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Frank Elementary School in Houston, 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 94
Address
 9225 CRESCENT CLOVER DR
Houston, TX 77379
Telephone
(832) 375-7000
(make sure to verify first before calling)
Website
http://www.kleinisd.net
City-data.com school rating
94
Students
640
Classroom Teachers (FTE)
42.7
Free lunch eligible students
24
Reduced-price lunch
eligible students
10
School district
KLEIN ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
HASSLER EL (2.2 miles):

97
BENIGNUS EL (2.6 miles):

94
Frank Elementary School:

94
MAHAFFEY EL (2.4 miles):

87
DOERRE INT (2.2 miles):

81
KRIMMEL INTERMED (2.4 miles):

78
KOHRVILLE EL (1.8 miles):

71
BLACKSHEAR EL (2.0 miles):

67
BERNSHAUSEN EL (2.4 miles):

38
Frank Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Frank Elementary School:

94

Students & Teachers


Total enrollment:
Enrollment in 2016: 640
Enrollment in 2015: 618
Enrollment in 2014: 606
Enrollment in 2013: 869
Enrollment in 2012: 838
Enrollment in 2011: 1,034
Enrollment in 2010: 995
Enrollment in 2009: 896
Enrollment in 2008: 781

Frank Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students259010198101111114640
Female students7465148484756303
Male students18445050536458337
Asian students7159917111280
Hispanic students10122129221321128
Black students1114344936
White students7506651558169379
Two or More Races students - 21632317

Enrollment by grade:
Pre-Kindergarten enrollment: 25
Kindergarten enrollment: 90
1st grade enrollment: 101
2nd grade enrollment: 98
3rd grade enrollment: 101
4th grade enrollment: 111
5th grade enrollment: 114

Frank Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 303 (47.3%)
Frank Elementary School:

47.3%
Texas:

49.0%
Male enrollment: 337 (52.7%)
School:

52.7%
Texas:

50.1%

Frank Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 80 (12.5%)
School:

12.5%
Texas:

3.1%
Hispanic enrollment: 128 (20.0%)
School:

20.0%
Texas:

46.9%
Black enrollment: 36 (5.6%)
Frank Elementary School:

5.6%
State:

11.6%
White enrollment: 379 (59.2%)
Here:

59.2%
Texas:

32.3%
Two or More Races enrollment: 17 (2.7%)
Here:

2.7%
State:

2.1%

Frank Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 34 (5.3%)
School:

5.3%
State:

61.6%
Free lunch eligible students: 24 (3.8%)
Frank Elementary School:

3.8%
Texas:

55.4%
Reduced-price lunch eligible students: 10 (1.6%)
Here:

1.6%
Texas:

6.2%

Frank 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: 3
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1.5
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Frank Elementary School:

15.0
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,592,717
  • Full-time Equivalency Count of Teachers: 41.7 (Salary Expenditures: $2,222,264)
  • Full-time Equivalency Count of Support Services Staff: 4.1 (Salary Expenditures: $257,946)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $183,793)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $33,952
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,123,244
  • Salary Expenditures for Teachers: $2,503,295
  • Full-time Equivalency Count of Instructional Aides: 5.7 (Salary Expenditures: $109,231)
  • Full-time Equivalency Count of Support Services Staff: 5.4 (Salary Expenditures: $398,211)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $183,793)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $33,952

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Asian19
  • Black2
  • White4
  • IDEA5
Students Enrolled in LEP Programs: 41 (male: 23, female: 18)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 19 (male: 11, female: 8)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

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

  • Hispanic14
  • Asian4
  • White26
  • LEP4
Students with disabilities served under IDEA: 44 (male: 36, female: 8)
  • Hispanic: 14 (male: 10, female: 4)
  • Asian: 4 (all male)
  • White: 26 (male: 22, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black2
  • White19
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 27 (male: 17, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
Here:

2.2%
Texas:

5.3%
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 1st grade students retained
Frank Elementary School:

4.0%
State:

6.3%
Total number of students retained in 3rd grade: 2 (all female)
  • White: 2

Percent of 3rd grade students retained
Here:

2.0%
Texas:

4.3%

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

  • Hispanic4
  • Asian7
  • Black2
  • White19
Gifted and Talented Student Enrollment: 32 (male: 18, female: 14)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 19 (male: 11, female: 8)

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

50.0
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)

  • All1,516
  • Males1,496
  • Females1,537
  • Hispanic1,477
  • Asian1,561
  • Black1,553
  • White1,528
Math Average Scale Score:

1,516
Texas:

1,453
Math students tested: 125
Math # Answer Documents Submitted: 125

Math Avg Items Correct:
  • Reporting Category 1: 6 (76%)
  • Reporting Category 2: 9.7 (75%)
  • Reporting Category 3: 4.6 (65%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 30%

11%
33%
26%
30%
Males: (Average Scale Score: 1,496, Tested: 62, Did Not Meet Grade Level Performance: 15%, Approaches: 30%, Meets: 29%, Masters: 26%)
15%
30%
29%
26%
Females: (Average Scale Score: 1,537, Tested: 63, Did Not Meet Grade Level Performance: 8%, Approaches: 35%, Meets: 22%, Masters: 35%)
8%
35%
22%
35%
Hispanic: (Average Scale Score: 1,477, Tested: 32, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 40%, Masters: 16%)
16%
28%
40%
16%
Asian: (Average Scale Score: 1,561, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 31%, Meets: 38%, Masters: 31%)
31%
38%
31%
Black: (Average Scale Score: 1,553, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 20%, Masters: 60%)
20%
20%
60%
White: (Average Scale Score: 1,528, Tested: 71, Did Not Meet Grade Level Performance: 11%, Approaches: 34%, Meets: 18%, Masters: 37%)
11%
34%
18%
37%

    Reading Average Scale Score
    (3rd Grade)

  • All1,515
  • Males1,484
  • Females1,547
  • Hispanic1,477
  • Asian1,558
  • Black1,455
  • White1,531
Reading Average Scale Score:

1,515
Texas:

1,423
Reading students tested: 125
Reading # Answer Documents Submitted: 125

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (91%)
  • Reporting Category 2: 11.2 (75%)
  • Reporting Category 3: 10.5 (75%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 38%

6%
35%
21%
38%
Males: (Average Scale Score: 1,484, Tested: 62, Did Not Meet Grade Level Performance: 10%, Approaches: 42%, Meets: 21%, Masters: 27%)
10%
42%
21%
27%
Females: (Average Scale Score: 1,547, Tested: 63, Did Not Meet Grade Level Performance: 3%, Approaches: 27%, Meets: 21%, Masters: 49%)
3%
27%
21%
49%
Hispanic: (Average Scale Score: 1,477, Tested: 32, Did Not Meet Grade Level Performance: 13%, Approaches: 35%, Meets: 25%, Masters: 28%)
13%
35%
25%
28%
Asian: (Average Scale Score: 1,558, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 31%, Meets: 15%, Masters: 54%)
31%
15%
54%
Black: (Average Scale Score: 1,455, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 20%, Masters: 20%)
20%
40%
20%
20%
White: (Average Scale Score: 1,531, Tested: 71, Did Not Meet Grade Level Performance: 4%, Approaches: 35%, Meets: 17%, Masters: 44%)
4%
35%
17%
44%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,673
  • Males1,690
  • Females1,656
  • Hispanic1,669
  • Asian1,704
  • Black1,639
  • White1,666
  • Multirace1,723
Math Average Scale Score:

1,673
State:

1,546
Math students tested: 104
Math # Answer Documents Submitted: 104

Math Avg Items Correct:
  • Reporting Category 1: 8 (89%)
  • Reporting Category 2: 8.5 (77%)
  • Reporting Category 3: 7.7 (77%)
  • Reporting Category 4: 3.4 (85%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 58%

5%
20%
17%
58%
Males: (Average Scale Score: 1,690, Tested: 52, Did Not Meet Grade Level Performance: 2%, Approaches: 17%, Meets: 23%, Masters: 58%)
2%
17%
23%
58%
Females: (Average Scale Score: 1,656, Tested: 52, Did Not Meet Grade Level Performance: 8%, Approaches: 23%, Meets: 11%, Masters: 58%)
8%
23%
11%
58%
Hispanic: (Average Scale Score: 1,669, Tested: 26, Did Not Meet Grade Level Performance: 4%, Approaches: 23%, Meets: 15%, Masters: 58%)
4%
23%
15%
58%
Asian: (Average Scale Score: 1,704, Tested: 12, Did Not Meet Grade Level Performance: 0%, Approaches: 8%, Meets: 25%, Masters: 67%)
8%
25%
67%
Black: (Average Scale Score: 1,639, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 25%, Masters: 38%)
13%
25%
25%
38%
White: (Average Scale Score: 1,666, Tested: 51, Did Not Meet Grade Level Performance: 6%, Approaches: 21%, Meets: 18%, Masters: 55%)
6%
21%
18%
55%
Multirace: (Average Scale Score: 1,723, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 0%, Masters: 86%)
14%
86%

    Reading Average Scale Score
    (4th Grade)

  • All1,604
  • Males1,607
  • Females1,601
  • Hispanic1,611
  • Asian1,613
  • Black1,592
  • White1,598
  • Multirace1,623
Reading Average Scale Score:

1,604
Texas:

1,496
Reading students tested: 104
Reading # Answer Documents Submitted: 104

Reading Avg Items Correct:
  • Reporting Category 1: 6.5 (81%)
  • Reporting Category 2: 11.8 (78%)
  • Reporting Category 3: 10 (77%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 48%

11%
25%
16%
48%
Males: (Average Scale Score: 1,607, Tested: 52, Did Not Meet Grade Level Performance: 12%, Approaches: 23%, Meets: 17%, Masters: 48%)
12%
23%
17%
48%
Females: (Average Scale Score: 1,601, Tested: 52, Did Not Meet Grade Level Performance: 10%, Approaches: 27%, Meets: 15%, Masters: 48%)
10%
27%
15%
48%
Hispanic: (Average Scale Score: 1,611, Tested: 26, Did Not Meet Grade Level Performance: 8%, Approaches: 23%, Meets: 15%, Masters: 54%)
8%
23%
15%
54%
Asian: (Average Scale Score: 1,613, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 17%, Meets: 25%, Masters: 50%)
8%
17%
25%
50%
Black: (Average Scale Score: 1,592, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 25%, Masters: 38%)
13%
25%
25%
38%
White: (Average Scale Score: 1,598, Tested: 51, Did Not Meet Grade Level Performance: 12%, Approaches: 29%, Meets: 16%, Masters: 43%)
12%
29%
16%
43%
Multirace: (Average Scale Score: 1,623, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 15%, Meets: 0%, Masters: 71%)
14%
15%
71%

    Writing Average Scale Score
    (4th Grade)

  • All4,191
  • Males4,168
  • Females4,213
  • Hispanic4,175
  • Asian4,338
  • Black4,097
  • White4,139
  • Multirace4,487
Writing Average Scale Score:

4,191
State:

3,570
Writing students tested: 105
Writing # Answer Documents Submitted: 105

Writing Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 5.4 (68%)
  • Reporting Category 3: 13.3 (83%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 30%

16%
18%
36%
30%
Males: (Average Scale Score: 4,168, Tested: 52, Did Not Meet Grade Level Performance: 15%, Approaches: 20%, Meets: 36%, Masters: 29%)
15%
20%
36%
29%
Females: (Average Scale Score: 4,213, Tested: 53, Did Not Meet Grade Level Performance: 17%, Approaches: 17%, Meets: 34%, Masters: 32%)
17%
17%
34%
32%
Hispanic: (Average Scale Score: 4,175, Tested: 27, Did Not Meet Grade Level Performance: 15%, Approaches: 22%, Meets: 33%, Masters: 30%)
15%
22%
33%
30%
Asian: (Average Scale Score: 4,338, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 17%, Meets: 33%, Masters: 42%)
8%
17%
33%
42%
Black: (Average Scale Score: 4,097, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 50%, Masters: 13%)
13%
25%
50%
13%
White: (Average Scale Score: 4,139, Tested: 51, Did Not Meet Grade Level Performance: 22%, Approaches: 17%, Meets: 32%, Masters: 29%)
22%
17%
32%
29%
Multirace: (Average Scale Score: 4,487, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 57%, Masters: 43%)
57%
43%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,695
  • Males1,699
  • Females1,691
  • Hispanic1,695
  • Asian1,717
  • Black1,579
  • White1,707
  • Multirace1,665
Math Average Scale Score:

1,695
Texas:

1,603
Math students tested: 115
Math # Answer Documents Submitted: 115

Math Avg Items Correct:
  • Reporting Category 1: 4.5 (75%)
  • Reporting Category 2: 13.1 (77%)
  • Reporting Category 3: 6.7 (75%)
  • Reporting Category 4: 3.1 (79%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 46%

6%
24%
24%
46%
Males: (Average Scale Score: 1,699, Tested: 62, Did Not Meet Grade Level Performance: 6%, Approaches: 21%, Meets: 29%, Masters: 44%)
6%
21%
29%
44%
Females: (Average Scale Score: 1,691, Tested: 53, Did Not Meet Grade Level Performance: 6%, Approaches: 28%, Meets: 17%, Masters: 49%)
6%
28%
17%
49%
Hispanic: (Average Scale Score: 1,695, Tested: 27, Did Not Meet Grade Level Performance: 4%, Approaches: 22%, Meets: 30%, Masters: 44%)
4%
22%
30%
44%
Asian: (Average Scale Score: 1,717, Tested: 18, Did Not Meet Grade Level Performance: 11%, Approaches: 11%, Meets: 22%, Masters: 56%)
11%
11%
22%
56%
Black: (Average Scale Score: 1,579, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 25%, Masters: 13%)
25%
37%
25%
13%
White: (Average Scale Score: 1,707, Tested: 56, Did Not Meet Grade Level Performance: 4%, Approaches: 25%, Meets: 21%, Masters: 50%)
4%
25%
21%
50%
Multirace: (Average Scale Score: 1,665, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 0%, Masters: 40%)
60%
40%

    Reading Average Scale Score
    (5th Grade)

  • All1,661
  • Males1,657
  • Females1,666
  • Hispanic1,667
  • Asian1,667
  • Black1,608
  • White1,667
  • Multirace1,627
Reading Average Scale Score:

1,661
State:

1,546
Reading students tested: 115
Reading # Answer Documents Submitted: 115

Reading Avg Items Correct:
  • Reporting Category 1: 6.8 (85%)
  • Reporting Category 2: 13.2 (83%)
  • Reporting Category 3: 10.6 (76%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 45%

7%
13%
35%
45%
Males: (Average Scale Score: 1,657, Tested: 62, Did Not Meet Grade Level Performance: 8%, Approaches: 15%, Meets: 29%, Masters: 48%)
8%
15%
29%
48%
Females: (Average Scale Score: 1,666, Tested: 53, Did Not Meet Grade Level Performance: 6%, Approaches: 11%, Meets: 41%, Masters: 42%)
6%
11%
41%
42%
Hispanic: (Average Scale Score: 1,667, Tested: 27, Did Not Meet Grade Level Performance: 4%, Approaches: 18%, Meets: 37%, Masters: 41%)
4%
18%
37%
41%
Asian: (Average Scale Score: 1,667, Tested: 18, Did Not Meet Grade Level Performance: 6%, Approaches: 11%, Meets: 27%, Masters: 56%)
6%
11%
27%
56%
Black: (Average Scale Score: 1,608, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 37%, Masters: 38%)
13%
13%
37%
38%
White: (Average Scale Score: 1,667, Tested: 56, Did Not Meet Grade Level Performance: 9%, Approaches: 9%, Meets: 37%, Masters: 45%)
9%
9%
37%
45%
Multirace: (Average Scale Score: 1,627, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 20%, Masters: 40%)
40%
20%
40%

    Science Average Scale Score
    (5th Grade)

  • All4,203
  • Males4,189
  • Females4,219
  • Hispanic4,359
  • Asian4,007
  • Black3,631
  • White4,296
  • Multirace3,919
Science Average Scale Score:

4,203
Texas:

3,771
Science students tested: 115
Science # Answer Documents Submitted: 115

Science Avg Items Correct:
  • Reporting Category 1: 4.7 (79%)
  • Reporting Category 2: 6.5 (82%)
  • Reporting Category 3: 8 (80%)
  • Reporting Category 4: 9.4 (78%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 34%

10%
27%
29%
34%
Males: (Average Scale Score: 4,189, Tested: 62, Did Not Meet Grade Level Performance: 8%, Approaches: 26%, Meets: 35%, Masters: 31%)
8%
26%
35%
31%
Females: (Average Scale Score: 4,219, Tested: 53, Did Not Meet Grade Level Performance: 13%, Approaches: 27%, Meets: 22%, Masters: 38%)
13%
27%
22%
38%
Hispanic: (Average Scale Score: 4,359, Tested: 27, Did Not Meet Grade Level Performance: 11%, Approaches: 30%, Meets: 18%, Masters: 41%)
11%
30%
18%
41%
Asian: (Average Scale Score: 4,007, Tested: 18, Did Not Meet Grade Level Performance: 11%, Approaches: 50%, Meets: 11%, Masters: 28%)
11%
50%
11%
28%
Black: (Average Scale Score: 3,631, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 12%, Meets: 38%, Masters: 0%)
50%
12%
38%
White: (Average Scale Score: 4,296, Tested: 56, Did Not Meet Grade Level Performance: 5%, Approaches: 16%, Meets: 38%, Masters: 41%)
5%
16%
38%
41%
Multirace: (Average Scale Score: 3,919, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 40%, Masters: 0%)
60%
40%

Health & Safety


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 received a school-related arrest: 2 (all female)
  • White: 2

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

3.1
State:

13.1

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

  • Hispanic4
  • Asian4
  • White16
  • LEP2
  • IDEA7
  • 5044
Chronic Student Absenteeism: 24 (male: 15, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Frank Elementary School:

37.5
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).
School days missed due to out-of-school suspension: 4 (male: 1, female: 3)
  • White: 4 (male: 1, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 1

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

1.6
State:

102.7
Students without disabilities receiving only one out-of-school suspension: 2 (all female)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 1

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

1.6
State:

27.5
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

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 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: 2 (all female)
  • White: 2

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

3.1
Texas:

32.9
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all female)
  • White: 2

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

3.1
State:

2.0

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 female)
  • White: 2

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

3.1
State:

49.7

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