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Fields Store Elementary School in Waller, TX
(PK-05 • 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 67
Address
 31670 GIBONEY RD
Waller, TX 77484
Telephone
(936) 931-4050
(make sure to verify first before calling)
Website
http://www.wallerisd.net
City-data.com school rating
67
Students
682
Classroom Teachers (FTE)
42.7
Free lunch eligible students
321
Reduced-price lunch
eligible students
51
School district
WALLER ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
SCHULTZ J H (8.0 miles):

72
EVELYN TURLINGTON EL (6.5 miles):

68
Fields Store Elementary School:

67
I T HOLLEMAN EL (6.8 miles):

63
WALLER J H (7.1 miles):

52
WALLER H S (6.0 miles):

47
H T JONES EL (6.2 miles):

44
HEMPSTEAD H S (10.3 miles):

20
HEMPSTEAD EL (10.2 miles):

5
Fields Store Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Waller County:

37
Waller:

60
Fields Store Elementary School:

67

Students & Teachers


Total enrollment:
Enrollment in 2016: 682
Enrollment in 2015: 717
Enrollment in 2014: 683
Enrollment in 2013: 621
Enrollment in 2012: 632
Enrollment in 2011: 617
Enrollment in 2010: 606
Enrollment in 2009: 600
Enrollment in 2008: 572
Enrollment in 2007: 602
Enrollment in 2006: 598
Enrollment in 2005: 589
Enrollment in 2004: 542
Enrollment in 2003: 474

Fields Store Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students298910412112611697682
Female students13385867645555350
Male students16514654626142332
Asian students - - 1 - 11 - 3
Hispanic students19334143564436272
Black students - 132 - 2210
White students9535775686759388
Two or More Races students122112 - 9

Enrollment by grade:
Pre-Kindergarten enrollment: 29
Kindergarten enrollment: 89
1st grade enrollment: 104
2nd grade enrollment: 121
3rd grade enrollment: 126
4th grade enrollment: 116
5th grade enrollment: 97

Fields Store Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 350 (51.3%)
Fields Store Elementary School:

51.3%
Texas:

49.0%
Male enrollment: 332 (48.7%)
School:

48.7%
State:

50.1%

Fields Store Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 3 (0.4%)
Fields Store Elementary School:

0.4%
Texas:

3.1%
Hispanic enrollment: 272 (39.9%)
Fields Store Elementary School:

39.9%
Texas:

46.9%
Black enrollment: 10 (1.5%)
Here:

1.5%
State:

11.6%
White enrollment: 388 (56.9%)
Here:

56.9%
State:

32.3%
Two or More Races enrollment: 9 (1.3%)
Fields Store Elementary School:

1.3%
Texas:

2.1%

Fields Store Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 372 (54.5%)
Fields Store Elementary School:

54.5%
State:

61.6%
Free lunch eligible students: 321 (47.1%)
Here:

47.1%
State:

55.4%
Reduced-price lunch eligible students: 51 (7.5%)
Here:

7.5%
State:

6.2%

Fields Store Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 42.7

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1.3
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: 0.5

Student/Teacher Ratio
School:

16.0
Texas:

15.6

Fields Store Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,465,144
  • Full-time Equivalency Count of Teachers: 42.7 (Salary Expenditures: $1,972,855)
  • Full-time Equivalency Count of Instructional Aides: 10.1 (Salary Expenditures: $109,497)
  • Full-time Equivalency Count of Support Services Staff: 5.4 (Salary Expenditures: $240,024)
  • Full-time Equivalency Count of School Administration Staff: 2.4 (Salary Expenditures: $142,768)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $152,955
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,145,230
  • Salary Expenditures for Teachers: $2,311,746
  • Full-time Equivalency Count of Instructional Aides: 17.1 (Salary Expenditures: $233,772)
  • Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $427,650)
  • Full-time Equivalency Count of School Administration Staff: 2.8 (Salary Expenditures: $172,062)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $264,182

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic172
  • American Indian2
  • White2
  • IDEA13
Students Enrolled in LEP Programs: 176 (male: 80, female: 96)
  • Hispanic: 172 (male: 80, female: 92)
  • American Indian / Alaska Native: 2 (all female)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 52 (male: 38, female: 14)
  • Hispanic: 26 (male: 19, female: 7)
  • White: 26 (male: 19, female: 7)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 29 (male: 19, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 25 (male: 17, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 3,201 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained

    Total number of students retained in Kindergarten

  • Hispanic2
  • White2
  • LEP2
  • 5042
Total number of students retained in Kindergarten: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Percent of Kindergarten students retained
Fields Store Elementary School:

4.5%
Texas:

5.2%

    Total number of students retained in 1st grade

  • Hispanic2
  • Black2
  • White2
  • LEP2
Total number of students retained in 1st grade: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

Percent of 1st grade students retained
Here:

5.8%
State:

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

Percent of 2nd grade students retained
Here:

1.7%
Texas:

4.8%

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: 26 (male: 10, female: 16)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 22 (male: 8, female: 14)
  • Limited English Proficiency (LEP): 2 (all female)

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

38.1
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,460
  • Males1,440
  • Females1,473
  • Hispanic1,427
  • White1,479
Math Average Scale Score:

1,460
Texas:

1,453
Math students tested: 126
Math # Answer Documents Submitted: 126

Math Avg Items Correct:
  • Reporting Category 1: 5.9 (73%)
  • Reporting Category 2: 8.3 (63%)
  • Reporting Category 3: 4.1 (58%)
  • Reporting Category 4: 2.8 (70%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 14%

23%
36%
27%
14%
Males: (Average Scale Score: 1,440, Tested: 51, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 19%, Masters: 14%)
33%
34%
19%
14%
Females: (Average Scale Score: 1,473, Tested: 75, Did Not Meet Grade Level Performance: 16%, Approaches: 37%, Meets: 32%, Masters: 15%)
16%
37%
32%
15%
Hispanic: (Average Scale Score: 1,427, Tested: 53, Did Not Meet Grade Level Performance: 30%, Approaches: 42%, Meets: 20%, Masters: 8%)
30%
42%
20%
8%
White: (Average Scale Score: 1,479, Tested: 69, Did Not Meet Grade Level Performance: 19%, Approaches: 32%, Meets: 30%, Masters: 19%)
19%
32%
30%
19%

    Reading Average Scale Score
    (3rd Grade)

  • All1,416
  • Males1,382
  • Females1,438
  • Hispanic1,375
  • White1,439
Reading Average Scale Score:

1,416
State:

1,423
Reading students tested: 126
Reading # Answer Documents Submitted: 126

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (77%)
  • Reporting Category 2: 9.3 (62%)
  • Reporting Category 3: 8.6 (61%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 17%

27%
43%
13%
17%
Males: (Average Scale Score: 1,382, Tested: 51, Did Not Meet Grade Level Performance: 35%, Approaches: 41%, Meets: 14%, Masters: 10%)
35%
41%
14%
10%
Females: (Average Scale Score: 1,438, Tested: 75, Did Not Meet Grade Level Performance: 21%, Approaches: 44%, Meets: 14%, Masters: 21%)
21%
44%
14%
21%
Hispanic: (Average Scale Score: 1,375, Tested: 53, Did Not Meet Grade Level Performance: 38%, Approaches: 47%, Meets: 9%, Masters: 6%)
38%
47%
9%
6%
White: (Average Scale Score: 1,439, Tested: 69, Did Not Meet Grade Level Performance: 20%, Approaches: 42%, Meets: 16%, Masters: 22%)
20%
42%
16%
22%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,651
  • Males1,657
  • Females1,646
  • Hispanic1,619
  • White1,671
Math Average Scale Score:

1,651
Texas:

1,546
Math students tested: 134
Math # Answer Documents Submitted: 134

Math Avg Items Correct:
  • Reporting Category 1: 7.8 (87%)
  • Reporting Category 2: 8.4 (77%)
  • Reporting Category 3: 7.5 (75%)
  • Reporting Category 4: 3.3 (83%)

Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 47%

4%
20%
29%
47%
Males: (Average Scale Score: 1,657, Tested: 60, Did Not Meet Grade Level Performance: 8%, Approaches: 15%, Meets: 25%, Masters: 52%)
8%
15%
25%
52%
Females: (Average Scale Score: 1,646, Tested: 74, Did Not Meet Grade Level Performance: 1%, Approaches: 23%, Meets: 33%, Masters: 43%)
1%
23%
33%
43%
Hispanic: (Average Scale Score: 1,619, Tested: 53, Did Not Meet Grade Level Performance: 6%, Approaches: 32%, Meets: 32%, Masters: 30%)
6%
32%
32%
30%
White: (Average Scale Score: 1,671, Tested: 79, Did Not Meet Grade Level Performance: 4%, Approaches: 11%, Meets: 27%, Masters: 58%)
4%
11%
27%
58%

    Reading Average Scale Score
    (4th Grade)

  • All1,540
  • Males1,542
  • Females1,539
  • Hispanic1,520
  • White1,554
Reading Average Scale Score:

1,540
State:

1,496
Reading students tested: 134
Reading # Answer Documents Submitted: 134

Reading Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 10.5 (70%)
  • Reporting Category 3: 9.2 (71%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 20%

17%
29%
34%
20%
Males: (Average Scale Score: 1,542, Tested: 60, Did Not Meet Grade Level Performance: 18%, Approaches: 32%, Meets: 30%, Masters: 20%)
18%
32%
30%
20%
Females: (Average Scale Score: 1,539, Tested: 74, Did Not Meet Grade Level Performance: 16%, Approaches: 27%, Meets: 37%, Masters: 20%)
16%
27%
37%
20%
Hispanic: (Average Scale Score: 1,520, Tested: 53, Did Not Meet Grade Level Performance: 25%, Approaches: 24%, Meets: 36%, Masters: 15%)
25%
24%
36%
15%
White: (Average Scale Score: 1,554, Tested: 79, Did Not Meet Grade Level Performance: 13%, Approaches: 31%, Meets: 32%, Masters: 24%)
13%
31%
32%
24%

    Writing Average Scale Score
    (4th Grade)

  • All3,753
  • Males3,710
  • Females3,788
  • Hispanic3,585
  • White3,850
Writing Average Scale Score:

3,753
Texas:

3,570
Writing students tested: 133
Writing # Answer Documents Submitted: 133

Writing Avg Items Correct:
  • Reporting Category 1: 3.5 (44%)
  • Reporting Category 2: 4.3 (53%)
  • Reporting Category 3: 11.5 (72%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 4%

32%
27%
37%
4%
Males: (Average Scale Score: 3,710, Tested: 60, Did Not Meet Grade Level Performance: 35%, Approaches: 27%, Meets: 35%, Masters: 3%)
35%
27%
35%
3%
Females: (Average Scale Score: 3,788, Tested: 73, Did Not Meet Grade Level Performance: 29%, Approaches: 27%, Meets: 40%, Masters: 4%)
29%
27%
40%
4%
Hispanic: (Average Scale Score: 3,585, Tested: 52, Did Not Meet Grade Level Performance: 44%, Approaches: 29%, Meets: 25%, Masters: 2%)
44%
29%
25%
2%
White: (Average Scale Score: 3,850, Tested: 79, Did Not Meet Grade Level Performance: 24%, Approaches: 27%, Meets: 44%, Masters: 5%)
24%
27%
44%
5%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,613
  • Males1,642
  • Females1,582
  • Hispanic1,592
  • White1,629
Math Average Scale Score:

1,613
State:

1,603
Math students tested: 140
Math # Answer Documents Submitted: 140

Math Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 10.8 (63%)
  • Reporting Category 3: 6.2 (68%)
  • Reporting Category 4: 2.7 (66%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 19%

16%
31%
34%
19%
Males: (Average Scale Score: 1,642, Tested: 71, Did Not Meet Grade Level Performance: 6%, Approaches: 35%, Meets: 35%, Masters: 24%)
6%
35%
35%
24%
Females: (Average Scale Score: 1,582, Tested: 69, Did Not Meet Grade Level Performance: 26%, Approaches: 28%, Meets: 32%, Masters: 14%)
26%
28%
32%
14%
Hispanic: (Average Scale Score: 1,592, Tested: 51, Did Not Meet Grade Level Performance: 20%, Approaches: 33%, Meets: 37%, Masters: 10%)
20%
33%
37%
10%
White: (Average Scale Score: 1,629, Tested: 84, Did Not Meet Grade Level Performance: 13%, Approaches: 30%, Meets: 31%, Masters: 26%)
13%
30%
31%
26%

    Reading Average Scale Score
    (5th Grade)

  • All1,582
  • Males1,590
  • Females1,574
  • Hispanic1,546
  • White1,612
Reading Average Scale Score:

1,582
State:

1,546
Reading students tested: 140
Reading # Answer Documents Submitted: 140

Reading Avg Items Correct:
  • Reporting Category 1: 5.8 (73%)
  • Reporting Category 2: 11.4 (71%)
  • Reporting Category 3: 9.6 (69%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 24%

19%
27%
30%
24%
Males: (Average Scale Score: 1,590, Tested: 71, Did Not Meet Grade Level Performance: 20%, Approaches: 24%, Meets: 29%, Masters: 27%)
20%
24%
29%
27%
Females: (Average Scale Score: 1,574, Tested: 69, Did Not Meet Grade Level Performance: 19%, Approaches: 30%, Meets: 29%, Masters: 22%)
19%
30%
29%
22%
Hispanic: (Average Scale Score: 1,546, Tested: 51, Did Not Meet Grade Level Performance: 31%, Approaches: 32%, Meets: 21%, Masters: 16%)
31%
32%
21%
16%
White: (Average Scale Score: 1,612, Tested: 84, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 36%, Masters: 31%)
11%
22%
36%
31%

    Science Average Scale Score
    (5th Grade)

  • All3,981
  • Males4,107
  • Females3,849
  • Hispanic3,797
  • White4,103
Science Average Scale Score:

3,981
Texas:

3,771
Science students tested: 141
Science # Answer Documents Submitted: 141

Science Avg Items Correct:
  • Reporting Category 1: 4.4 (73%)
  • Reporting Category 2: 6.1 (76%)
  • Reporting Category 3: 7.2 (72%)
  • Reporting Category 4: 8.8 (74%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 22%

18%
35%
25%
22%
Males: (Average Scale Score: 4,107, Tested: 72, Did Not Meet Grade Level Performance: 10%, Approaches: 36%, Meets: 26%, Masters: 28%)
10%
36%
26%
28%
Females: (Average Scale Score: 3,849, Tested: 69, Did Not Meet Grade Level Performance: 28%, Approaches: 33%, Meets: 23%, Masters: 16%)
28%
33%
23%
16%
Hispanic: (Average Scale Score: 3,797, Tested: 51, Did Not Meet Grade Level Performance: 27%, Approaches: 42%, Meets: 23%, Masters: 8%)
27%
42%
23%
8%
White: (Average Scale Score: 4,103, Tested: 85, Did Not Meet Grade Level Performance: 14%, Approaches: 28%, Meets: 26%, Masters: 32%)
14%
28%
26%
32%
5th Grade (Spanish)
Math students tested: 2
Math # Answer Documents Submitted: 2

Reading students tested: 2
Reading # Answer Documents Submitted: 2

Science students tested: 2
Science # Answer Documents Submitted: 2

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

  • Hispanic10
  • White34
  • LEP4
  • IDEA10
  • 5045
Chronic Student Absenteeism: 44 (male: 25, female: 19)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 34 (male: 20, female: 14)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 5 (all male)
Chronic Student Absenteeism per 1,000 students
School:

64.5
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all female)
  • White: 2

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

2.9
Texas:

7.2

Suspensions:
Show data for

(State average from 3,231 schools)
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.

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • White10
  • Multirace2
  • LEP4
Students without disabilities receiving one or more in-school suspension: 16 (male: 9, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students with disabilities receiving one or more in-school suspension: 5 (all male)
  • White: 5
  • Section 504: 2

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