Fred Douglass School in Jacksonville, TX
(PK-04 • 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 58
- Address
- 1501 E PINE
Jacksonville, TX 75766
- Telephone
- (903) 586-6519
(make sure to verify first before calling)
- City-data.com school rating
- 58
- Students
- 656
- Classroom Teachers (FTE)
- 43.6
- Free lunch eligible students
- 492
- Reduced-price lunch
eligible students - 60
- School district
- JACKSONVILLE 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:
BULLARD H S (11.3 miles): | 69 |
JOE WRIGHT EL (1.8 miles): | 67 |
Fred Douglass School: | 58 |
JACKSONVILLE H S (1.6 miles): | 55 |
NEW SUMMERFIELD SCHOOL (9.5 miles): | 40 |
JACKSONVILLE MIDDLE (0.2 miles): | 38 |
EAST SIDE EL (1.2 miles): | 36 |
WEST SIDE EL (2.1 miles): | 31 |
NICHOLS INT (2.9 miles): | 12 |
Fred Douglass School rating compared to average state, county and city schools ratings:
Texas: | 54 |
Cherokee County: | 44 |
Jacksonville: | 42 |
Fred Douglass School: | 58 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 656
Enrollment in 2015: 671
Enrollment in 2014: 649
Enrollment in 2013: 644
Enrollment in 2012: 680
Enrollment in 2011: 686
Enrollment in 2010: 626
Enrollment in 2009: 641
Enrollment in 2008: 628
Enrollment in 2007: 655
Enrollment in 2006: 654
Enrollment in 2005: 636
Enrollment in 2004: 582
Enrollment in 2003: 564
Enrollment in 2002: 529
Enrollment in 2001: 679
Enrollment in 2000: 673
Enrollment in 1999: 735
Enrollment in 2015: 671
Enrollment in 2014: 649
Enrollment in 2013: 644
Enrollment in 2012: 680
Enrollment in 2011: 686
Enrollment in 2010: 626
Enrollment in 2009: 641
Enrollment in 2008: 628
Enrollment in 2007: 655
Enrollment in 2006: 654
Enrollment in 2005: 636
Enrollment in 2004: 582
Enrollment in 2003: 564
Enrollment in 2002: 529
Enrollment in 2001: 679
Enrollment in 2000: 673
Enrollment in 1999: 735
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | PK | KG | G01 | G02 | G03 | G04 | Total |
---|---|---|---|---|---|---|---|
All students | 86 | 105 | 129 | 119 | 109 | 108 | 656 |
Female students | 41 | 39 | 54 | 61 | 55 | 48 | 298 |
Male students | 45 | 66 | 75 | 58 | 54 | 60 | 358 |
American Indian/Alaska Native students | - | - | - | 1 | - | - | 1 |
Asian students | - | - | 1 | - | 1 | - | 2 |
Hispanic students | 50 | 61 | 70 | 63 | 58 | 56 | 358 |
Black students | 7 | 13 | 24 | 21 | 23 | 24 | 112 |
White students | 23 | 28 | 28 | 32 | 24 | 24 | 159 |
Two or More Races students | 6 | 3 | 6 | 2 | 3 | 4 | 24 |
Enrollment by grade:
Pre-Kindergarten enrollment: 86
Kindergarten enrollment: 105
1st grade enrollment: 129
2nd grade enrollment: 119
3rd grade enrollment: 109
4th grade enrollment: 108
Kindergarten enrollment: 105
1st grade enrollment: 129
2nd grade enrollment: 119
3rd grade enrollment: 109
4th grade enrollment: 108
Fred Douglass School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 298 (45.4%)
Fred Douglass School: | 45.4% |
Texas: | 49.0% |
Male enrollment: 358 (54.6%)
Here: | 54.6% |
Texas: | 50.1% |
Fred Douglass School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
School: | 0.2% |
Texas: | 0.4% |
Asian enrollment: 2 (0.3%)
Fred Douglass School: | 0.3% |
State: | 3.1% |
Hispanic enrollment: 358 (54.6%)
Here: | 54.6% |
State: | 46.9% |
Black enrollment: 112 (17.1%)
School: | 17.1% |
State: | 11.6% |
White enrollment: 159 (24.2%)
Here: | 24.2% |
State: | 32.3% |
Two or More Races enrollment: 24 (3.7%)
Fred Douglass School: | 3.7% |
State: | 2.1% |
Fred Douglass School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 552 (84.1%)
Fred Douglass School: | 84.1% |
Texas: | 61.6% |
Free lunch eligible students: 492 (75.0%)
Here: | 75.0% |
Texas: | 55.4% |
Reduced-price lunch eligible students: 60 (9.1%)
School: | 9.1% |
Texas: | 6.2% |
Fred Douglass School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 43.6
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE nurses: 1
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE nurses: 1
Student/Teacher Ratio
Fred Douglass School: | 15.1 |
Texas: | 15.6 |
Fred Douglass School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,509,401
- Full-time Equivalency Count of Teachers: 41 (Salary Expenditures: $1,757,160)
- Full-time Equivalency Count of Instructional Aides: 19.9 (Salary Expenditures: $279,085)
- Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $131,131)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $175,659)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,791,516
- Salary Expenditures for Teachers: $1,872,120
- Full-time Equivalency Count of Instructional Aides: 28 (Salary Expenditures: $383,224)
- Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $183,146)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $175,659)
Limited English Proficiency:
Show data for
- Hispanic259
- White4
- Multirace4
- IDEA13
Students Enrolled in LEP Programs
- Hispanic: 259 (male: 143, female: 116)
- White: 4 (male: 2, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
- 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 (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.
- Hispanic23
- Black11
- White20
- LEP14
Students with disabilities served under IDEA
- Hispanic: 23 (male: 16, female: 7)
- Black: 11 (male: 7, female: 4)
- White: 20 (male: 16, female: 4)
- Limited English Proficiency (LEP): 14 (male: 10, female: 4)
- Hispanic10
- Black13
- White7
- Multirace4
- LEP7
Students with disabilities served under Section 504
- Hispanic: 10 (male: 8, female: 2)
- Black: 13 (male: 8, female: 5)
- White: 7 (male: 5, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 7 (male: 5, 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
- Hispanic2
- White2
- LEP2
- IDEA2
Total number of students retained in Kindergarten
- Hispanic: 2
- White: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of Kindergarten students retained
Fred Douglass School: | 3.8% |
Texas: | 5.2% |
- Hispanic7
- Black4
- White4
- LEP4
- 5042
Total number of students retained in 1st grade
- Hispanic: 7 (male: 2, female: 5)
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Section 504: 2 (all male)
Percent of 1st grade students retained
School: | 11.6% |
Texas: | 6.1% |
- Hispanic4
- Black2
- White2
- LEP4
- IDEA2
- 5042
Total number of students retained in 2nd grade
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all female)
- White: 2 (all female)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 2 (all female)
Percent of 2nd grade students retained
Fred Douglass School: | 6.7% |
Texas: | 4.8% |
Total number of students retained in 3rd grade: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Percent of 3rd grade students retained
Fred Douglass School: | 1.8% |
State: | 4.1% |
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/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.
- Hispanic4
- White10
- Multirace4
- LEP2
- IDEA4
Gifted and Talented Student Enrollment
- Hispanic: 4 (male: 2, female: 2)
- White: 10 (male: 8, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Gifted and Talented Student Enrollment per 1,000 students
School: | 27.4 |
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 students tested: 112
Math # Answer Documents Submitted: 113
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 12%
Reading students tested: 73
Reading # Answer Documents Submitted: 73
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 18%
3rd Grade (Spanish)
Reading students tested: 40
Reading # Answer Documents Submitted: 40
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 25%
4th Grade
Math students tested: 102
Math # Answer Documents Submitted: 102
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 47%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 16%
Reading students tested: 66
Reading # Answer Documents Submitted: 66
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 18%
Writing students tested: 63
Writing # Answer Documents Submitted: 64
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 6%
4th Grade (Spanish)
Reading students tested: 36
Reading # Answer Documents Submitted: 36
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 28%
Writing students tested: 39
Writing # Answer Documents Submitted: 39
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 36%
- All1,451
- Males1,453
- Females1,449
- Hispanic1,461
- Black1,375
- White1,480
Math Average Scale Score
(3rd Grade)
Math Average Scale Score: | 1,451 |
Texas: | 1,453 |
Math # Answer Documents Submitted: 113
Math Avg Items Correct:
- Reporting Category 1: 5.5 (69%)
- Reporting Category 2: 8.1 (62%)
- Reporting Category 3: 4.2 (60%)
- Reporting Category 4: 3 (75%)
Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 12%
Males: (Average Scale Score: 1,453, Tested: 61, Did Not Meet Grade Level Performance: 23%, Approaches: 34%, Meets: 32%, Masters: 11%)
Females: (Average Scale Score: 1,449, Tested: 51, Did Not Meet Grade Level Performance: 22%, Approaches: 43%, Meets: 23%, Masters: 12%)
Hispanic: (Average Scale Score: 1,461, Tested: 63, Did Not Meet Grade Level Performance: 13%, Approaches: 47%, Meets: 27%, Masters: 13%)
Black: (Average Scale Score: 1,375, Tested: 19, Did Not Meet Grade Level Performance: 63%, Approaches: 21%, Meets: 11%, Masters: 5%)
White: (Average Scale Score: 1,480, Tested: 25, Did Not Meet Grade Level Performance: 20%, Approaches: 24%, Meets: 40%, Masters: 16%)
- All1,430
- Males1,426
- Females1,437
- Hispanic1,429
- Black1,387
- White1,460
Reading Average Scale Score
(3rd Grade)
Reading Average Scale Score: | 1,430 |
State: | 1,423 |
Reading # Answer Documents Submitted: 73
Reading Avg Items Correct:
- Reporting Category 1: 3.9 (79%)
- Reporting Category 2: 10.1 (67%)
- Reporting Category 3: 8.6 (61%)
Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 18%
Males: (Average Scale Score: 1,426, Tested: 44, Did Not Meet Grade Level Performance: 23%, Approaches: 47%, Meets: 16%, Masters: 14%)
Females: (Average Scale Score: 1,437, Tested: 29, Did Not Meet Grade Level Performance: 28%, Approaches: 27%, Meets: 21%, Masters: 24%)
Hispanic: (Average Scale Score: 1,429, Tested: 25, Did Not Meet Grade Level Performance: 20%, Approaches: 48%, Meets: 24%, Masters: 8%)
Black: (Average Scale Score: 1,387, Tested: 19, Did Not Meet Grade Level Performance: 42%, Approaches: 42%, Meets: 5%, Masters: 11%)
White: (Average Scale Score: 1,460, Tested: 25, Did Not Meet Grade Level Performance: 16%, Approaches: 32%, Meets: 20%, Masters: 32%)
3rd Grade (Spanish)
- All1,421
- Males1,417
- Females1,423
- Hispanic1,423
Reading Average Scale Score
(3rd Grade (Spanish))
Reading Average Scale Score: | 1,421 |
Texas: | 956 |
Reading # Answer Documents Submitted: 40
Reading Avg Items Correct:
- Reporting Category 1: 3.7 (74%)
- Reporting Category 2: 9.7 (65%)
- Reporting Category 3: 8.7 (62%)
Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 25%
Males: (Average Scale Score: 1,417, Tested: 18, Did Not Meet Grade Level Performance: 22%, Approaches: 39%, Meets: 17%, Masters: 22%)
Females: (Average Scale Score: 1,423, Tested: 22, Did Not Meet Grade Level Performance: 23%, Approaches: 27%, Meets: 23%, Masters: 27%)
Hispanic: (Average Scale Score: 1,423, Tested: 39, Did Not Meet Grade Level Performance: 23%, Approaches: 31%, Meets: 20%, Masters: 26%)
4th Grade
- All1,545
- Males1,546
- Females1,544
- Hispanic1,544
- Black1,507
- White1,574
Math Average Scale Score
(4th Grade)
Math Average Scale Score: | 1,545 |
Texas: | 1,546 |
Math # Answer Documents Submitted: 102
Math Avg Items Correct:
- Reporting Category 1: 6.2 (69%)
- Reporting Category 2: 6.6 (60%)
- Reporting Category 3: 6.4 (64%)
- Reporting Category 4: 2.8 (69%)
Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 47%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 16%
Males: (Average Scale Score: 1,546, Tested: 56, Did Not Meet Grade Level Performance: 18%, Approaches: 44%, Meets: 18%, Masters: 20%)
Females: (Average Scale Score: 1,544, Tested: 46, Did Not Meet Grade Level Performance: 15%, Approaches: 50%, Meets: 24%, Masters: 11%)
Hispanic: (Average Scale Score: 1,544, Tested: 60, Did Not Meet Grade Level Performance: 17%, Approaches: 48%, Meets: 20%, Masters: 15%)
Black: (Average Scale Score: 1,507, Tested: 17, Did Not Meet Grade Level Performance: 18%, Approaches: 70%, Meets: 6%, Masters: 6%)
White: (Average Scale Score: 1,574, Tested: 21, Did Not Meet Grade Level Performance: 19%, Approaches: 24%, Meets: 33%, Masters: 24%)
- All1,496
- Males1,499
- Females1,491
- Hispanic1,510
- Black1,450
- White1,502
Reading Average Scale Score
(4th Grade)
Reading Average Scale Score: | 1,496 |
Texas: | 1,496 |
Reading # Answer Documents Submitted: 66
Reading Avg Items Correct:
- Reporting Category 1: 5.2 (65%)
- Reporting Category 2: 9.2 (61%)
- Reporting Category 3: 8.8 (67%)
Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 18%
Males: (Average Scale Score: 1,499, Tested: 38, Did Not Meet Grade Level Performance: 26%, Approaches: 35%, Meets: 21%, Masters: 18%)
Females: (Average Scale Score: 1,491, Tested: 28, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 11%, Masters: 18%)
Hispanic: (Average Scale Score: 1,510, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 29%, Meets: 21%, Masters: 25%)
Black: (Average Scale Score: 1,450, Tested: 17, Did Not Meet Grade Level Performance: 41%, Approaches: 47%, Meets: 6%, Masters: 6%)
White: (Average Scale Score: 1,502, Tested: 21, Did Not Meet Grade Level Performance: 24%, Approaches: 38%, Meets: 19%, Masters: 19%)
- All3,612
- Males3,537
- Females3,718
- Hispanic3,716
- Black3,420
- White3,555
Writing Average Scale Score
(4th Grade)
Writing Average Scale Score: | 3,612 |
Texas: | 3,570 |
Writing # Answer Documents Submitted: 64
Writing Avg Items Correct:
- Reporting Category 1: 3.6 (45%)
- Reporting Category 2: 3.7 (46%)
- Reporting Category 3: 10.6 (66%)
Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 6%
Males: (Average Scale Score: 3,537, Tested: 37, Did Not Meet Grade Level Performance: 51%, Approaches: 25%, Meets: 19%, Masters: 5%)
Females: (Average Scale Score: 3,718, Tested: 26, Did Not Meet Grade Level Performance: 27%, Approaches: 46%, Meets: 19%, Masters: 8%)
Hispanic: (Average Scale Score: 3,716, Tested: 22, Did Not Meet Grade Level Performance: 27%, Approaches: 37%, Meets: 31%, Masters: 5%)
Black: (Average Scale Score: 3,420, Tested: 17, Did Not Meet Grade Level Performance: 47%, Approaches: 41%, Meets: 12%, Masters: 0%)
White: (Average Scale Score: 3,555, Tested: 20, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 15%, Masters: 5%)
4th Grade (Spanish)
- All1,538
- Males1,492
- Females1,584
- Hispanic1,538
Reading Average Scale Score
(4th Grade (Spanish))
Reading Average Scale Score: | 1,538 |
Texas: | 815 |
Reading # Answer Documents Submitted: 36
Reading Avg Items Correct:
- Reporting Category 1: 5.9 (74%)
- Reporting Category 2: 10.4 (69%)
- Reporting Category 3: 8.7 (67%)
Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 28%
Males: (Average Scale Score: 1,492, Tested: 18, Did Not Meet Grade Level Performance: 28%, Approaches: 28%, Meets: 27%, Masters: 17%)
Females: (Average Scale Score: 1,584, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 28%, Masters: 39%)
Hispanic: (Average Scale Score: 1,538, Tested: 36, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 28%, Masters: 28%)
- All4,183
- Males4,072
- Females4,289
- Hispanic4,183
Writing Average Scale Score
(4th Grade (Spanish))
Writing Average Scale Score: | 4,183 |
Texas: | 2,017 |
Writing # Answer Documents Submitted: 39
Writing Avg Items Correct:
- Reporting Category 1: 4.7 (59%)
- Reporting Category 2: 5.5 (69%)
- Reporting Category 3: 13.1 (82%)
Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 36%
Males: (Average Scale Score: 4,072, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 26%, Masters: 21%)
Females: (Average Scale Score: 4,289, Tested: 20, Did Not Meet Grade Level Performance: 20%, Approaches: 10%, Meets: 20%, Masters: 50%)
Hispanic: (Average Scale Score: 4,183, Tested: 39, Did Not Meet Grade Level Performance: 21%, Approaches: 20%, Meets: 23%, Masters: 36%)
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.
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 male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
- Black: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 3.0 |
Texas: | 30.4 |
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.
- Hispanic22
- Black10
- White16
- Multirace4
- LEP13
- IDEA13
- 5042
Chronic Student Absenteeism
- Hispanic: 22 (male: 14, female: 8)
- Black: 10 (male: 5, female: 5)
- White: 16 (male: 8, female: 8)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 13 (male: 8, female: 5)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
- Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Fred Douglass School: | 79.3 |
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 male)
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
- White: 2
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here: | 3.0 |
State: | 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).
- Hispanic1
- Black27
- White17
- Multirace7
- LEP1
- IDEA23
- 50420
School days missed due to out-of-school suspension
- Hispanic: 1 (all male)
- Black: 27 (male: 25, female: 2)
- White: 17 (male: 10, female: 7)
- Two or More Races: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 1 (all male)
- Individuals With Disabilities Education Act (IDEA): 23 (male: 16, female: 7)
- Section 504: 20 (male: 18, female: 2)
Instances of out-of-school suspension (All preschool students): 1
Instances of out-of-school suspension per 1,000 students (All preschool students)
School: | 1.5 |
Texas: | 1.4 |
Instances of out-of-school suspension per 1,000 students (IDEA preschool students)
Here: | 1.5 |
State: | 0.1 |
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Instances of out-of-school suspension (Students without disabilities): 5
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 7.6 |
Texas: | 102.7 |
- Hispanic13
- Black10
- White4
- Multirace2
- LEP7
Students without disabilities receiving one or more in-school suspension
- Hispanic: 13 (male: 8, female: 5)
- Black: 10 (male: 8, female: 2)
- White: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
- Two or More Races: 2
Instances of out-of-school suspension (Students with disabilities): 13
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Fred Douglass School: | 19.8 |
State: | 27.5 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Fred Douglass School: | 18.3 |
State: | 12.0 |
- Hispanic2
- Black10
- White10
- 50413
Students with disabilities receiving one or more in-school suspension
- Hispanic: 2 (all male)
- Black: 10 (male: 8, female: 2)
- White: 10 (male: 8, female: 2)
- Section 504: 13 (male: 11, female: 2)
- Black2
- White4
- Multirace2
- 5044
Students with disabilities receiving only one out-of-school suspension
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
- Two or More Races: 2 (all female)
- Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
- Black: 5 (all male)
- White: 4 (male: 2, female: 2)
- Section 504: 2 (all male)
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