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Hamshire-Fannett Middle School in Beaumont, TX
(07-08 • 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 75
Address
 11375 DUGAT RD
Beaumont, TX 77705
Telephone
(409) 794-2361
(make sure to verify first before calling)
City-data.com school rating
75
Students
286
Classroom Teachers (FTE)
21.6
Free lunch eligible students
54
Reduced-price lunch
eligible students
9
School district
HAMSHIRE-FANNETT ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Hamshire-Fannett Middle School:

75
HAMSHIRE-FANNETT EL (0.2 miles):

67
CHINA EL (10.1 miles):

67
WEST BROOK SR H S (11.4 miles):

57
HAMSHIRE-FANNETT H S (5.6 miles):

55
DISHMAN EL (9.4 miles):

49
VINCENT MIDDLE (11.2 miles):

38
HAMSHIRE-FANNETT INT (0.1 miles):

35
AMELIA EL (11.0 miles):

18
Hamshire-Fannett Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Jefferson County:

45
Beaumont:

35
Hamshire-Fannett Middle School:

75

Students & Teachers


Total enrollment:
Enrollment in 2016: 286
Enrollment in 2015: 274
Enrollment in 2014: 259
Enrollment in 2013: 264
Enrollment in 2012: 280
Enrollment in 2011: 287
Enrollment in 2010: 274
Enrollment in 2009: 258
Enrollment in 2008: 266
Enrollment in 2007: 273
Enrollment in 2006: 294
Enrollment in 2005: 292
Enrollment in 2004: 300
Enrollment in 2003: 302
Enrollment in 2002: 296
Enrollment in 2001: 297
Enrollment in 2000: 457
Enrollment in 1999: 491

Hamshire-Fannett Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students140146286
Female students6466130
Male students7680156
American Indian/Alaska Native students134
Asian students123
Hispanic students192140
Black students6814
White students112109221
Hawaiian Native/Pacific Islander students - 22
Two or More Races students112

Enrollment by grade:
7th grade enrollment: 140
8th grade enrollment: 146

Hamshire-Fannett Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 130 (45.5%)
School:

45.5%
State:

49.0%
Male enrollment: 156 (54.5%)
Hamshire-Fannett Middle School:

54.5%
Texas:

50.1%

Hamshire-Fannett Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 4 (1.4%)
Here:

1.4%
Texas:

0.4%
Asian enrollment: 3 (1.0%)
Hamshire-Fannett Middle School:

1.0%
State:

3.1%
Hispanic enrollment: 40 (14.0%)
Hamshire-Fannett Middle School:

14.0%
Texas:

46.9%
Black enrollment: 14 (4.9%)
Hamshire-Fannett Middle School:

4.9%
State:

11.6%
White enrollment: 221 (77.3%)
School:

77.3%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.7%)
Here:

0.7%
State:

0.1%
Two or More Races enrollment: 2 (0.7%)
School:

0.7%
Texas:

2.1%

Hamshire-Fannett Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 63 (22.0%)
Hamshire-Fannett Middle School:

22.0%
Texas:

61.6%
Free lunch eligible students: 54 (18.9%)
Hamshire-Fannett Middle School:

18.9%
State:

55.4%
Reduced-price lunch eligible students: 9 (3.1%)
Hamshire-Fannett Middle School:

3.1%
Texas:

6.2%

Hamshire-Fannett Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 21.6

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

13.2
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,159,298
  • Full-time Equivalency Count of Teachers: 21 (Salary Expenditures: $944,665)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $11,670)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $70,901)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $143,732)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $81,165
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,198,653
  • Salary Expenditures for Teachers: $944,665
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $39,355)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $82,739

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 6 (all female)
  • Hispanic: 2
  • White: 2
  • Two or More Races: 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: 17 (male: 10, female: 7)
  • White: 17 (male: 10, female: 7)
Students with disabilities served under Section 504: 24 (male: 19, female: 5)
  • Asian: 2 (all male)
  • White: 22 (male: 17, female: 5)

Retention:
Show data for

(State average from 1,038 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 7th grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Percent of 7th grade students retained
Hamshire-Fannett Middle School:

2.9%
Texas:

6.0%
Total number of students retained in 8th grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
Hamshire-Fannett Middle School:

1.4%
State:

7.0%

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: 23 (male: 8, female: 15)
  • Asian: 2 (all female)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 2 (all female)

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

80.4
Texas:

79.4

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

  • All4,998
  • Males5,032
  • Females4,966
  • Hispanic5,124
  • White4,969
Algebra I Average Scale Score:

4,998
State:

4,001
Algebra I students tested: 29
Algebra I # Answer Documents Submitted: 30

Algebra I Avg Items Correct:
  • Reporting Category 1: 9.7 (88%)
  • Reporting Category 2: 11.3 (94%)
  • Reporting Category 3: 12.7 (91%)
  • Reporting Category 4: 10.1 (92%)
  • Reporting Category 5: 5.7 (94%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 100%

100%
Males: (Average Scale Score: 5,032, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Females: (Average Scale Score: 4,966, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Hispanic: (Average Scale Score: 5,124, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
White: (Average Scale Score: 4,969, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,624
  • Males1,621
  • Females1,627
  • Hispanic1,638
  • Black1,604
  • White1,622
Math Average Scale Score:

1,624
Texas:

1,571
Math students tested: 126
Math # Answer Documents Submitted: 150

Math Avg Items Correct:
  • Reporting Category 1: 3.4 (56%)
  • Reporting Category 2: 7.7 (51%)
  • Reporting Category 3: 5.4 (45%)
  • Reporting Category 4: 3.2 (45%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 48%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 5%

29%
48%
18%
5%
Males: (Average Scale Score: 1,621, Tested: 68, Did Not Meet Grade Level Performance: 31%, Approaches: 44%, Meets: 22%, Masters: 3%)
31%
44%
22%
3%
Females: (Average Scale Score: 1,627, Tested: 58, Did Not Meet Grade Level Performance: 26%, Approaches: 53%, Meets: 14%, Masters: 7%)
26%
53%
14%
7%
Hispanic: (Average Scale Score: 1,638, Tested: 25, Did Not Meet Grade Level Performance: 24%, Approaches: 40%, Meets: 36%, Masters: 0%)
24%
40%
36%
Black: (Average Scale Score: 1,604, Tested: 18, Did Not Meet Grade Level Performance: 39%, Approaches: 44%, Meets: 17%, Masters: 0%)
39%
44%
17%
White: (Average Scale Score: 1,622, Tested: 79, Did Not Meet Grade Level Performance: 27%, Approaches: 53%, Meets: 14%, Masters: 6%)
27%
53%
14%
6%

    Reading Average Scale Score
    (7th Grade)

  • All1,678
  • Males1,656
  • Females1,703
  • Hispanic1,652
  • Black1,655
  • White1,688
Reading Average Scale Score:

1,678
Texas:

1,550
Reading students tested: 150
Reading # Answer Documents Submitted: 150

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 12.9 (72%)
  • Reporting Category 3: 11.1 (69%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 31%

16%
32%
21%
31%
Males: (Average Scale Score: 1,656, Tested: 80, Did Not Meet Grade Level Performance: 19%, Approaches: 40%, Meets: 16%, Masters: 25%)
19%
40%
16%
25%
Females: (Average Scale Score: 1,703, Tested: 70, Did Not Meet Grade Level Performance: 13%, Approaches: 23%, Meets: 27%, Masters: 37%)
13%
23%
27%
37%
Hispanic: (Average Scale Score: 1,652, Tested: 26, Did Not Meet Grade Level Performance: 19%, Approaches: 27%, Meets: 39%, Masters: 15%)
19%
27%
39%
15%
Black: (Average Scale Score: 1,655, Tested: 19, Did Not Meet Grade Level Performance: 16%, Approaches: 37%, Meets: 15%, Masters: 32%)
16%
37%
15%
32%
White: (Average Scale Score: 1,688, Tested: 100, Did Not Meet Grade Level Performance: 15%, Approaches: 33%, Meets: 19%, Masters: 33%)
15%
33%
19%
33%

    Writing Average Scale Score
    (7th Grade)

  • All3,877
  • Males3,750
  • Females4,023
  • Hispanic3,795
  • Black3,804
  • White3,905
Writing Average Scale Score:

3,877
Texas:

3,515
Writing students tested: 150
Writing # Answer Documents Submitted: 150

Writing Avg Items Correct:
  • Reporting Category 1: 7.8 (49%)
  • Reporting Category 2: 9.3 (71%)
  • Reporting Category 3: 12.7 (75%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 9%

23%
32%
36%
9%
Males: (Average Scale Score: 3,750, Tested: 80, Did Not Meet Grade Level Performance: 34%, Approaches: 32%, Meets: 26%, Masters: 8%)
34%
32%
26%
8%
Females: (Average Scale Score: 4,023, Tested: 70, Did Not Meet Grade Level Performance: 11%, Approaches: 30%, Meets: 48%, Masters: 11%)
11%
30%
48%
11%
Hispanic: (Average Scale Score: 3,795, Tested: 26, Did Not Meet Grade Level Performance: 15%, Approaches: 43%, Meets: 38%, Masters: 4%)
15%
43%
38%
4%
Black: (Average Scale Score: 3,804, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 47%, Meets: 21%, Masters: 11%)
21%
47%
21%
11%
White: (Average Scale Score: 3,905, Tested: 100, Did Not Meet Grade Level Performance: 26%, Approaches: 25%, Meets: 40%, Masters: 9%)
26%
25%
40%
9%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,725
  • Males1,725
  • Females1,725
  • Hispanic1,714
  • Black1,678
  • White1,731
Math Average Scale Score:

1,725
Texas:

1,539
Math students tested: 136
Math # Answer Documents Submitted: 166

Math Avg Items Correct:
  • Reporting Category 1: 2.9 (73%)
  • Reporting Category 2: 11.1 (69%)
  • Reporting Category 3: 9.8 (65%)
  • Reporting Category 4: 4.5 (65%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 46%
Masters Grade Level Performance: 14%

16%
24%
46%
14%
Males: (Average Scale Score: 1,725, Tested: 77, Did Not Meet Grade Level Performance: 14%, Approaches: 24%, Meets: 49%, Masters: 13%)
14%
24%
49%
13%
Females: (Average Scale Score: 1,725, Tested: 59, Did Not Meet Grade Level Performance: 19%, Approaches: 23%, Meets: 43%, Masters: 15%)
19%
23%
43%
15%
Hispanic: (Average Scale Score: 1,714, Tested: 25, Did Not Meet Grade Level Performance: 12%, Approaches: 32%, Meets: 48%, Masters: 8%)
12%
32%
48%
8%
Black: (Average Scale Score: 1,678, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 31%, Meets: 30%, Masters: 8%)
31%
31%
30%
8%
White: (Average Scale Score: 1,731, Tested: 93, Did Not Meet Grade Level Performance: 16%, Approaches: 21%, Meets: 47%, Masters: 16%)
16%
21%
47%
16%

    Reading Average Scale Score
    (8th Grade)

  • All1,721
  • Males1,712
  • Females1,733
  • Hispanic1,716
  • Asian1,797
  • Black1,657
  • White1,726
Reading Average Scale Score:

1,721
Texas:

1,561
Reading students tested: 141
Reading # Answer Documents Submitted: 166

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (77%)
  • Reporting Category 2: 14.6 (77%)
  • Reporting Category 3: 12.4 (73%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 33%

13%
30%
24%
33%
Males: (Average Scale Score: 1,712, Tested: 79, Did Not Meet Grade Level Performance: 15%, Approaches: 32%, Meets: 24%, Masters: 29%)
15%
32%
24%
29%
Females: (Average Scale Score: 1,733, Tested: 62, Did Not Meet Grade Level Performance: 10%, Approaches: 27%, Meets: 26%, Masters: 37%)
10%
27%
26%
37%
Hispanic: (Average Scale Score: 1,716, Tested: 30, Did Not Meet Grade Level Performance: 13%, Approaches: 44%, Meets: 23%, Masters: 20%)
13%
44%
23%
20%
Asian: (Average Scale Score: 1,797, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 0%, Masters: 80%)
20%
80%
Black: (Average Scale Score: 1,657, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 39%, Meets: 31%, Masters: 15%)
15%
39%
31%
15%
White: (Average Scale Score: 1,726, Tested: 90, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 25%, Masters: 37%)
13%
25%
25%
37%

    Science Average Scale Score
    (8th Grade)

  • All4,078
  • Males4,146
  • Females3,992
  • Hispanic4,052
  • Asian4,557
  • Black3,958
  • White4,072
Science Average Scale Score:

4,078
State:

3,634
Science students tested: 141
Science # Answer Documents Submitted: 142

Science Avg Items Correct:
  • Reporting Category 1: 7.5 (68%)
  • Reporting Category 2: 6.8 (75%)
  • Reporting Category 3: 7.3 (66%)
  • Reporting Category 4: 8.3 (75%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 29%

18%
22%
31%
29%
Males: (Average Scale Score: 4,146, Tested: 79, Did Not Meet Grade Level Performance: 14%, Approaches: 20%, Meets: 33%, Masters: 33%)
14%
20%
33%
33%
Females: (Average Scale Score: 3,992, Tested: 62, Did Not Meet Grade Level Performance: 23%, Approaches: 24%, Meets: 29%, Masters: 24%)
23%
24%
29%
24%
Hispanic: (Average Scale Score: 4,052, Tested: 30, Did Not Meet Grade Level Performance: 20%, Approaches: 27%, Meets: 33%, Masters: 20%)
20%
27%
33%
20%
Asian: (Average Scale Score: 4,557, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%
Black: (Average Scale Score: 3,958, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 23%, Meets: 31%, Masters: 23%)
23%
23%
31%
23%
White: (Average Scale Score: 4,072, Tested: 90, Did Not Meet Grade Level Performance: 18%, Approaches: 21%, Meets: 30%, Masters: 31%)
18%
21%
30%
31%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,550
  • Males3,578
  • Females3,514
  • Hispanic3,584
  • Asian3,787
  • Black3,495
  • White3,530
Social Studies Average Scale Score:

3,550
Texas:

3,461
Social Studies students tested: 141
Social Studies # Answer Documents Submitted: 142

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.5 (50%)
  • Reporting Category 2: 4.9 (49%)
  • Reporting Category 3: 5.1 (51%)
  • Reporting Category 4: 4.1 (59%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 2%
Masters Grade Level Performance: 4%

51%
43%
2%
4%
Males: (Average Scale Score: 3,578, Tested: 79, Did Not Meet Grade Level Performance: 49%, Approaches: 45%, Meets: 2%, Masters: 4%)
49%
45%
2%
4%
Females: (Average Scale Score: 3,514, Tested: 62, Did Not Meet Grade Level Performance: 53%, Approaches: 42%, Meets: 2%, Masters: 3%)
53%
42%
2%
3%
Hispanic: (Average Scale Score: 3,584, Tested: 30, Did Not Meet Grade Level Performance: 57%, Approaches: 33%, Meets: 3%, Masters: 7%)
57%
33%
3%
7%
Asian: (Average Scale Score: 3,787, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 0%, Masters: 20%)
20%
60%
20%
Black: (Average Scale Score: 3,495, Tested: 13, Did Not Meet Grade Level Performance: 38%, Approaches: 62%, Meets: 0%, Masters: 0%)
38%
62%
White: (Average Scale Score: 3,530, Tested: 90, Did Not Meet Grade Level Performance: 53%, Approaches: 43%, Meets: 2%, Masters: 2%)
53%
43%
2%
2%

Health & Safety


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 race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Hamshire-Fannett Middle School:

10.5
State:

1.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 8 (male: 4, female: 4)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Allegations of harassment or bullying on the basis of sexual orientation: 2
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here:

7.0
State:

0.8


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): 21
Students without disabilities who received corporal punishment: 20 (male: 18, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 16 (male: 14, female: 2)

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: 15 (male: 6, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Hamshire-Fannett Middle School:

52.4
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of students with disabilities (IDEA) subjected to seclusion: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities (IDEA) subjected to seclusion per 1,000 students
Hamshire-Fannett Middle School:

7.0
Texas:

0.3

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

  • Hispanic3
  • Black9
  • White24
  • IDEA6
School days missed due to out-of-school suspension: 36 (male: 33, female: 3)
  • Hispanic: 3 (all female)
  • Black: 9 (all male)
  • White: 24 (all male)
  • Individuals With Disabilities Education Act (IDEA): 6 (male: 3, female: 3)
Instances of out-of-school suspension (Students without disabilities): 21

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

73.4
State:

102.7
Students without disabilities receiving one or more in-school suspension: 37 (male: 33, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 8 (all male)
  • White: 25 (male: 23, female: 2)
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving one or more in-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 7 (male: 5, female: 2)
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
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
Here:

7.0
Texas:

32.9

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
Hamshire-Fannett Middle School:

7.0
State:

49.7

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

  • Asian2
  • Black4
  • White16
  • Multirace2
8th grade student enrollment in Algebra I: 24 (male: 11, female: 13)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 5, female: 11)
  • Two or More Races: 2 (all male)
8th grade studenst who passed Algebra I: 14 (male: 4, female: 10)
  • White: 14 (male: 4, female: 10)
Percent of 8th grade students who passed
Here:

58.3%
State:

87.0%

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