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Glass Elementary School in San Antonio, 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 49
Address
 519 CLEARVIEW DR
San Antonio, TX 78228
Telephone
(210) 397-1950
(make sure to verify first before calling)
Website
http://nisd.net
City-data.com school rating
49
Students
584
Classroom Teachers (FTE)
38.5
Free lunch eligible students
480
School district
NORTHSIDE 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:
Glass Elementary School:

49
VILLARREAL EL (1.3 miles):

42
UT - UNIVERSITY CHARTER SCHOOL AT HIGH POINT (0.9 miles):

39
BASKIN EL (0.9 miles):

38
GLENOAKS EL (1.3 miles):

35
NEFF MIDDLE (1.0 miles):

32
WOODLAWN HILLS EL (1.1 miles):

25
LONGFELLOW MIDDLE (0.9 miles):

17
BEXAR COUNTY ACADEMY (0.8 miles):

13
Glass Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Bexar County:

48
San Antonio:

48
Glass Elementary School:

49

Students & Teachers


Total enrollment:
Enrollment in 2016: 584
Enrollment in 2015: 599
Enrollment in 2014: 625
Enrollment in 2013: 643
Enrollment in 2012: 635
Enrollment in 2011: 602
Enrollment in 2010: 579
Enrollment in 2009: 571
Enrollment in 2008: 633
Enrollment in 2007: 606
Enrollment in 2006: 554
Enrollment in 2005: 525
Enrollment in 2004: 510
Enrollment in 2003: 458
Enrollment in 2002: 486
Enrollment in 2001: 485
Enrollment in 2000: 518
Enrollment in 1999: 530

Glass Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students4290871008510179584
Female students19443847474441280
Male students23464953385738304
American Indian/Alaska Native students - - - 1 - - - 1
Asian students - 1 - 1 - - - 2
Hispanic students36677286668667480
Black students487166638
White students295887645
Hawaiian Native/Pacific Islander students - - - 1 - - - 1
Two or More Races students - 53252 - 17

Enrollment by grade:
Pre-Kindergarten enrollment: 42
Kindergarten enrollment: 90
1st grade enrollment: 87
2nd grade enrollment: 100
3rd grade enrollment: 85
4th grade enrollment: 101
5th grade enrollment: 79

Glass Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 280 (47.9%)
School:

47.9%
Texas:

49.0%
Male enrollment: 304 (52.1%)
Here:

52.1%
State:

50.1%

Glass Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Here:

0.2%
Texas:

0.4%
Asian enrollment: 2 (0.3%)
Glass Elementary School:

0.3%
Texas:

3.1%
Hispanic enrollment: 480 (82.2%)
Here:

82.2%
State:

46.9%
Black enrollment: 38 (6.5%)
Glass Elementary School:

6.5%
State:

11.6%
White enrollment: 45 (7.7%)
School:

7.7%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
School:

0.2%
State:

0.1%
Two or More Races enrollment: 17 (2.9%)
Glass Elementary School:

2.9%
Texas:

2.1%

Glass Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 480 (82.2%)
Here:

82.2%
State:

61.6%
Free lunch eligible students: 480 (82.2%)
Glass Elementary School:

82.2%
Texas:

55.4%
Reduced-price lunch eligible students: 0 (0.0%)
School:

0.0%
State:

6.2%

Glass Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 38.5

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 2.5
Number of FTE teachers who were absent more than 10 school days during the school years: 10.5
Number of FTE nurses: 1

Student/Teacher Ratio
Glass Elementary School:

15.2
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,001,291
  • Full-time Equivalency Count of Teachers: 38 (Salary Expenditures: $2,249,460)
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $148,164)
  • Full-time Equivalency Count of Support Services Staff: 8.5 (Salary Expenditures: $455,262)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $148,405)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,565,169
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,621,450
  • Salary Expenditures for Teachers: $2,704,965
  • Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $199,161)
  • Full-time Equivalency Count of Support Services Staff: 9.5 (Salary Expenditures: $568,919)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $148,405)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,744,044

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: 80 (male: 51, female: 29)
  • Hispanic: 68 (male: 43, female: 25)
  • Black: 4 (all male)
  • White: 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic79
  • Black5
  • White7
  • Multirace4
  • LEP2
Students with disabilities served under Section 504: 95 (male: 62, female: 33)
  • Hispanic: 79 (male: 50, female: 29)
  • Black: 5 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

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: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of Kindergarten students retained
School:

6.7%
Texas:

5.2%
Total number of students retained in 1st grade: 5 (all male)
  • Hispanic: 5
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
School:

5.7%
Texas:

6.1%
Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 2nd grade students retained
School:

4.0%
Texas:

4.8%
Total number of students retained in 3rd grade: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2
  • Section 504: 2

Percent of 3rd grade students retained
Glass Elementary School:

4.7%
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 and Talented Student Enrollment

  • Hispanic16
  • Black2
  • White2
  • Multirace2
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 22 (male: 10, female: 12)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

37.7
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)

  • All1,428
  • Males1,407
  • Females1,446
  • Hispanic1,433
  • Black1,329
Math Average Scale Score:

1,428
State:

1,453
Math students tested: 83
Math # Answer Documents Submitted: 83

Math Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 7.7 (59%)
  • Reporting Category 3: 3.9 (56%)
  • Reporting Category 4: 2.4 (61%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 16%

34%
36%
14%
16%
Males: (Average Scale Score: 1,407, Tested: 40, Did Not Meet Grade Level Performance: 48%, Approaches: 28%, Meets: 12%, Masters: 13%)
48%
28%
12%
13%
Females: (Average Scale Score: 1,446, Tested: 43, Did Not Meet Grade Level Performance: 21%, Approaches: 44%, Meets: 16%, Masters: 19%)
21%
44%
16%
19%
Hispanic: (Average Scale Score: 1,433, Tested: 75, Did Not Meet Grade Level Performance: 32%, Approaches: 37%, Meets: 14%, Masters: 17%)
32%
37%
14%
17%
Black: (Average Scale Score: 1,329, Tested: 5, Did Not Meet Grade Level Performance: 80%, Approaches: 20%, Meets: 0%, Masters: 0%)
80%
20%

    Reading Average Scale Score
    (3rd Grade)

  • All1,361
  • Males1,331
  • Females1,388
  • Hispanic1,365
  • Black1,281
Reading Average Scale Score:

1,361
State:

1,423
Reading students tested: 83
Reading # Answer Documents Submitted: 83

Reading Avg Items Correct:
  • Reporting Category 1: 3.3 (66%)
  • Reporting Category 2: 7.8 (52%)
  • Reporting Category 3: 7.3 (52%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 8%

46%
35%
11%
8%
Males: (Average Scale Score: 1,331, Tested: 40, Did Not Meet Grade Level Performance: 58%, Approaches: 25%, Meets: 13%, Masters: 5%)
58%
25%
13%
5%
Females: (Average Scale Score: 1,388, Tested: 43, Did Not Meet Grade Level Performance: 35%, Approaches: 44%, Meets: 9%, Masters: 12%)
35%
44%
9%
12%
Hispanic: (Average Scale Score: 1,365, Tested: 75, Did Not Meet Grade Level Performance: 43%, Approaches: 37%, Meets: 11%, Masters: 9%)
43%
37%
11%
9%
Black: (Average Scale Score: 1,281, Tested: 5, Did Not Meet Grade Level Performance: 80%, Approaches: 20%, Meets: 0%, Masters: 0%)
80%
20%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,573
  • Males1,584
  • Females1,563
  • Hispanic1,569
  • White1,604
Math Average Scale Score:

1,573
Texas:

1,546
Math students tested: 90
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 91

Math Avg Items Correct:
  • Reporting Category 1: 6.3 (70%)
  • Reporting Category 2: 7.5 (68%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 26%

19%
32%
23%
26%
Males: (Average Scale Score: 1,584, Tested: 43, Did Not Meet Grade Level Performance: 14%, Approaches: 35%, Meets: 25%, Masters: 26%)
14%
35%
25%
26%
Females: (Average Scale Score: 1,563, Tested: 47, Did Not Meet Grade Level Performance: 23%, Approaches: 30%, Meets: 21%, Masters: 26%)
23%
30%
21%
26%
Hispanic: (Average Scale Score: 1,569, Tested: 81, Did Not Meet Grade Level Performance: 19%, Approaches: 33%, Meets: 23%, Masters: 25%)
19%
33%
23%
25%
White: (Average Scale Score: 1,604, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 28%, Masters: 29%)
14%
29%
28%
29%

    Reading Average Scale Score
    (4th Grade)

  • All1,475
  • Males1,473
  • Females1,477
  • Hispanic1,469
  • White1,526
Reading Average Scale Score:

1,475
Texas:

1,496
Reading students tested: 90
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 91

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 9.1 (61%)
  • Reporting Category 3: 7.6 (58%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 12%

40%
28%
20%
12%
Males: (Average Scale Score: 1,473, Tested: 43, Did Not Meet Grade Level Performance: 40%, Approaches: 30%, Meets: 18%, Masters: 12%)
40%
30%
18%
12%
Females: (Average Scale Score: 1,477, Tested: 47, Did Not Meet Grade Level Performance: 40%, Approaches: 26%, Meets: 21%, Masters: 13%)
40%
26%
21%
13%
Hispanic: (Average Scale Score: 1,469, Tested: 81, Did Not Meet Grade Level Performance: 42%, Approaches: 28%, Meets: 19%, Masters: 11%)
42%
28%
19%
11%
White: (Average Scale Score: 1,526, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 43%, Masters: 14%)
29%
14%
43%
14%

    Writing Average Scale Score
    (4th Grade)

  • All3,401
  • Males3,339
  • Females3,457
  • Hispanic3,395
  • White3,383
Writing Average Scale Score:

3,401
State:

3,570
Writing students tested: 90
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 91

Writing Avg Items Correct:
  • Reporting Category 1: 3.3 (41%)
  • Reporting Category 2: 3.4 (42%)
  • Reporting Category 3: 8.9 (56%)

Did Not Meet Grade Level Performance: 58%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 2%

58%
22%
18%
2%
Males: (Average Scale Score: 3,339, Tested: 43, Did Not Meet Grade Level Performance: 56%, Approaches: 25%, Meets: 17%, Masters: 2%)
56%
25%
17%
2%
Females: (Average Scale Score: 3,457, Tested: 47, Did Not Meet Grade Level Performance: 60%, Approaches: 19%, Meets: 19%, Masters: 2%)
60%
19%
19%
2%
Hispanic: (Average Scale Score: 3,395, Tested: 81, Did Not Meet Grade Level Performance: 59%, Approaches: 22%, Meets: 17%, Masters: 2%)
59%
22%
17%
2%
White: (Average Scale Score: 3,383, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 29%, Masters: 0%)
43%
28%
29%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,653
  • Males1,658
  • Females1,648
  • Hispanic1,657
  • Black1,595
  • White1,613
Math Average Scale Score:

1,653
State:

1,603
Math students tested: 85
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 86

Math Avg Items Correct:
  • Reporting Category 1: 4 (67%)
  • Reporting Category 2: 12.9 (76%)
  • Reporting Category 3: 6.6 (73%)
  • Reporting Category 4: 2.5 (64%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 36%

8%
27%
29%
36%
Males: (Average Scale Score: 1,658, Tested: 40, Did Not Meet Grade Level Performance: 10%, Approaches: 22%, Meets: 30%, Masters: 38%)
10%
22%
30%
38%
Females: (Average Scale Score: 1,648, Tested: 45, Did Not Meet Grade Level Performance: 7%, Approaches: 31%, Meets: 26%, Masters: 36%)
7%
31%
26%
36%
Hispanic: (Average Scale Score: 1,657, Tested: 67, Did Not Meet Grade Level Performance: 6%, Approaches: 30%, Meets: 28%, Masters: 36%)
6%
30%
28%
36%
Black: (Average Scale Score: 1,595, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 12%, Meets: 38%, Masters: 25%)
25%
12%
38%
25%
White: (Average Scale Score: 1,613, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 28%, Masters: 29%)
14%
29%
28%
29%

    Reading Average Scale Score
    (5th Grade)

  • All1,536
  • Males1,551
  • Females1,522
  • Hispanic1,540
  • Black1,470
  • White1,495
Reading Average Scale Score:

1,536
State:

1,546
Reading students tested: 85
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 86

Reading Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • Reporting Category 2: 10.8 (68%)
  • Reporting Category 3: 8.4 (60%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 14%

31%
33%
22%
14%
Males: (Average Scale Score: 1,551, Tested: 40, Did Not Meet Grade Level Performance: 25%, Approaches: 30%, Meets: 27%, Masters: 18%)
25%
30%
27%
18%
Females: (Average Scale Score: 1,522, Tested: 45, Did Not Meet Grade Level Performance: 36%, Approaches: 35%, Meets: 18%, Masters: 11%)
36%
35%
18%
11%
Hispanic: (Average Scale Score: 1,540, Tested: 67, Did Not Meet Grade Level Performance: 30%, Approaches: 33%, Meets: 22%, Masters: 15%)
30%
33%
22%
15%
Black: (Average Scale Score: 1,470, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 25%, Meets: 12%, Masters: 13%)
50%
25%
12%
13%
White: (Average Scale Score: 1,495, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 57%, Meets: 14%, Masters: 0%)
29%
57%
14%

    Science Average Scale Score
    (5th Grade)

  • All3,775
  • Males3,844
  • Females3,713
  • Hispanic3,762
  • Black3,749
  • White3,586
Science Average Scale Score:

3,775
Texas:

3,771
Science students tested: 84
Science # Answer Documents Submitted: 84

Science Avg Items Correct:
  • Reporting Category 1: 4.1 (69%)
  • Reporting Category 2: 5.4 (68%)
  • Reporting Category 3: 6.9 (69%)
  • Reporting Category 4: 7.5 (62%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 44%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 12%

29%
44%
15%
12%
Males: (Average Scale Score: 3,844, Tested: 40, Did Not Meet Grade Level Performance: 20%, Approaches: 50%, Meets: 17%, Masters: 13%)
20%
50%
17%
13%
Females: (Average Scale Score: 3,713, Tested: 44, Did Not Meet Grade Level Performance: 36%, Approaches: 39%, Meets: 14%, Masters: 11%)
36%
39%
14%
11%
Hispanic: (Average Scale Score: 3,762, Tested: 66, Did Not Meet Grade Level Performance: 27%, Approaches: 44%, Meets: 20%, Masters: 9%)
27%
44%
20%
9%
Black: (Average Scale Score: 3,749, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 50%, Meets: 0%, Masters: 25%)
25%
50%
25%
White: (Average Scale Score: 3,586, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 43%, Meets: 0%, Masters: 0%)
57%
43%

Health & Safety


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

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

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

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: 6

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


Total incidents per 1,000 students
School:

15.4
State:

38.0

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

  • Hispanic52
  • American Indian2
  • Black7
  • White7
  • Multirace2
  • LEP2
  • IDEA13
  • 50413
Chronic Student Absenteeism: 70 (male: 38, female: 32)
  • Hispanic: 52 (male: 32, female: 20)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
  • Section 504: 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

119.9
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: 21 (male: 18, female: 3)
  • Hispanic: 21 (male: 18, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 9 (male: 6, female: 3)
  • Section 504: 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 6

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

10.3
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 17 (male: 15, female: 2)
  • Hispanic: 11 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 5 (all male)
  • Hispanic: 5
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 5

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

8.6
State:

27.5
Instances of out-of-school suspension (Section 504 only): 1

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

1.7
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)
  • Section 504: 7 (male: 5, female: 2)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 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.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

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

3.4
Texas:

32.9
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

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

3.4
Texas:

5.4

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

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

3.4
Texas:

49.7
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
School:

3.4
State:

5.9

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