average Scale Score:

4,452
State:

3,634
Science students tested: 225
Science # Answer Documents Submitted: 225

Science Avg Items Correct:
  • Reporting Category 1: 8.7 (79%)
  • Reporting Category 2: 7.3 (81%)
  • Reporting Category 3: 9 (82%)
  • Reporting Category 4: 8.8 (80%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 54%

5%
15%
26%
54%
Males: (Average Scale Score: 4,416, Tested: 102, Did Not Meet Grade Level Performance: 8%, Approaches: 16%, Meets: 26%, Masters: 50%)
8%
16%
26%
50%
Females: (Average Scale Score: 4,482, Tested: 123, Did Not Meet Grade Level Performance: 3%, Approaches: 13%, Meets: 26%, Masters: 58%)
3%
13%
26%
58%
Hispanic: (Average Scale Score: 4,335, Tested: 104, Did Not Meet Grade Level Performance: 7%, Approaches: 17%, Meets: 32%, Masters: 44%)
7%
17%
32%
44%
Asian: (Average Scale Score: 4,667, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 57%, Masters: 43%)
57%
43%
White: (Average Scale Score: 4,575, Tested: 100, Did Not Meet Grade Level Performance: 3%, Approaches: 11%, Meets: 20%, Masters: 66%)
3%
11%
20%
66%
Multirace: (Average Scale Score: 4,422, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 11%, Meets: 11%, Masters: 56%)
22%
11%
11%
56%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,954
  • Males3,987
  • Females3,926
  • Hispanic3,879
  • Asian4,138
  • White4,017
  • Multirace4,018
Social Studies Average Scale Score:

3,954
State:

3,461
Social Studies students tested: 224
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 225

Social Studies Avg Items Correct:
  • Reporting Category 1: 11.5 (68%)
  • Reporting Category 2: 6.7 (67%)
  • Reporting Category 3: 6.9 (69%)
  • Reporting Category 4: 4.6 (65%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 27%

21%
35%
17%
27%
Males: (Average Scale Score: 3,987, Tested: 102, Did Not Meet Grade Level Performance: 22%, Approaches: 31%, Meets: 16%, Masters: 31%)
22%
31%
16%
31%
Females: (Average Scale Score: 3,926, Tested: 122, Did Not Meet Grade Level Performance: 21%, Approaches: 38%, Meets: 17%, Masters: 24%)
21%
38%
17%
24%
Hispanic: (Average Scale Score: 3,879, Tested: 104, Did Not Meet Grade Level Performance: 24%, Approaches: 38%, Meets: 15%, Masters: 23%)
24%
38%
15%
23%
Asian: (Average Scale Score: 4,138, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 43%, Meets: 28%, Masters: 29%)
43%
28%
29%
White: (Average Scale Score: 4,017, Tested: 99, Did Not Meet Grade Level Performance: 20%, Approaches: 32%, Meets: 18%, Masters: 30%)
20%
32%
18%
30%
Multirace: (Average Scale Score: 4,018, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 11%, Meets: 0%, Masters: 56%)
33%
11%
56%

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.

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 physical attack or fight without a weapon: 3

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Fairmont J H School:

5.3
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: 2 (all female)
  • Hispanic: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Fairmont J H School:

2.6
State:

17.4
Students without disabilities who received a school-related arrest: 2 (all female)
  • Hispanic: 2

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

2.6
State:

13.1
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

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

2.6
Texas:

5.4

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.
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
Fairmont J H School:

1.3
Texas:

2.5
Students reported as harassed or bullied on the basis of sex: 4 (all female)
  • Asian: 2
  • Two or More Races: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • 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

  • Hispanic46
  • Black4
  • White25
  • LEP4
  • IDEA16
  • 50410
Chronic Student Absenteeism: 75 (male: 33, female: 42)
  • Hispanic: 46 (male: 20, female: 26)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 11, female: 14)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

98.6
Texas:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic69
  • Asian1
  • Black8
  • White14
  • LEP11
  • IDEA32
  • 5049
School days missed due to out-of-school suspension: 92 (male: 65, female: 27)
  • Hispanic: 69 (male: 47, female: 22)
  • Asian: 1 (all male)
  • Black: 8 (male: 6, female: 2)
  • White: 14 (male: 11, female: 3)
  • Limited English Proficiency (LEP): 11 (male: 10, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 32 (male: 27, female: 5)
  • Section 504: 9 (male: 6, female: 3)
Instances of out-of-school suspension (Students without disabilities): 46

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Fairmont J H School:

60.4
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic58
  • Asian4
  • Black10
  • White40
  • Multirace4
  • LEP7
Students without disabilities receiving one or more in-school suspension: 116 (male: 76, female: 40)
  • Hispanic: 58 (male: 35, female: 23)
  • Asian: 4 (male: 2, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 40 (male: 29, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

  • Hispanic13
  • Asian2
  • White7
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 22 (male: 12, female: 10)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 14 (male: 10, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 22

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

28.9
Texas:

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

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

7.9
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic16
  • Black7
  • White10
  • LEP2
  • 50422
Students with disabilities receiving one or more in-school suspension: 33 (male: 24, female: 9)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 22 (male: 17, female: 5)
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

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

  • Hispanic4
  • Black2
  • White2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Section 504: 2 (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.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

2.6
Texas:

32.9

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: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

2.6
State:

49.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
7th grade student enrollment in Algebra I: 11
7th grade studenst who passed Algebra I: 13
Percent of 7th grade students who passed
Fairmont J H School:

100.0%
State:

102.7%

    8th grade student enrollment in Algebra I

  • Hispanic28
  • Asian7
  • Black2
  • White46
  • Multirace4
8th grade student enrollment in Algebra I: 87 (male: 52, female: 35)
  • Hispanic: 28 (male: 17, female: 11)
  • Asian: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 46 (male: 26, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 74 (male: 45, female: 29)
  • Hispanic: 26 (male: 16, female: 10)
  • Asian: 4 (all male)
  • White: 44 (male: 25, female: 19)
Percent of 8th grade students who passed
Fairmont J H School:

85.1%
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.
8th grade students enrolled in Geometry: 11

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