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H G Temple Elementary School in Diboll, TX
(KG-03 • 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 37
Address
 1303 LUMBERJACK DR
Diboll, TX 75941
Telephone
(936) 829-6950
(make sure to verify first before calling)
Website
http://www.dibollisd.com
City-data.com school rating
37
Students
532
Classroom Teachers (FTE)
40.3
Free lunch eligible students
331
Reduced-price lunch
eligible students
4
School district
DIBOLL 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:
LUFKIN MIDDLE (9.3 miles):

58
ANDERSON EL (6.6 miles):

45
SLACK EL (8.6 miles):

44
DIBOLL J H (1.6 miles):

40
DIBOLL H S (0.5 miles):

37
H G Temple Elementary School:

37
H G TEMPLE INT (0.0 miles):

26
BROOKHOLLOW EL (8.3 miles):

24
STUBBLEFIELD LRN CTR (7.5 miles):

5
H G Temple Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Angelina County:

49
Diboll:

35
H G Temple Elementary School:

37

Students & Teachers


Total enrollment:
Enrollment in 2016: 532
Enrollment in 2015: 561
Enrollment in 2014: 584
Enrollment in 2013: 591
Enrollment in 2012: 577
Enrollment in 2011: 558
Enrollment in 2010: 590
Enrollment in 2009: 557
Enrollment in 2008: 555
Enrollment in 2007: 551
Enrollment in 2006: 559
Enrollment in 2005: 571
Enrollment in 2004: 549
Enrollment in 2003: 545
Enrollment in 2002: 562
Enrollment in 2001: 564
Enrollment in 2000: 569
Enrollment in 1999: 601

H G Temple Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03Total
All students115133138146532
Female students51736066250
Male students64607880282
American Indian/Alaska Native students11 - - 2
Asian students - 1113
Hispanic students69727581297
Black students1111101648
White students34485046178
Two or More Races students - - 224

Enrollment by grade:
Kindergarten enrollment: 115
1st grade enrollment: 133
2nd grade enrollment: 138
3rd grade enrollment: 146

H G Temple Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 250 (47.0%)
H G Temple Elementary School:

47.0%
State:

49.0%
Male enrollment: 282 (53.0%)
Here:

53.0%
Texas:

50.1%

H G Temple Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.4%)
School:

0.4%
Texas:

0.4%
Asian enrollment: 3 (0.6%)
Here:

0.6%
Texas:

3.1%
Hispanic enrollment: 297 (55.8%)
H G Temple Elementary School:

55.8%
State:

46.9%
Black enrollment: 48 (9.0%)
School:

9.0%
State:

11.6%
White enrollment: 178 (33.5%)
H G Temple Elementary School:

33.5%
State:

32.3%
Two or More Races enrollment: 4 (0.8%)
H G Temple Elementary School:

0.8%
Texas:

2.1%

H G Temple Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 335 (63.0%)
Here:

63.0%
State:

61.6%
Free lunch eligible students: 331 (62.2%)
Here:

62.2%
State:

55.4%
Reduced-price lunch eligible students: 4 (0.8%)
H G Temple Elementary School:

0.8%
State:

6.2%

H G Temple Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 40.3

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE sworn law enforcement officers: 0.2
Number of FTE nurses: 1

Student/Teacher Ratio
H G Temple Elementary School:

13.2
State:

15.6

H G Temple Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $387,930
  • Full-time Equivalency Count of Teachers: 32 (Salary Expenditures: $1,714,550)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $64,192)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $142,269)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $181,469)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $0
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $450,991
  • Salary Expenditures for Teachers: $1,874,900
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $127,253)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $142,269)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $181,469)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic136
  • American Indian2
  • White2
  • IDEA13
Students Enrolled in LEP Programs: 140 (male: 70, female: 70)
  • Hispanic: 136 (male: 68, female: 68)
  • American Indian / Alaska Native: 2 (all female)
  • White: 2 (all male)
  • 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

  • Hispanic23
  • Black4
  • White23
  • LEP11
Students with disabilities served under IDEA: 50 (male: 36, female: 14)
  • Hispanic: 23 (male: 16, female: 7)
  • Black: 4 (all male)
  • White: 23 (male: 16, female: 7)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)
Students with disabilities served under Section 504: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 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

  • Hispanic7
  • Black2
  • White2
  • LEP4
Total number of students retained in Kindergarten: 11 (male: 9, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of Kindergarten students retained
H G Temple Elementary School:

9.6%
State:

5.2%
Total number of students retained in 1st grade: 4 (all male)
  • Hispanic: 2
  • White: 2

Percent of 1st grade students retained
School:

3.0%
State:

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

Percent of 2nd grade students retained
School:

1.4%
Texas:

4.8%
Total number of students retained in 3rd grade: 2 (all male)
  • Hispanic: 2

Percent of 3rd grade students retained
Here:

1.4%
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: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 4 (male: 2, female: 2)

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

11.3
State:

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)

  • All1,418
  • Males1,411
  • Females1,425
  • Hispanic1,406
  • Black1,395
  • White1,445
Math Average Scale Score:

1,418
State:

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

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 7.4 (57%)
  • Reporting Category 3: 3.6 (51%)
  • Reporting Category 4: 2.6 (64%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 11%

37%
32%
20%
11%
Males: (Average Scale Score: 1,411, Tested: 61, Did Not Meet Grade Level Performance: 36%, Approaches: 36%, Meets: 21%, Masters: 7%)
36%
36%
21%
7%
Females: (Average Scale Score: 1,425, Tested: 64, Did Not Meet Grade Level Performance: 38%, Approaches: 29%, Meets: 18%, Masters: 16%)
38%
29%
18%
16%
Hispanic: (Average Scale Score: 1,406, Tested: 65, Did Not Meet Grade Level Performance: 43%, Approaches: 29%, Meets: 19%, Masters: 9%)
43%
29%
19%
9%
Black: (Average Scale Score: 1,395, Tested: 18, Did Not Meet Grade Level Performance: 28%, Approaches: 50%, Meets: 22%, Masters: 0%)
28%
50%
22%
White: (Average Scale Score: 1,445, Tested: 41, Did Not Meet Grade Level Performance: 32%, Approaches: 29%, Meets: 19%, Masters: 20%)
32%
29%
19%
20%

    Reading Average Scale Score
    (3rd Grade)

  • All1,427
  • Males1,400
  • Females1,453
  • Hispanic1,399
  • Black1,415
  • White1,476
Reading Average Scale Score:

1,427
Texas:

1,423
Reading students tested: 124
Reading # Answer Documents Submitted: 124

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (78%)
  • Reporting Category 2: 9.5 (64%)
  • Reporting Category 3: 8.6 (62%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 25%

27%
33%
15%
25%
Males: (Average Scale Score: 1,400, Tested: 61, Did Not Meet Grade Level Performance: 34%, Approaches: 33%, Meets: 18%, Masters: 15%)
34%
33%
18%
15%
Females: (Average Scale Score: 1,453, Tested: 63, Did Not Meet Grade Level Performance: 21%, Approaches: 33%, Meets: 11%, Masters: 35%)
21%
33%
11%
35%
Hispanic: (Average Scale Score: 1,399, Tested: 64, Did Not Meet Grade Level Performance: 33%, Approaches: 37%, Meets: 13%, Masters: 17%)
33%
37%
13%
17%
Black: (Average Scale Score: 1,415, Tested: 18, Did Not Meet Grade Level Performance: 28%, Approaches: 39%, Meets: 11%, Masters: 22%)
28%
39%
11%
22%
White: (Average Scale Score: 1,476, Tested: 41, Did Not Meet Grade Level Performance: 20%, Approaches: 24%, Meets: 17%, Masters: 39%)
20%
24%
17%
39%
3rd Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

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

Health & Safety


Corporal Punishment:
Show data for
This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 18
Students without disabilities who received corporal punishment: 15 (male: 9, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
Instances of corporal punishment (Students with disabilities): 3
Students with disabilities who received corporal punishment: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Section 504: 2 (all male)

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

  • Hispanic16
  • Asian2
  • Black2
  • White25
  • LEP7
  • IDEA7
  • 5044
Chronic Student Absenteeism: 45 (male: 19, female: 26)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 25 (male: 14, female: 11)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • 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
School:

84.6
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 Non-IDEA students subjected to physical restraint: 2 (all male)
  • Black: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Here:

3.8
State:

3.0

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: 4 (all male)
  • Black: 2
  • White: 2
Instances of out-of-school suspension (Students without disabilities): 2

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

3.8
State:

102.7
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2

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