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Haynes Elementary School in Killeen, TX
(PK-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 67
Address
 3309 W CANADIAN RIVER LOOP
Killeen, TX 76549
Telephone
(254) 336-6750
(make sure to verify first before calling)
Website
http://www.killeenisd.org
City-data.com school rating
67
Students
1,213
Classroom Teachers (FTE)
70.4
Free lunch eligible students
431
Reduced-price lunch
eligible students
176
School district
KILLEEN 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:
Haynes Elementary School:

67
REECES CREEK EL (2.3 miles):

53
DR JOSEPH A FOWLER EL (1.2 miles):

48
MAXDALE EL (2.3 miles):

48
WILLOW SPRINGS EL (1.2 miles):

40
IDUMA EL (1.5 miles):

31
ROBERT M SHOEMAKER H S (2.1 miles):

26
LIVE OAK RIDGE MIDDLE (2.5 miles):

26
PALO ALTO MIDDLE (1.9 miles):

21
Haynes Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Bell County:

51
Killeen:

42
Haynes Elementary School:

67

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,213
Enrollment in 2015: 1,040
Enrollment in 2014: 1,143
Enrollment in 2013: 1,056
Enrollment in 2012: 982

Haynes Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students1681902001871461701521,213
Female students818410495737273582
Male students871069692739879631
American Indian/Alaska Native students32 - 11119
Asian students554344429
Hispanic students35465755355047325
Black students48586152455744365
White students63626961444041380
Hawaiian Native/Pacific Islander students522238325
Two or More Races students91571314101280

Enrollment by grade:
Pre-Kindergarten enrollment: 168
Kindergarten enrollment: 190
1st grade enrollment: 200
2nd grade enrollment: 187
3rd grade enrollment: 146
4th grade enrollment: 170
5th grade enrollment: 152

Haynes Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 582 (48.0%)
Here:

48.0%
Texas:

49.0%
Male enrollment: 631 (52.0%)
School:

52.0%
Texas:

50.1%

Haynes Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 9 (0.7%)
Here:

0.7%
Texas:

0.4%
Asian enrollment: 29 (2.4%)
Haynes Elementary School:

2.4%
Texas:

3.1%
Hispanic enrollment: 325 (26.8%)
Here:

26.8%
State:

46.9%
Black enrollment: 365 (30.1%)
Haynes Elementary School:

30.1%
Texas:

11.6%
White enrollment: 380 (31.3%)
Here:

31.3%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 25 (2.1%)
Here:

2.1%
State:

0.1%
Two or More Races enrollment: 80 (6.6%)
School:

6.6%
Texas:

2.1%

Haynes Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 607 (50.0%)
Here:

50.0%
State:

61.6%
Free lunch eligible students: 431 (35.5%)
Here:

35.5%
Texas:

55.4%
Reduced-price lunch eligible students: 176 (14.5%)
Here:

14.5%
State:

6.2%

Haynes Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 70.4

Number of FTE teachers in their first year of teaching: 15.5
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 2.5
Number of FTE teachers who were absent more than 10 school days during the school years: 28
Number of FTE sworn law enforcement officers: 0
Number of FTE nurses: 1
Number of FTE social workers: 0.1

Student/Teacher Ratio
Haynes Elementary School:

17.2
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,694,522
  • Full-time Equivalency Count of Teachers: 70.4 (Salary Expenditures: $2,868,090)
  • Full-time Equivalency Count of Instructional Aides: 11.7 (Salary Expenditures: $166,400)
  • Full-time Equivalency Count of Support Services Staff: 6.5 (Salary Expenditures: $373,045)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $286,987)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $270,861
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,302,950
  • Salary Expenditures for Teachers: $3,390,850
  • Full-time Equivalency Count of Instructional Aides: 16.4 (Salary Expenditures: $252,068)
  • Full-time Equivalency Count of Support Services Staff: 7.4 (Salary Expenditures: $421,959)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $286,987)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $313,613

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic61
  • American Indian2
  • Asian4
  • Native Hawaiian4
  • Black4
  • White10
  • Multirace4
  • IDEA10
Students Enrolled in LEP Programs: 89 (male: 54, female: 35)
  • Hispanic: 61 (male: 38, female: 23)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 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

  • Hispanic29
  • Black26
  • White35
  • LEP11
Students with disabilities served under IDEA: 90 (male: 66, female: 24)
  • Hispanic: 29 (male: 19, female: 10)
  • Black: 26 (male: 19, female: 7)
  • White: 35 (male: 28, female: 7)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)

    Students with disabilities served under Section 504

  • Hispanic19
  • American Indian2
  • Black22
  • White19
  • Multirace4
  • LEP4
Students with disabilities served under Section 504: 66 (male: 40, female: 26)
  • Hispanic: 19 (male: 11, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 22 (male: 14, female: 8)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 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: 2 (all male)
  • White: 2

Percent of Kindergarten students retained
Here:

1.1%
State:

5.2%

    Total number of students retained in 1st grade

  • Hispanic2
  • Black2
  • White2
  • IDEA4
Total number of students retained in 1st grade: 6 (male: 4, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 1st grade students retained
School:

3.0%
State:

6.1%

    Total number of students retained in 2nd grade

  • Hispanic2
  • Native Hawaiian2
  • Black2
  • LEP2
  • IDEA2
  • 5042
Total number of students retained in 2nd grade: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
  • Section 504: 2 (all female)

Percent of 2nd grade students retained
Here:

3.2%
Texas:

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

Percent of 3rd grade students retained
Here:

2.7%
State:

4.1%
Total number of students retained in 5th grade: 2 (all female)
  • Black: 2

Percent of 5th grade students retained
School:

1.3%
Texas:

4.3%

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

  • Hispanic4
  • Black2
  • White7
  • Multirace2
Gifted and Talented Student Enrollment: 15 (male: 7, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)

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

12.4
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,437
  • Males1,439
  • Females1,434
  • Hispanic1,449
  • Black1,409
  • Pacific Islander1,433
  • White1,438
  • Multirace1,509
Math Average Scale Score:

1,437
State:

1,453
Math students tested: 145
Math # Answer Documents Submitted: 145

Math Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 7.6 (59%)
  • Reporting Category 3: 3.6 (52%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 13%

30%
38%
19%
13%
Males: (Average Scale Score: 1,439, Tested: 74, Did Not Meet Grade Level Performance: 27%, Approaches: 43%, Meets: 15%, Masters: 15%)
27%
43%
15%
15%
Females: (Average Scale Score: 1,434, Tested: 71, Did Not Meet Grade Level Performance: 34%, Approaches: 32%, Meets: 23%, Masters: 11%)
34%
32%
23%
11%
Hispanic: (Average Scale Score: 1,449, Tested: 60, Did Not Meet Grade Level Performance: 30%, Approaches: 33%, Meets: 20%, Masters: 17%)
30%
33%
20%
17%
Black: (Average Scale Score: 1,409, Tested: 46, Did Not Meet Grade Level Performance: 39%, Approaches: 39%, Meets: 11%, Masters: 11%)
39%
39%
11%
11%
Pacific Islander: (Average Scale Score: 1,433, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 0%, Masters: 20%)
20%
60%
20%
White: (Average Scale Score: 1,438, Tested: 26, Did Not Meet Grade Level Performance: 27%, Approaches: 46%, Meets: 15%, Masters: 12%)
27%
46%
15%
12%
Multirace: (Average Scale Score: 1,509, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 80%, Masters: 0%)
20%
80%

    Reading Average Scale Score
    (3rd Grade)

  • All1,414
  • Males1,404
  • Females1,424
  • Hispanic1,418
  • Black1,392
  • Pacific Islander1,380
  • White1,422
  • Multirace1,485
Reading Average Scale Score:

1,414
State:

1,423
Reading students tested: 145
Reading # Answer Documents Submitted: 145

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (78%)
  • Reporting Category 2: 8.8 (59%)
  • Reporting Category 3: 8.7 (62%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 18%

32%
35%
15%
18%
Males: (Average Scale Score: 1,404, Tested: 74, Did Not Meet Grade Level Performance: 34%, Approaches: 39%, Meets: 11%, Masters: 16%)
34%
39%
11%
16%
Females: (Average Scale Score: 1,424, Tested: 71, Did Not Meet Grade Level Performance: 30%, Approaches: 31%, Meets: 19%, Masters: 20%)
30%
31%
19%
20%
Hispanic: (Average Scale Score: 1,418, Tested: 60, Did Not Meet Grade Level Performance: 37%, Approaches: 28%, Meets: 8%, Masters: 27%)
37%
28%
8%
27%
Black: (Average Scale Score: 1,392, Tested: 46, Did Not Meet Grade Level Performance: 33%, Approaches: 45%, Meets: 11%, Masters: 11%)
33%
45%
11%
11%
Pacific Islander: (Average Scale Score: 1,380, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 0%, Meets: 40%, Masters: 0%)
60%
40%
White: (Average Scale Score: 1,422, Tested: 26, Did Not Meet Grade Level Performance: 23%, Approaches: 42%, Meets: 16%, Masters: 19%)
23%
42%
16%
19%
Multirace: (Average Scale Score: 1,485, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 60%, Masters: 0%)
40%
60%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,532
  • Males1,545
  • Females1,520
  • Hispanic1,528
  • Black1,507
  • White1,585
  • Multirace1,532
Math Average Scale Score:

1,532
State:

1,546
Math students tested: 151
Math # Answer Documents Submitted: 151

Math Avg Items Correct:
  • Reporting Category 1: 5.7 (64%)
  • Reporting Category 2: 6.6 (60%)
  • Reporting Category 3: 6.1 (61%)
  • Reporting Category 4: 2.5 (63%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 19%

30%
31%
20%
19%
Males: (Average Scale Score: 1,545, Tested: 73, Did Not Meet Grade Level Performance: 22%, Approaches: 37%, Meets: 22%, Masters: 19%)
22%
37%
22%
19%
Females: (Average Scale Score: 1,520, Tested: 78, Did Not Meet Grade Level Performance: 38%, Approaches: 25%, Meets: 18%, Masters: 19%)
38%
25%
18%
19%
Hispanic: (Average Scale Score: 1,528, Tested: 48, Did Not Meet Grade Level Performance: 29%, Approaches: 33%, Meets: 19%, Masters: 19%)
29%
33%
19%
19%
Black: (Average Scale Score: 1,507, Tested: 50, Did Not Meet Grade Level Performance: 42%, Approaches: 22%, Meets: 22%, Masters: 14%)
42%
22%
22%
14%
White: (Average Scale Score: 1,585, Tested: 32, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 25%, Masters: 31%)
22%
22%
25%
31%
Multirace: (Average Scale Score: 1,532, Tested: 19, Did Not Meet Grade Level Performance: 16%, Approaches: 58%, Meets: 10%, Masters: 16%)
16%
58%
10%
16%

    Reading Average Scale Score
    (4th Grade)

  • All1,528
  • Males1,518
  • Females1,536
  • Hispanic1,514
  • Black1,513
  • White1,576
  • Multirace1,523
Reading Average Scale Score:

1,528
Texas:

1,496
Reading students tested: 150
Reading # Answer Documents Submitted: 151

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 10.3 (69%)
  • Reporting Category 3: 8.8 (68%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 23%

23%
33%
21%
23%
Males: (Average Scale Score: 1,518, Tested: 73, Did Not Meet Grade Level Performance: 25%, Approaches: 30%, Meets: 24%, Masters: 21%)
25%
30%
24%
21%
Females: (Average Scale Score: 1,536, Tested: 77, Did Not Meet Grade Level Performance: 22%, Approaches: 35%, Meets: 17%, Masters: 26%)
22%
35%
17%
26%
Hispanic: (Average Scale Score: 1,514, Tested: 48, Did Not Meet Grade Level Performance: 23%, Approaches: 35%, Meets: 19%, Masters: 23%)
23%
35%
19%
23%
Black: (Average Scale Score: 1,513, Tested: 49, Did Not Meet Grade Level Performance: 24%, Approaches: 37%, Meets: 19%, Masters: 20%)
24%
37%
19%
20%
White: (Average Scale Score: 1,576, Tested: 32, Did Not Meet Grade Level Performance: 19%, Approaches: 18%, Meets: 32%, Masters: 31%)
19%
18%
32%
31%
Multirace: (Average Scale Score: 1,523, Tested: 19, Did Not Meet Grade Level Performance: 32%, Approaches: 31%, Meets: 16%, Masters: 21%)
32%
31%
16%
21%

    Writing Average Scale Score
    (4th Grade)

  • All3,767
  • Males3,726
  • Females3,806
  • Hispanic3,691
  • Black3,763
  • White3,882
  • Multirace3,794
Writing Average Scale Score:

3,767
Texas:

3,570
Writing students tested: 151
Writing # Answer Documents Submitted: 151

Writing Avg Items Correct:
  • Reporting Category 1: 3.6 (45%)
  • Reporting Category 2: 4.5 (57%)
  • Reporting Category 3: 11.2 (70%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 8%

34%
24%
34%
8%
Males: (Average Scale Score: 3,726, Tested: 73, Did Not Meet Grade Level Performance: 36%, Approaches: 24%, Meets: 33%, Masters: 7%)
36%
24%
33%
7%
Females: (Average Scale Score: 3,806, Tested: 78, Did Not Meet Grade Level Performance: 33%, Approaches: 22%, Meets: 36%, Masters: 9%)
33%
22%
36%
9%
Hispanic: (Average Scale Score: 3,691, Tested: 48, Did Not Meet Grade Level Performance: 35%, Approaches: 27%, Meets: 34%, Masters: 4%)
35%
27%
34%
4%
Black: (Average Scale Score: 3,763, Tested: 50, Did Not Meet Grade Level Performance: 36%, Approaches: 24%, Meets: 32%, Masters: 8%)
36%
24%
32%
8%
White: (Average Scale Score: 3,882, Tested: 32, Did Not Meet Grade Level Performance: 31%, Approaches: 19%, Meets: 34%, Masters: 16%)
31%
19%
34%
16%
Multirace: (Average Scale Score: 3,794, Tested: 19, Did Not Meet Grade Level Performance: 32%, Approaches: 21%, Meets: 42%, Masters: 5%)
32%
21%
42%
5%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,634
  • Males1,633
  • Females1,635
  • Hispanic1,639
  • Black1,626
  • White1,649
  • Multirace1,623
Math Average Scale Score:

1,634
Texas:

1,603
Math students tested: 141
Math # Answer Documents Submitted: 141

Math Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 11.7 (69%)
  • Reporting Category 3: 6.7 (74%)
  • Reporting Category 4: 2.7 (67%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 28%

11%
29%
32%
28%
Males: (Average Scale Score: 1,633, Tested: 61, Did Not Meet Grade Level Performance: 10%, Approaches: 33%, Meets: 27%, Masters: 30%)
10%
33%
27%
30%
Females: (Average Scale Score: 1,635, Tested: 80, Did Not Meet Grade Level Performance: 11%, Approaches: 28%, Meets: 33%, Masters: 28%)
11%
28%
33%
28%
Hispanic: (Average Scale Score: 1,639, Tested: 39, Did Not Meet Grade Level Performance: 8%, Approaches: 30%, Meets: 36%, Masters: 26%)
8%
30%
36%
26%
Black: (Average Scale Score: 1,626, Tested: 52, Did Not Meet Grade Level Performance: 15%, Approaches: 33%, Meets: 25%, Masters: 27%)
15%
33%
25%
27%
White: (Average Scale Score: 1,649, Tested: 30, Did Not Meet Grade Level Performance: 7%, Approaches: 23%, Meets: 37%, Masters: 33%)
7%
23%
37%
33%
Multirace: (Average Scale Score: 1,623, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 25%, Meets: 42%, Masters: 25%)
8%
25%
42%
25%

    Reading Average Scale Score
    (5th Grade)

  • All1,571
  • Males1,559
  • Females1,581
  • Hispanic1,574
  • Black1,565
  • White1,589
  • Multirace1,553
Reading Average Scale Score:

1,571
Texas:

1,546
Reading students tested: 141
Reading # Answer Documents Submitted: 141

Reading Avg Items Correct:
  • Reporting Category 1: 5.8 (73%)
  • Reporting Category 2: 11.6 (73%)
  • Reporting Category 3: 9.3 (66%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 19%

16%
32%
33%
19%
Males: (Average Scale Score: 1,559, Tested: 61, Did Not Meet Grade Level Performance: 16%, Approaches: 38%, Meets: 28%, Masters: 18%)
16%
38%
28%
18%
Females: (Average Scale Score: 1,581, Tested: 80, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 36%, Masters: 20%)
16%
28%
36%
20%
Hispanic: (Average Scale Score: 1,574, Tested: 39, Did Not Meet Grade Level Performance: 13%, Approaches: 36%, Meets: 36%, Masters: 15%)
13%
36%
36%
15%
Black: (Average Scale Score: 1,565, Tested: 52, Did Not Meet Grade Level Performance: 19%, Approaches: 35%, Meets: 27%, Masters: 19%)
19%
35%
27%
19%
White: (Average Scale Score: 1,589, Tested: 30, Did Not Meet Grade Level Performance: 17%, Approaches: 26%, Meets: 30%, Masters: 27%)
17%
26%
30%
27%
Multirace: (Average Scale Score: 1,553, Tested: 12, Did Not Meet Grade Level Performance: 17%, Approaches: 25%, Meets: 41%, Masters: 17%)
17%
25%
41%
17%

    Science Average Scale Score
    (5th Grade)

  • All3,776
  • Males3,848
  • Females3,724
  • Hispanic3,803
  • Black3,709
  • White3,853
  • Multirace3,691
Science Average Scale Score:

3,776
State:

3,771
Science students tested: 140
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 141

Science Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 5.4 (68%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 8 (67%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 46%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 12%

26%
46%
16%
12%
Males: (Average Scale Score: 3,848, Tested: 59, Did Not Meet Grade Level Performance: 22%, Approaches: 39%, Meets: 24%, Masters: 15%)
22%
39%
24%
15%
Females: (Average Scale Score: 3,724, Tested: 81, Did Not Meet Grade Level Performance: 28%, Approaches: 52%, Meets: 10%, Masters: 10%)
28%
52%
10%
10%
Hispanic: (Average Scale Score: 3,803, Tested: 40, Did Not Meet Grade Level Performance: 23%, Approaches: 48%, Meets: 20%, Masters: 10%)
23%
48%
20%
10%
Black: (Average Scale Score: 3,709, Tested: 52, Did Not Meet Grade Level Performance: 35%, Approaches: 44%, Meets: 6%, Masters: 15%)
35%
44%
6%
15%
White: (Average Scale Score: 3,853, Tested: 30, Did Not Meet Grade Level Performance: 13%, Approaches: 50%, Meets: 27%, Masters: 10%)
13%
50%
27%
10%
Multirace: (Average Scale Score: 3,691, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 37%, Meets: 27%, Masters: 0%)
36%
37%
27%

Health & Safety


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

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

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

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of robbery without a weapon: 28

Incidents of physical attack or fight without a weapon: 72

Incidents of threats of physical attack without a weapon: 12

Incidents of possession of a firearm or explosive device: 1


Total incidents per 1,000 students
Here:

93.2
Texas:

38.0

Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic22
  • American Indian2
  • Asian2
  • Native Hawaiian4
  • Black28
  • White37
  • Multirace10
  • LEP7
  • IDEA13
  • 50410
Chronic Student Absenteeism: 105 (male: 40, female: 65)
  • Hispanic: 22 (male: 8, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 28 (male: 11, female: 17)
  • White: 37 (male: 17, female: 20)
  • Two or More Races: 10 (male: 2, female: 8)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 5, female: 8)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
Haynes Elementary School:

86.6
Texas:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic20
  • Black29
  • White8
  • Multirace4
  • LEP3
  • IDEA14
  • 5044
School days missed due to out-of-school suspension: 61 (male: 46, female: 15)
  • Hispanic: 20 (male: 14, female: 6)
  • Black: 29 (male: 20, female: 9)
  • White: 8 (all male)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 14 (male: 2, female: 12)
  • Section 504: 4 (all male)
Instances of out-of-school suspension (All preschool students): 48

Instances of out-of-school suspension per 1,000 students (All preschool students)
Here:

39.6
Texas:

1.4
Instances of out-of-school suspension (IDEA preschool students): 10

Instances of out-of-school suspension per 1,000 students (IDEA preschool students)
Here:

8.2
Texas:

0.1

    Preschool children receiving only one out-of-school suspension

  • Hispanic4
  • Black2
  • White2
  • IDEA2
Preschool children receiving only one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    Preschool children receiving more than one out-of-school suspension

  • Black7
  • White4
  • LEP2
  • IDEA4
Preschool children receiving more than one out-of-school suspension: 11 (male: 7, female: 4)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students without disabilities): 38

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

31.3
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic16
  • Asian2
  • Native Hawaiian2
  • Black34
  • White25
  • Multirace10
  • LEP5
Students without disabilities receiving one or more in-school suspension: 89 (male: 70, female: 19)
  • Hispanic: 16 (male: 14, female: 2)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 34 (male: 26, female: 8)
  • White: 25 (male: 20, female: 5)
  • Two or More Races: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Black7
  • White2
  • Multirace2
Students without disabilities receiving only one out-of-school suspension: 13 (male: 11, female: 2)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • Black5
  • White2
  • Multirace2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 11 (all male)
  • Hispanic: 2
  • Black: 5
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 12

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

9.9
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 3

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

2.5
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic4
  • Black4
  • White2
  • LEP2
  • 5048
Students with disabilities receiving one or more in-school suspension: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 8 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all female)
  • Hispanic: 2
  • Black: 2
  • Section 504: 2

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