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Hamlin Middle School in Corpus Christi, TX
(06-08 • 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 28
Address
 3900 HAMLIN DR
Corpus Christi, TX 78411
Telephone
(361) 878-4210
(make sure to verify first before calling)
City-data.com school rating
28
Students
617
Classroom Teachers (FTE)
37.1
Free lunch eligible students
322
School district
CORPUS CHRISTI 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:
WINDSOR PARK G/T (1.2 miles):

100
MARY HELEN BERLANGA EL (0.8 miles):

56
BAKER MIDDLE (1.0 miles):

56
KING H S (1.5 miles):

51
HICKS EL (1.2 miles):

48
WILSON EL (0.2 miles):

46
RAY H S (1.3 miles):

45
Hamlin Middle School:

28
CESAR E CHAVEZ ACADEMY (1.4 miles):

4
Hamlin Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Nueces County:

54
Corpus Christi:

52
Hamlin Middle School:

28

Students & Teachers


Total enrollment:
Enrollment in 2016: 617
Enrollment in 2015: 646
Enrollment in 2014: 684
Enrollment in 2013: 713
Enrollment in 2012: 731
Enrollment in 2011: 708
Enrollment in 2010: 660
Enrollment in 2009: 696
Enrollment in 2008: 714
Enrollment in 2007: 759
Enrollment in 2006: 758
Enrollment in 2005: 780
Enrollment in 2004: 805
Enrollment in 2003: 776
Enrollment in 2002: 757
Enrollment in 2001: 782
Enrollment in 2000: 732
Enrollment in 1999: 747

Hamlin Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students197214206617
Female students106109109324
Male students9110597293
American Indian/Alaska Native students1 - - 1
Asian students - - 11
Hispanic students156175172503
Black students67518
White students30322688
Hawaiian Native/Pacific Islander students1 - - 1
Two or More Races students3 - 25

Enrollment by grade:
6th grade enrollment: 197
7th grade enrollment: 214
8th grade enrollment: 206

Hamlin Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 324 (52.5%)
Hamlin Middle School:

52.5%
Texas:

49.0%
Male enrollment: 293 (47.5%)
School:

47.5%
Texas:

50.1%

Hamlin Middle School - Historical enrollment by gender


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

0.2%
State:

0.4%
Asian enrollment: 1 (0.2%)
Hamlin Middle School:

0.2%
State:

3.1%
Hispanic enrollment: 503 (81.5%)
Hamlin Middle School:

81.5%
State:

46.9%
Black enrollment: 18 (2.9%)
School:

2.9%
Texas:

11.6%
White enrollment: 88 (14.3%)
Here:

14.3%
State:

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

0.2%
Texas:

0.1%
Two or More Races enrollment: 5 (0.8%)
School:

0.8%
State:

2.1%

Hamlin Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 322 (52.2%)
School:

52.2%
State:

61.6%
Free lunch eligible students: 322 (52.2%)
Hamlin Middle School:

52.2%
State:

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

0.0%
Texas:

6.2%

Hamlin Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 37.1

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 14
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1

Student/Teacher Ratio
Hamlin Middle School:

16.6
State:

15.6

Hamlin Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,176,529
  • Full-time Equivalency Count of Teachers: 36.5 (Salary Expenditures: $1,584,833)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $34,509)
  • Full-time Equivalency Count of Support Services Staff: 8.1 (Salary Expenditures: $325,061)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $232,126)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $130,533
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $763,693
  • Salary Expenditures for Teachers: $1,936,369
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $141,334)
  • Full-time Equivalency Count of Support Services Staff: 10.1 (Salary Expenditures: $390,232)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $232,126)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $176,675

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all female)
  • Hispanic: 2

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: 70 (male: 50, female: 20)
  • Hispanic: 59 (male: 43, female: 16)
  • White: 11 (male: 7, female: 4)
Students with disabilities served under Section 504: 55 (male: 34, female: 21)
  • Hispanic: 40 (male: 23, female: 17)
  • Black: 2 (all female)
  • White: 13 (male: 11, female: 2)

Retention:
Show data for

(State average from 1,054 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 6th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Percent of 6th grade students retained
Here:

2.0%
Texas:

6.3%

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 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.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All4,230
  • Males4,126
  • Females4,296
  • Hispanic4,225
  • White4,180
Algebra I Average Scale Score:

4,230
State:

4,001
Algebra I students tested: 49
Algebra I # Answer Documents Submitted: 49

Algebra I Avg Items Correct:
  • Reporting Category 1: 6.4 (58%)
  • Reporting Category 2: 8.7 (72%)
  • Reporting Category 3: 10.6 (76%)
  • Reporting Category 4: 7.5 (68%)
  • Reporting Category 5: 4.4 (73%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 47%
Masters Grade Level Performance: 33%

20%
47%
33%
Males: (Average Scale Score: 4,126, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 16%, Meets: 63%, Masters: 21%)
16%
63%
21%
Females: (Average Scale Score: 4,296, Tested: 30, Did Not Meet Grade Level Performance: 0%, Approaches: 23%, Meets: 37%, Masters: 40%)
23%
37%
40%
Hispanic: (Average Scale Score: 4,225, Tested: 31, Did Not Meet Grade Level Performance: 0%, Approaches: 19%, Meets: 46%, Masters: 35%)
19%
46%
35%
White: (Average Scale Score: 4,180, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 29%, Meets: 42%, Masters: 29%)
29%
42%
29%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,604
  • Males1,600
  • Females1,609
  • Hispanic1,604
  • White1,607
Math Average Scale Score:

1,604
Texas:

1,546
Math students tested: 205
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 207

Math Avg Items Correct:
  • Reporting Category 1: 5.1 (51%)
  • Reporting Category 2: 7.3 (49%)
  • Reporting Category 3: 3.2 (53%)
  • Reporting Category 4: 3.1 (44%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 9%

30%
38%
23%
9%
Males: (Average Scale Score: 1,600, Tested: 117, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 20%, Masters: 9%)
29%
42%
20%
9%
Females: (Average Scale Score: 1,609, Tested: 88, Did Not Meet Grade Level Performance: 32%, Approaches: 32%, Meets: 27%, Masters: 9%)
32%
32%
27%
9%
Hispanic: (Average Scale Score: 1,604, Tested: 159, Did Not Meet Grade Level Performance: 31%, Approaches: 36%, Meets: 24%, Masters: 9%)
31%
36%
24%
9%
White: (Average Scale Score: 1,607, Tested: 39, Did Not Meet Grade Level Performance: 28%, Approaches: 44%, Meets: 20%, Masters: 8%)
28%
44%
20%
8%

    Reading Average Scale Score
    (6th Grade)

  • All1,556
  • Males1,545
  • Females1,572
  • Hispanic1,555
  • White1,573
Reading Average Scale Score:

1,556
State:

1,457
Reading students tested: 205
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 207

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (57%)
  • Reporting Category 2: 11.5 (68%)
  • Reporting Category 3: 8.8 (58%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 12%

38%
30%
20%
12%
Males: (Average Scale Score: 1,545, Tested: 117, Did Not Meet Grade Level Performance: 42%, Approaches: 30%, Meets: 16%, Masters: 12%)
42%
30%
16%
12%
Females: (Average Scale Score: 1,572, Tested: 88, Did Not Meet Grade Level Performance: 33%, Approaches: 29%, Meets: 25%, Masters: 13%)
33%
29%
25%
13%
Hispanic: (Average Scale Score: 1,555, Tested: 159, Did Not Meet Grade Level Performance: 38%, Approaches: 31%, Meets: 19%, Masters: 12%)
38%
31%
19%
12%
White: (Average Scale Score: 1,573, Tested: 39, Did Not Meet Grade Level Performance: 33%, Approaches: 29%, Meets: 23%, Masters: 15%)
33%
29%
23%
15%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,624
  • Males1,625
  • Females1,622
  • Hispanic1,623
  • Black1,599
  • White1,626
Math Average Scale Score:

1,624
Texas:

1,571
Math students tested: 183
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 184

Math Avg Items Correct:
  • Reporting Category 1: 3.4 (57%)
  • Reporting Category 2: 7.1 (47%)
  • Reporting Category 3: 5.9 (49%)
  • Reporting Category 4: 2.9 (42%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 8%

36%
39%
17%
8%
Males: (Average Scale Score: 1,625, Tested: 102, Did Not Meet Grade Level Performance: 35%, Approaches: 41%, Meets: 14%, Masters: 10%)
35%
41%
14%
10%
Females: (Average Scale Score: 1,622, Tested: 81, Did Not Meet Grade Level Performance: 37%, Approaches: 37%, Meets: 20%, Masters: 6%)
37%
37%
20%
6%
Hispanic: (Average Scale Score: 1,623, Tested: 151, Did Not Meet Grade Level Performance: 36%, Approaches: 40%, Meets: 17%, Masters: 7%)
36%
40%
17%
7%
Black: (Average Scale Score: 1,599, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 20%, Masters: 0%)
40%
40%
20%
White: (Average Scale Score: 1,626, Tested: 22, Did Not Meet Grade Level Performance: 32%, Approaches: 36%, Meets: 18%, Masters: 14%)
32%
36%
18%
14%

    Reading Average Scale Score
    (7th Grade)

  • All1,630
  • Males1,621
  • Females1,643
  • Hispanic1,630
  • Black1,627
  • White1,631
Reading Average Scale Score:

1,630
Texas:

1,550
Reading students tested: 183
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 184

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (67%)
  • Reporting Category 2: 11.5 (64%)
  • Reporting Category 3: 9.7 (61%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 20%

32%
30%
18%
20%
Males: (Average Scale Score: 1,621, Tested: 102, Did Not Meet Grade Level Performance: 34%, Approaches: 30%, Meets: 18%, Masters: 18%)
34%
30%
18%
18%
Females: (Average Scale Score: 1,643, Tested: 81, Did Not Meet Grade Level Performance: 28%, Approaches: 31%, Meets: 19%, Masters: 22%)
28%
31%
19%
22%
Hispanic: (Average Scale Score: 1,630, Tested: 151, Did Not Meet Grade Level Performance: 33%, Approaches: 29%, Meets: 19%, Masters: 19%)
33%
29%
19%
19%
Black: (Average Scale Score: 1,627, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 80%, Meets: 0%, Masters: 20%)
80%
20%
White: (Average Scale Score: 1,631, Tested: 22, Did Not Meet Grade Level Performance: 27%, Approaches: 37%, Meets: 18%, Masters: 18%)
27%
37%
18%
18%

    Writing Average Scale Score
    (7th Grade)

  • All3,678
  • Males3,589
  • Females3,792
  • Hispanic3,674
  • Black3,314
  • White3,724
Writing Average Scale Score:

3,678
State:

3,515
Writing students tested: 181
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 183

Writing Avg Items Correct:
  • Reporting Category 1: 7.9 (49%)
  • Reporting Category 2: 8.1 (62%)
  • Reporting Category 3: 10.9 (64%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 8%

44%
26%
22%
8%
Males: (Average Scale Score: 3,589, Tested: 102, Did Not Meet Grade Level Performance: 49%, Approaches: 26%, Meets: 20%, Masters: 5%)
49%
26%
20%
5%
Females: (Average Scale Score: 3,792, Tested: 79, Did Not Meet Grade Level Performance: 37%, Approaches: 26%, Meets: 26%, Masters: 11%)
37%
26%
26%
11%
Hispanic: (Average Scale Score: 3,674, Tested: 149, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 23%, Masters: 6%)
43%
28%
23%
6%
Black: (Average Scale Score: 3,314, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 20%, Masters: 0%)
60%
20%
20%
White: (Average Scale Score: 3,724, Tested: 22, Did Not Meet Grade Level Performance: 45%, Approaches: 19%, Meets: 18%, Masters: 18%)
45%
19%
18%
18%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,641
  • Males1,633
  • Females1,649
  • Hispanic1,637
  • White1,652
Math Average Scale Score:

1,641
Texas:

1,539
Math students tested: 136
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 186

Math Avg Items Correct:
  • Reporting Category 1: 2.4 (59%)
  • Reporting Category 2: 8.8 (55%)
  • Reporting Category 3: 7.8 (52%)
  • Reporting Category 4: 3.5 (50%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 1%

29%
45%
25%
1%
Males: (Average Scale Score: 1,633, Tested: 72, Did Not Meet Grade Level Performance: 36%, Approaches: 40%, Meets: 24%, Masters: 0%)
36%
40%
24%
Females: (Average Scale Score: 1,649, Tested: 64, Did Not Meet Grade Level Performance: 22%, Approaches: 50%, Meets: 25%, Masters: 3%)
22%
50%
25%
3%
Hispanic: (Average Scale Score: 1,637, Tested: 118, Did Not Meet Grade Level Performance: 31%, Approaches: 44%, Meets: 23%, Masters: 2%)
31%
44%
23%
2%
White: (Average Scale Score: 1,652, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 46%, Meets: 31%, Masters: 0%)
23%
46%
31%

    Reading Average Scale Score
    (8th Grade)

  • All1,650
  • Males1,621
  • Females1,678
  • Hispanic1,642
  • Black1,670
  • White1,683
Reading Average Scale Score:

1,650
State:

1,561
Reading students tested: 184
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 186

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (69%)
  • Reporting Category 2: 12.6 (67%)
  • Reporting Category 3: 10.7 (63%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 13%

29%
36%
22%
13%
Males: (Average Scale Score: 1,621, Tested: 91, Did Not Meet Grade Level Performance: 37%, Approaches: 39%, Meets: 15%, Masters: 9%)
37%
39%
15%
9%
Females: (Average Scale Score: 1,678, Tested: 93, Did Not Meet Grade Level Performance: 22%, Approaches: 32%, Meets: 29%, Masters: 17%)
22%
32%
29%
17%
Hispanic: (Average Scale Score: 1,642, Tested: 148, Did Not Meet Grade Level Performance: 34%, Approaches: 34%, Meets: 19%, Masters: 13%)
34%
34%
19%
13%
Black: (Average Scale Score: 1,670, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 40%, Masters: 0%)
60%
40%
White: (Average Scale Score: 1,683, Tested: 27, Did Not Meet Grade Level Performance: 11%, Approaches: 41%, Meets: 33%, Masters: 15%)
11%
41%
33%
15%

    Science Average Scale Score
    (8th Grade)

  • All3,773
  • Males3,761
  • Females3,785
  • Hispanic3,698
  • Black3,962
  • White4,047
Science Average Scale Score:

3,773
State:

3,634
Science students tested: 190
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 191

Science Avg Items Correct:
  • Reporting Category 1: 6.7 (61%)
  • Reporting Category 2: 5.1 (57%)
  • Reporting Category 3: 7 (63%)
  • Reporting Category 4: 6.8 (62%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 12%

35%
33%
20%
12%
Males: (Average Scale Score: 3,761, Tested: 93, Did Not Meet Grade Level Performance: 35%, Approaches: 34%, Meets: 21%, Masters: 10%)
35%
34%
21%
10%
Females: (Average Scale Score: 3,785, Tested: 97, Did Not Meet Grade Level Performance: 34%, Approaches: 33%, Meets: 19%, Masters: 14%)
34%
33%
19%
14%
Hispanic: (Average Scale Score: 3,698, Tested: 152, Did Not Meet Grade Level Performance: 39%, Approaches: 35%, Meets: 18%, Masters: 8%)
39%
35%
18%
8%
Black: (Average Scale Score: 3,962, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 20%, Masters: 20%)
20%
40%
20%
20%
White: (Average Scale Score: 4,047, Tested: 29, Did Not Meet Grade Level Performance: 21%, Approaches: 24%, Meets: 27%, Masters: 28%)
21%
24%
27%
28%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,538
  • Males3,527
  • Females3,548
  • Hispanic3,503
  • Black3,587
  • White3,672
Social Studies Average Scale Score:

3,538
Texas:

3,461
Social Studies students tested: 190
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 191

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.3 (49%)
  • Reporting Category 2: 5.5 (55%)
  • Reporting Category 3: 5.2 (52%)
  • Reporting Category 4: 3.4 (49%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 4%

48%
39%
9%
4%
Males: (Average Scale Score: 3,527, Tested: 93, Did Not Meet Grade Level Performance: 48%, Approaches: 42%, Meets: 8%, Masters: 2%)
48%
42%
8%
2%
Females: (Average Scale Score: 3,548, Tested: 97, Did Not Meet Grade Level Performance: 48%, Approaches: 37%, Meets: 9%, Masters: 6%)
48%
37%
9%
6%
Hispanic: (Average Scale Score: 3,503, Tested: 152, Did Not Meet Grade Level Performance: 52%, Approaches: 36%, Meets: 9%, Masters: 3%)
52%
36%
9%
3%
Black: (Average Scale Score: 3,587, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 20%, Masters: 0%)
40%
40%
20%
White: (Average Scale Score: 3,672, Tested: 29, Did Not Meet Grade Level Performance: 34%, Approaches: 56%, Meets: 0%, Masters: 10%)
34%
56%
10%

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.

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.
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: 1


Total incidents per 1,000 students
School:

1.6
State:

38.0

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 were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

6.5
Texas:

17.4
Students without disabilities who received a school-related arrest: 2 (all female)
  • Hispanic: 2

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

3.2
Texas:

13.1
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

3.2
Texas:

5.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Students with disabilities who received a school-related arrest per 1,000 students
Here:

3.2
State:

4.1

Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

1.6
Texas:

0.8


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

  • Hispanic97
  • Black4
  • White10
  • Multirace2
  • LEP2
  • IDEA13
  • 50419
Chronic Student Absenteeism: 113 (male: 54, female: 59)
  • Hispanic: 97 (male: 44, female: 53)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
  • Section 504: 19 (male: 11, female: 8)
Chronic Student Absenteeism per 1,000 students
School:

183.1
State:

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

  • Hispanic161
  • White13
  • LEP1
  • IDEA47
  • 50434
School days missed due to out-of-school suspension: 174 (male: 88, female: 86)
  • Hispanic: 161 (male: 76, female: 85)
  • White: 13 (male: 12, female: 1)
  • Limited English Proficiency (LEP): 1 (all female)
  • Individuals With Disabilities Education Act (IDEA): 47 (male: 29, female: 18)
  • Section 504: 34 (male: 20, female: 14)
Instances of out-of-school suspension (Students without disabilities): 68

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

110.2
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 59 (male: 31, female: 28)
  • Hispanic: 55 (male: 29, female: 26)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
Students without disabilities receiving only one out-of-school suspension: 29 (male: 16, female: 13)
  • Hispanic: 25 (male: 14, female: 11)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 10 (male: 5, female: 5)
  • Hispanic: 10 (male: 5, female: 5)
Instances of out-of-school suspension (Students with disabilities): 34

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

55.1
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 25

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

40.5
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic13
  • Black2
  • White4
  • 50416
Students with disabilities receiving one or more in-school suspension: 19 (male: 12, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Section 504: 16 (male: 11, female: 5)
Students with disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Section 504: 10 (male: 5, female: 5)

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic28
  • Asian2
  • White10
  • IDEA2
8th grade student enrollment in Algebra I: 40 (male: 15, female: 25)
  • Hispanic: 28 (male: 8, female: 20)
  • Asian: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
8th grade studenst who passed Algebra I: 40 (male: 17, female: 23)
  • Hispanic: 29 (male: 10, female: 19)
  • White: 11 (male: 7, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 8th grade students who passed
Hamlin Middle School:

100.0%
Texas:

87.0%

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