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Haynes Elementary School in Pecos, TX
(04-05 • 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 38
Address
 800 E 11TH ST
Pecos, TX 79772
Telephone
(432) 447-7497
(make sure to verify first before calling)
Website
http://pbtisd.esc18.net
City-data.com school rating
38
Students
347
Classroom Teachers (FTE)
26.4
Free lunch eligible students
217
Reduced-price lunch
eligible students
50
School district
PECOS-BARSTOW-TOYAH 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:
CROCKETT MIDDLE (1.6 miles):

40
Haynes Elementary School:

38
AUSTIN EL (1.7 miles):

30
PECOS H S (1.2 miles):

26
Haynes Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Reeves County:

35
Pecos:

34
Haynes Elementary School:

38

Students & Teachers


Total enrollment:
Enrollment in 2016: 347
Enrollment in 2015: 337
Enrollment in 2014: 358
Enrollment in 2013: 355
Enrollment in 2012: 328
Enrollment in 2011: 311
Enrollment in 2010: 332
Enrollment in 2009: 336
Enrollment in 2008: 305
Enrollment in 2007: 474
Enrollment in 2006: 496
Enrollment in 2005: 528
Enrollment in 2004: 538
Enrollment in 2003: 380
Enrollment in 2002: 372
Enrollment in 2001: 402
Enrollment in 2000: 437
Enrollment in 1999: 432

Haynes Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG04G05Total
All students183164347
Female students9483177
Male students8981170
Asian students347
Hispanic students166148314
Black students - 22
White students141024

Enrollment by grade:
4th grade enrollment: 183
5th grade enrollment: 164

Haynes Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 177 (51.0%)
Here:

51.0%
State:

49.0%
Male enrollment: 170 (49.0%)
Haynes Elementary School:

49.0%
State:

50.1%

Haynes Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 7 (2.0%)
Haynes Elementary School:

2.0%
State:

3.1%
Hispanic enrollment: 314 (90.5%)
Haynes Elementary School:

90.5%
State:

46.9%
Black enrollment: 2 (0.6%)
Haynes Elementary School:

0.6%
State:

11.6%
White enrollment: 24 (6.9%)
Haynes Elementary School:

6.9%
State:

32.3%

Haynes Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 267 (76.9%)
Haynes Elementary School:

76.9%
State:

61.6%
Free lunch eligible students: 217 (62.5%)
Haynes Elementary School:

62.5%
State:

55.4%
Reduced-price lunch eligible students: 50 (14.4%)
School:

14.4%
State:

6.2%

Haynes Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 26.4

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE nurses: 0.8

Student/Teacher Ratio
Here:

13.1
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: $2,612,523
  • Full-time Equivalency Count of Teachers: 26.4 (Salary Expenditures: $1,744,416)
  • Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $286,916)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $180,552)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $240,447

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 40 (male: 17, female: 23)
  • Hispanic: 40 (male: 17, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 42 (male: 23, female: 19)
  • Hispanic: 38 (male: 19, female: 19)
  • White: 4 (all male)
Students with disabilities served under Section 504: 2 (all male)
  • Hispanic: 2

Retention:
Show data for

(State average from 1,996 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 4th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Percent of 4th grade students retained
Here:

2.2%
Texas:

3.6%
Total number of students retained in 5th grade: 2 (all male)
  • Hispanic: 2

Percent of 5th grade students retained
Haynes Elementary School:

1.2%
State:

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

  • Hispanic16
  • Asian2
  • White7
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 25 (male: 12, female: 13)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

72.0
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,519 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.
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,475
  • Males1,474
  • Females1,476
  • Hispanic1,471
  • White1,494
Math Average Scale Score:

1,475
State:

1,546
Math students tested: 239
Math # Answer Documents Submitted: 239

Math Avg Items Correct:
  • Reporting Category 1: 4.9 (54%)
  • Reporting Category 2: 5.7 (52%)
  • Reporting Category 3: 4.8 (48%)
  • Reporting Category 4: 2.2 (54%)

Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 8%

49%
30%
13%
8%
Males: (Average Scale Score: 1,474, Tested: 122, Did Not Meet Grade Level Performance: 47%, Approaches: 34%, Meets: 12%, Masters: 7%)
47%
34%
12%
7%
Females: (Average Scale Score: 1,476, Tested: 117, Did Not Meet Grade Level Performance: 51%, Approaches: 25%, Meets: 15%, Masters: 9%)
51%
25%
15%
9%
Hispanic: (Average Scale Score: 1,471, Tested: 222, Did Not Meet Grade Level Performance: 48%, Approaches: 32%, Meets: 13%, Masters: 7%)
48%
32%
13%
7%
White: (Average Scale Score: 1,494, Tested: 14, Did Not Meet Grade Level Performance: 64%, Approaches: 0%, Meets: 15%, Masters: 21%)
64%
15%
21%

    Reading Average Scale Score
    (4th Grade)

  • All1,446
  • Males1,447
  • Females1,446
  • Hispanic1,443
  • White1,474
Reading Average Scale Score:

1,446
Texas:

1,496
Reading students tested: 238
Reading # Answer Documents Submitted: 238

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (59%)
  • Reporting Category 2: 8.1 (54%)
  • Reporting Category 3: 7.2 (55%)

Did Not Meet Grade Level Performance: 52%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 11%

52%
24%
13%
11%
Males: (Average Scale Score: 1,447, Tested: 122, Did Not Meet Grade Level Performance: 52%, Approaches: 26%, Meets: 12%, Masters: 10%)
52%
26%
12%
10%
Females: (Average Scale Score: 1,446, Tested: 116, Did Not Meet Grade Level Performance: 51%, Approaches: 23%, Meets: 15%, Masters: 11%)
51%
23%
15%
11%
Hispanic: (Average Scale Score: 1,443, Tested: 221, Did Not Meet Grade Level Performance: 52%, Approaches: 25%, Meets: 13%, Masters: 10%)
52%
25%
13%
10%
White: (Average Scale Score: 1,474, Tested: 14, Did Not Meet Grade Level Performance: 50%, Approaches: 14%, Meets: 22%, Masters: 14%)
50%
14%
22%
14%

    Writing Average Scale Score
    (4th Grade)

  • All3,499
  • Males3,421
  • Females3,581
  • Hispanic3,486
  • White3,587
Writing Average Scale Score:

3,499
State:

3,570
Writing students tested: 239
Writing # Answer Documents Submitted: 239

Writing Avg Items Correct:
  • Reporting Category 1: 3.2 (40%)
  • Reporting Category 2: 3.6 (45%)
  • Reporting Category 3: 9.7 (60%)

Did Not Meet Grade Level Performance: 58%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 4%

58%
20%
18%
4%
Males: (Average Scale Score: 3,421, Tested: 123, Did Not Meet Grade Level Performance: 59%, Approaches: 24%, Meets: 16%, Masters: 1%)
59%
24%
16%
1%
Females: (Average Scale Score: 3,581, Tested: 116, Did Not Meet Grade Level Performance: 57%, Approaches: 15%, Meets: 20%, Masters: 8%)
57%
15%
20%
8%
Hispanic: (Average Scale Score: 3,486, Tested: 222, Did Not Meet Grade Level Performance: 59%, Approaches: 20%, Meets: 18%, Masters: 3%)
59%
20%
18%
3%
White: (Average Scale Score: 3,587, Tested: 14, Did Not Meet Grade Level Performance: 50%, Approaches: 21%, Meets: 15%, Masters: 14%)
50%
21%
15%
14%
4th Grade (Spanish)
Math Average Scale Score:

1,330
State:

381
Math students tested: 6
Math # Answer Documents Submitted: 6

Math Avg Items Correct:
  • Reporting Category 1: 2.7 (30%)
  • Reporting Category 2: 2.8 (26%)
  • Reporting Category 3: 2.8 (28%)
  • Reporting Category 4: 0.5 (13%)

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

100%
Hispanic: (Average Scale Score: 1,346, Tested: 5, Did Not Meet Grade Level Performance: 100%, Approaches: 0%, Meets: 0%, Masters: 0%)
100%
Reading Average Scale Score:

1,206
Texas:

815
Reading students tested: 7
Reading # Answer Documents Submitted: 7

Reading Avg Items Correct:
  • Reporting Category 1: 1.7 (21%)
  • Reporting Category 2: 3.7 (25%)
  • Reporting Category 3: 2.6 (20%)

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

100%
Hispanic: (Average Scale Score: 1,214, Tested: 6, Did Not Meet Grade Level Performance: 100%, Approaches: 0%, Meets: 0%, Masters: 0%)
100%
Writing Average Scale Score:

2,929
State:

2,017
Writing students tested: 7
Writing # Answer Documents Submitted: 7

Writing Avg Items Correct:
  • Reporting Category 1: 1.9 (23%)
  • Reporting Category 2: 3 (38%)
  • Reporting Category 3: 6.3 (39%)

Did Not Meet Grade Level Performance: 86%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 0%

86%
14%
Hispanic: (Average Scale Score: 2,973, Tested: 6, Did Not Meet Grade Level Performance: 83%, Approaches: 17%, Meets: 0%, Masters: 0%)
83%
17%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,605
  • Males1,582
  • Females1,628
  • Hispanic1,600
  • White1,636
Math Average Scale Score:

1,605
State:

1,603
Math students tested: 216
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 217

Math Avg Items Correct:
  • Reporting Category 1: 3.8 (64%)
  • Reporting Category 2: 11.1 (65%)
  • Reporting Category 3: 5.9 (66%)
  • Reporting Category 4: 2.2 (55%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 22%

19%
38%
21%
22%
Males: (Average Scale Score: 1,582, Tested: 109, Did Not Meet Grade Level Performance: 21%, Approaches: 43%, Meets: 19%, Masters: 17%)
21%
43%
19%
17%
Females: (Average Scale Score: 1,628, Tested: 107, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 22%, Masters: 28%)
17%
33%
22%
28%
Hispanic: (Average Scale Score: 1,600, Tested: 203, Did Not Meet Grade Level Performance: 19%, Approaches: 39%, Meets: 21%, Masters: 21%)
19%
39%
21%
21%
White: (Average Scale Score: 1,636, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 18%, Masters: 27%)
27%
28%
18%
27%

    Reading Average Scale Score
    (5th Grade)

  • All1,532
  • Males1,496
  • Females1,569
  • Hispanic1,528
  • White1,570
Reading Average Scale Score:

1,532
Texas:

1,546
Reading students tested: 216
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 217

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 10.4 (65%)
  • Reporting Category 3: 8.4 (60%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 18%

34%
28%
20%
18%
Males: (Average Scale Score: 1,496, Tested: 109, Did Not Meet Grade Level Performance: 46%, Approaches: 29%, Meets: 12%, Masters: 13%)
46%
29%
12%
13%
Females: (Average Scale Score: 1,569, Tested: 107, Did Not Meet Grade Level Performance: 22%, Approaches: 26%, Meets: 30%, Masters: 22%)
22%
26%
30%
22%
Hispanic: (Average Scale Score: 1,528, Tested: 203, Did Not Meet Grade Level Performance: 34%, Approaches: 29%, Meets: 21%, Masters: 16%)
34%
29%
21%
16%
White: (Average Scale Score: 1,570, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 19%, Meets: 18%, Masters: 27%)
36%
19%
18%
27%

    Science Average Scale Score
    (5th Grade)

  • All3,799
  • Males3,761
  • Females3,836
  • Hispanic3,780
  • White3,965
Science Average Scale Score:

3,799
Texas:

3,771
Science students tested: 216
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 217

Science Avg Items Correct:
  • Reporting Category 1: 4 (66%)
  • Reporting Category 2: 5.7 (71%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 8.4 (70%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 9%

26%
40%
25%
9%
Males: (Average Scale Score: 3,761, Tested: 108, Did Not Meet Grade Level Performance: 31%, Approaches: 38%, Meets: 25%, Masters: 6%)
31%
38%
25%
6%
Females: (Average Scale Score: 3,836, Tested: 108, Did Not Meet Grade Level Performance: 21%, Approaches: 42%, Meets: 25%, Masters: 12%)
21%
42%
25%
12%
Hispanic: (Average Scale Score: 3,780, Tested: 203, Did Not Meet Grade Level Performance: 27%, Approaches: 40%, Meets: 25%, Masters: 8%)
27%
40%
25%
8%
White: (Average Scale Score: 3,965, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 40%, Meets: 30%, Masters: 20%)
10%
40%
30%
20%
5th Grade (Spanish)
Math students tested: 4
Math # Answer Documents Submitted: 4

Reading students tested: 4
Reading # Answer Documents Submitted: 4

Science students tested: 4
Science # Answer Documents Submitted: 4

Health & Safety


Corporal Punishment:
Show data for
This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 5
Students without disabilities who received corporal punishment: 7 (all male)
  • Hispanic: 5
  • White: 2
  • Limited English Proficiency (LEP): 2
Instances of corporal punishment (Students with disabilities): 5
Students with disabilities who received corporal punishment: 2 (all male)
  • Hispanic: 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

  • Hispanic13
  • White4
  • LEP4
  • IDEA4
Chronic Student Absenteeism: 17 (male: 10, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

49.0
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: 4 (all male)
  • Hispanic: 3
  • White: 1
  • Individuals With Disabilities Education Act (IDEA): 1
Instances of out-of-school suspension (Students without disabilities): 4

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

11.5
State:

102.7
Students without disabilities receiving one or more in-school suspension: 27 (male: 25, female: 2)
  • Hispanic: 25 (male: 23, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 1

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

2.9
State:

27.5
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Section 504: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

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