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Harry Stone Montessori Academy School in Dallas, 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 95
Address
 4747 VETERANS DR
Dallas, TX 75216
Telephone
(972) 794-3400
(make sure to verify first before calling)
Website
http://www.dallasisd.org/Page/2464
City-data.com school rating
95
Students
198
Classroom Teachers (FTE)
18.0
Free lunch eligible students
115
Reduced-price lunch
eligible students
17
School district
DALLAS ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Harry Stone Montessori Academy School:

95
HARRY STONE MONTESSORI ACADEMY (ES) (0.0 miles):

93
BARACK OBAMA MALE LEADERSHIP ACA AT BF DARRELL MID (0.4 miles):

93
BARACK OBAMA MALE LEADERSHIP ACA AT BF DARRELL H S (0.4 miles):

84
W W BUSHMAN EL (1.2 miles):

79
WHITNEY M YOUNG JR EL (0.3 miles):

67
H I HOLLAND EL AT LISBON (0.8 miles):

51
SARAH ZUMWALT MIDDLE (0.2 miles):

32
ELISHA M PEASE EL (0.7 miles):

11
Harry Stone Montessori Academy School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Dallas:

53
Harry Stone Montessori Academy:

95

Students & Teachers


Total enrollment:
Enrollment in 2016: 198
Enrollment in 2015: 194
Enrollment in 2014: 187
Enrollment in 2013: 135
Enrollment in 2012: 125
Enrollment in 2011: 133
Enrollment in 2010: 133
Enrollment in 2009: 118
Enrollment in 2008: 123
Enrollment in 2007: 117
Enrollment in 2006: 123
Enrollment in 2005: 136
Enrollment in 2004: 143
Enrollment in 2003: 113
Enrollment in 2002: 114
Enrollment in 2001: 132
Enrollment in 2000: 126
Enrollment in 1999: 131

Harry Stone Montessori Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students656172198
Female students413940120
Male students24223278
Hispanic students31323598
Black students24252978
White students93719
Two or More Races students1113

Enrollment by grade:
6th grade enrollment: 65
7th grade enrollment: 61
8th grade enrollment: 72

Harry Stone Montessori Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 120 (60.6%)
Harry Stone Montessori Academy School:

60.6%
Texas:

49.0%
Male enrollment: 78 (39.4%)
Here:

39.4%
State:

50.1%

Harry Stone Montessori Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 98 (49.5%)
Harry Stone Montessori Academy School:

49.5%
Texas:

46.9%
Black enrollment: 78 (39.4%)
Harry Stone Montessori Academy School:

39.4%
State:

11.6%
White enrollment: 19 (9.6%)
Here:

9.6%
State:

32.3%
Two or More Races enrollment: 3 (1.5%)
Harry Stone Montessori Academy School:

1.5%
State:

2.1%

Harry Stone Montessori Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 132 (66.7%)
Harry Stone Montessori Academy School:

66.7%
Texas:

61.6%
Free lunch eligible students: 115 (58.1%)
Here:

58.1%
Texas:

55.4%
Reduced-price lunch eligible students: 17 (8.6%)
School:

8.6%
Texas:

6.2%

Harry Stone Montessori Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 18

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 1.2
Number of FTE school counselors: 0.4
Number of FTE teachers who were absent more than 10 school days during the school years: 4.2
Number of FTE nurses: 0.4

Student/Teacher Ratio
Here:

11.0
Texas:

15.6

Harry Stone Montessori Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $575,011
  • Full-time Equivalency Count of Teachers: 18 (Salary Expenditures: $389,397)
  • Full-time Equivalency Count of Instructional Aides: 0.4 (Salary Expenditures: $11,343)
  • Full-time Equivalency Count of Support Services Staff: 2.2 (Salary Expenditures: $117,231)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $57,040)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $47,212
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $715,298
  • Salary Expenditures for Teachers: $470,912
  • Full-time Equivalency Count of Instructional Aides: 1.8 (Salary Expenditures: $51,967)
  • Full-time Equivalency Count of Support Services Staff: 2.2 (Salary Expenditures: $135,379)
  • Full-time Equivalency Count of School Administration Staff: 0.7 (Salary Expenditures: $57,040)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $86,180

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 22 (male: 8, female: 14)
  • Hispanic: 22 (male: 8, female: 14)

Students with disabilities:
Show data for
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 Section 504

  • Hispanic7
  • Black7
  • White4
  • LEP2
Students with disabilities served under Section 504: 18 (male: 6, female: 12)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 7 (male: 2, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Retention:
Show data for

(State average from 692 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

  • Hispanic4
  • Black2
  • LEP4
  • 5042
Total number of students retained in 6th grade: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Percent of 6th grade students retained
School:

9.2%
State:

6.3%

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

  • Hispanic55
  • Black25
  • White4
  • Multirace4
  • LEP19
  • IDEA2
Gifted and Talented Student Enrollment: 88 (male: 35, female: 53)
  • Hispanic: 55 (male: 20, female: 35)
  • Black: 25 (male: 11, female: 14)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 19 (male: 5, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

444.4
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

  • All4,473
  • Males4,474
  • Females4,472
  • Hispanic4,446
  • Black4,406
  • White4,553
Algebra I Average Scale Score:

4,473
State:

4,001
Algebra I students tested: 57
Algebra I # Answer Documents Submitted: 57

Algebra I Avg Items Correct:
  • Reporting Category 1: 6.9 (63%)
  • Reporting Category 2: 10 (83%)
  • Reporting Category 3: 11.2 (80%)
  • Reporting Category 4: 8.9 (81%)
  • Reporting Category 5: 5.2 (86%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 68%

12%
20%
68%
Males: (Average Scale Score: 4,474, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 13%, Masters: 82%)
5%
13%
82%
Females: (Average Scale Score: 4,472, Tested: 35, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 23%, Masters: 60%)
17%
23%
60%
Hispanic: (Average Scale Score: 4,446, Tested: 28, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 25%, Masters: 64%)
11%
25%
64%
Black: (Average Scale Score: 4,406, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 6%, Masters: 72%)
22%
6%
72%
White: (Average Scale Score: 4,553, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 37%, Masters: 63%)
37%
63%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,674
  • Males1,675
  • Females1,673
  • Hispanic1,689
  • Black1,650
Math Average Scale Score:

1,674
State:

1,546
Math students tested: 95
Math # Answer Documents Submitted: 95

Math Avg Items Correct:
  • Reporting Category 1: 6.5 (65%)
  • Reporting Category 2: 9 (60%)
  • Reporting Category 3: 4.2 (70%)
  • Reporting Category 4: 4.1 (58%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 46%
Masters Grade Level Performance: 16%

7%
31%
46%
16%
Males: (Average Scale Score: 1,675, Tested: 42, Did Not Meet Grade Level Performance: 10%, Approaches: 28%, Meets: 45%, Masters: 17%)
10%
28%
45%
17%
Females: (Average Scale Score: 1,673, Tested: 53, Did Not Meet Grade Level Performance: 6%, Approaches: 32%, Meets: 47%, Masters: 15%)
6%
32%
47%
15%
Hispanic: (Average Scale Score: 1,689, Tested: 56, Did Not Meet Grade Level Performance: 5%, Approaches: 25%, Meets: 52%, Masters: 18%)
5%
25%
52%
18%
Black: (Average Scale Score: 1,650, Tested: 32, Did Not Meet Grade Level Performance: 6%, Approaches: 44%, Meets: 37%, Masters: 13%)
6%
44%
37%
13%

    Reading Average Scale Score
    (6th Grade)

  • All1,657
  • Males1,641
  • Females1,670
  • Hispanic1,660
  • Black1,664
Reading Average Scale Score:

1,657
Texas:

1,457
Reading students tested: 95
Reading # Answer Documents Submitted: 95

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (78%)
  • Reporting Category 2: 13.5 (79%)
  • Reporting Category 3: 11.6 (77%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 32%

6%
30%
32%
32%
Males: (Average Scale Score: 1,641, Tested: 42, Did Not Meet Grade Level Performance: 7%, Approaches: 33%, Meets: 41%, Masters: 19%)
7%
33%
41%
19%
Females: (Average Scale Score: 1,670, Tested: 53, Did Not Meet Grade Level Performance: 6%, Approaches: 26%, Meets: 26%, Masters: 42%)
6%
26%
26%
42%
Hispanic: (Average Scale Score: 1,660, Tested: 56, Did Not Meet Grade Level Performance: 0%, Approaches: 36%, Meets: 34%, Masters: 30%)
36%
34%
30%
Black: (Average Scale Score: 1,664, Tested: 32, Did Not Meet Grade Level Performance: 9%, Approaches: 25%, Meets: 35%, Masters: 31%)
9%
25%
35%
31%
7th Grade
Math # Answer Documents Submitted: 72

    Reading Average Scale Score
    (7th Grade)

  • All1,744
  • Males1,747
  • Females1,741
  • Hispanic1,744
  • Black1,734
Reading Average Scale Score:

1,744
State:

1,550
Reading students tested: 71
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 72

Reading Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 14.3 (79%)
  • Reporting Category 3: 13.2 (82%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 52%

3%
18%
27%
52%
Males: (Average Scale Score: 1,747, Tested: 34, Did Not Meet Grade Level Performance: 0%, Approaches: 21%, Meets: 32%, Masters: 47%)
21%
32%
47%
Females: (Average Scale Score: 1,741, Tested: 37, Did Not Meet Grade Level Performance: 5%, Approaches: 17%, Meets: 21%, Masters: 57%)
5%
17%
21%
57%
Hispanic: (Average Scale Score: 1,744, Tested: 49, Did Not Meet Grade Level Performance: 4%, Approaches: 16%, Meets: 27%, Masters: 53%)
4%
16%
27%
53%
Black: (Average Scale Score: 1,734, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 24%, Meets: 35%, Masters: 41%)
24%
35%
41%

    Writing Average Scale Score
    (7th Grade)

  • All4,116
  • Males4,127
  • Females4,107
  • Hispanic4,124
  • Black4,086
Writing Average Scale Score:

4,116
State:

3,515
Writing students tested: 71
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 72

Writing Avg Items Correct:
  • Reporting Category 1: 8.9 (55%)
  • Reporting Category 2: 10.5 (81%)
  • Reporting Category 3: 13.7 (81%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 49%
Masters Grade Level Performance: 14%

3%
34%
49%
14%
Males: (Average Scale Score: 4,127, Tested: 33, Did Not Meet Grade Level Performance: 0%, Approaches: 42%, Meets: 40%, Masters: 18%)
42%
40%
18%
Females: (Average Scale Score: 4,107, Tested: 38, Did Not Meet Grade Level Performance: 5%, Approaches: 27%, Meets: 57%, Masters: 11%)
5%
27%
57%
11%
Hispanic: (Average Scale Score: 4,124, Tested: 50, Did Not Meet Grade Level Performance: 4%, Approaches: 30%, Meets: 54%, Masters: 12%)
4%
30%
54%
12%
Black: (Average Scale Score: 4,086, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 41%, Meets: 41%, Masters: 18%)
41%
41%
18%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,835
  • Males1,850
  • Females1,823
  • Hispanic1,849
  • Black1,800
Math Average Scale Score:

1,835
Texas:

1,539
Math students tested: 71
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 129

Math Avg Items Correct:
  • Reporting Category 1: 3.6 (89%)
  • Reporting Category 2: 12.8 (80%)
  • Reporting Category 3: 12.7 (84%)
  • Reporting Category 4: 5.7 (82%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 46%
Masters Grade Level Performance: 44%

10%
46%
44%
Males: (Average Scale Score: 1,850, Tested: 33, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 46%, Masters: 45%)
9%
46%
45%
Females: (Average Scale Score: 1,823, Tested: 38, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 47%, Masters: 42%)
11%
47%
42%
Hispanic: (Average Scale Score: 1,849, Tested: 50, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 42%, Masters: 48%)
10%
42%
48%
Black: (Average Scale Score: 1,800, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 59%, Masters: 29%)
12%
59%
29%

    Reading Average Scale Score
    (8th Grade)

  • All1,811
  • Males1,825
  • Females1,801
  • Hispanic1,787
  • Black1,830
  • White1,837
Reading Average Scale Score:

1,811
Texas:

1,561
Reading students tested: 57
Reading # Answer Documents Submitted: 129

Reading Avg Items Correct:
  • Reporting Category 1: 7.1 (88%)
  • Reporting Category 2: 16.1 (85%)
  • Reporting Category 3: 15 (88%)

Did Not Meet Grade Level Performance: 2%
Approaches Grade Level Performance: 9%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 68%

2%
9%
21%
68%
Males: (Average Scale Score: 1,825, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 14%, Masters: 86%)
14%
86%
Females: (Average Scale Score: 1,801, Tested: 35, Did Not Meet Grade Level Performance: 3%, Approaches: 14%, Meets: 26%, Masters: 57%)
3%
14%
26%
57%
Hispanic: (Average Scale Score: 1,787, Tested: 28, Did Not Meet Grade Level Performance: 4%, Approaches: 14%, Meets: 28%, Masters: 54%)
4%
14%
28%
54%
Black: (Average Scale Score: 1,830, Tested: 18, Did Not Meet Grade Level Performance: 0%, Approaches: 6%, Meets: 11%, Masters: 83%)
6%
11%
83%
White: (Average Scale Score: 1,837, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 25%, Masters: 75%)
25%
75%

    Science Average Scale Score
    (8th Grade)

  • All4,051
  • Males4,164
  • Females3,949
  • Hispanic4,040
  • Black3,978
Science Average Scale Score:

4,051
State:

3,634
Science students tested: 72
Science # Answer Documents Submitted: 129

Science Avg Items Correct:
  • Reporting Category 1: 8 (73%)
  • Reporting Category 2: 6.5 (72%)
  • Reporting Category 3: 7.2 (65%)
  • Reporting Category 4: 8.3 (76%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 18%

7%
39%
36%
18%
Males: (Average Scale Score: 4,164, Tested: 34, Did Not Meet Grade Level Performance: 3%, Approaches: 35%, Meets: 30%, Masters: 32%)
3%
35%
30%
32%
Females: (Average Scale Score: 3,949, Tested: 38, Did Not Meet Grade Level Performance: 11%, Approaches: 42%, Meets: 42%, Masters: 5%)
11%
42%
42%
5%
Hispanic: (Average Scale Score: 4,040, Tested: 50, Did Not Meet Grade Level Performance: 10%, Approaches: 38%, Meets: 36%, Masters: 16%)
10%
38%
36%
16%
Black: (Average Scale Score: 3,978, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 47%, Meets: 41%, Masters: 12%)
47%
41%
12%

    Social Studies Average Scale Score
    (8th Grade)

  • All4,044
  • Males4,065
  • Females4,031
  • Hispanic3,961
  • Black4,021
  • White4,244
Social Studies Average Scale Score:

4,044
State:

3,461
Social Studies students tested: 57
Social Studies # Answer Documents Submitted: 129

Social Studies Avg Items Correct:
  • Reporting Category 1: 11.1 (65%)
  • Reporting Category 2: 7.4 (74%)
  • Reporting Category 3: 7.5 (75%)
  • Reporting Category 4: 5.4 (77%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 30%

12%
30%
28%
30%
Males: (Average Scale Score: 4,065, Tested: 22, Did Not Meet Grade Level Performance: 5%, Approaches: 18%, Meets: 59%, Masters: 18%)
5%
18%
59%
18%
Females: (Average Scale Score: 4,031, Tested: 35, Did Not Meet Grade Level Performance: 17%, Approaches: 37%, Meets: 9%, Masters: 37%)
17%
37%
9%
37%
Hispanic: (Average Scale Score: 3,961, Tested: 28, Did Not Meet Grade Level Performance: 14%, Approaches: 40%, Meets: 21%, Masters: 25%)
14%
40%
21%
25%
Black: (Average Scale Score: 4,021, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 45%, Masters: 22%)
17%
16%
45%
22%
White: (Average Scale Score: 4,244, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 25%, Masters: 50%)
25%
25%
50%

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 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
Harry Stone Montessori Academy School:

5.1
State:

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: 2 (all male)
  • Hispanic: 2
  • Section 504: 2
Chronic Student Absenteeism per 1,000 students
School:

10.1
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).
School days missed due to out-of-school suspension: 8 (male: 2, female: 6)
  • Hispanic: 1 (all female)
  • Black: 7 (male: 2, female: 5)
Instances of out-of-school suspension (Students without disabilities): 6

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

30.3
Texas:

102.7
Students without disabilities receiving only one out-of-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Black: 2

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

  • Hispanic34
  • Black31
  • White7
  • Multirace4
  • LEP7
8th grade student enrollment in Algebra I: 76 (male: 35, female: 41)
  • Hispanic: 34 (male: 14, female: 20)
  • Black: 31 (male: 14, female: 17)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)

    8th grade studenst who passed Algebra I

  • Hispanic35
  • Black29
  • White4
  • LEP4
8th grade studenst who passed Algebra I: 68 (male: 30, female: 38)
  • Hispanic: 35 (male: 13, female: 22)
  • Black: 29 (male: 13, female: 16)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 8th grade students who passed
Here:

89.5%
State:

87.0%

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