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Holliday Elementary School in Holliday, 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 85
Address
 751 COLLEGE AVE
Holliday, TX 76366
Telephone
(940) 586-1986
(make sure to verify first before calling)
Website
http://www.hollidayisd.net
City-data.com school rating
85
Students
430
Classroom Teachers (FTE)
29.4
Free lunch eligible students
112
Reduced-price lunch
eligible students
16
School district
HOLLIDAY 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:
HOLLIDAY MIDDLE (0.0 miles):

91
BRADFORD EL (9.3 miles):

86
Holliday Elementary School:

85
HOLLIDAY H S (0.0 miles):

82
WEST FOUNDATION EL (8.0 miles):

82
FOWLER EL (7.5 miles):

78
JEFFERSON EL (8.1 miles):

72
RIDER H S (7.8 miles):

70
MCNIEL MIDDLE (6.9 miles):

62
Holliday Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Archer County:

82
Holliday:

86
Holliday Elementary School:

85

Students & Teachers


Total enrollment:
Enrollment in 2016: 430
Enrollment in 2015: 424
Enrollment in 2014: 401
Enrollment in 2013: 398
Enrollment in 2012: 389
Enrollment in 2011: 405
Enrollment in 2010: 409
Enrollment in 2009: 400
Enrollment in 2008: 383
Enrollment in 2007: 371
Enrollment in 2006: 357
Enrollment in 2005: 396
Enrollment in 2004: 370
Enrollment in 2003: 369
Enrollment in 2002: 384
Enrollment in 2001: 395
Enrollment in 2000: 427
Enrollment in 1999: 412

Holliday Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students9706970647276430
Female students5334333332834209
Male students4372637314442221
American Indian/Alaska Native students - - 1 - - 1 - 2
Asian students - - - - 1 - - 1
Hispanic students268374434
White students7635866546470382
Two or More Races students - 12123211

Enrollment by grade:
Pre-Kindergarten enrollment: 9
Kindergarten enrollment: 70
1st grade enrollment: 69
2nd grade enrollment: 70
3rd grade enrollment: 64
4th grade enrollment: 72
5th grade enrollment: 76

Holliday Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 209 (48.6%)
Here:

48.6%
Texas:

49.0%
Male enrollment: 221 (51.4%)
Here:

51.4%
State:

50.1%

Holliday Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.5%)
Holliday Elementary School:

0.5%
State:

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

0.2%
State:

3.1%
Hispanic enrollment: 34 (7.9%)
Holliday Elementary School:

7.9%
Texas:

46.9%
White enrollment: 382 (88.8%)
Holliday Elementary School:

88.8%
State:

32.3%
Two or More Races enrollment: 11 (2.6%)
School:

2.6%
State:

2.1%

Holliday Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 128 (29.8%)
Holliday Elementary School:

29.8%
Texas:

61.6%
Free lunch eligible students: 112 (26.0%)
Here:

26.0%
Texas:

55.4%
Reduced-price lunch eligible students: 16 (3.7%)
Holliday Elementary School:

3.7%
State:

6.2%

Holliday Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 29.4

Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE nurses: 0.3

Student/Teacher Ratio
Holliday Elementary School:

14.6
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,407,276
  • Full-time Equivalency Count of Teachers: 26.5 (Salary Expenditures: $1,162,604)
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $102,522)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $45,540)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $96,610)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $53,207
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,641,849
  • Salary Expenditures for Teachers: $1,311,517
  • Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $188,182)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $45,540)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $96,610)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $53,233

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, 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: 33 (male: 20, female: 13)
  • White: 29 (male: 16, female: 13)
  • Two or More Races: 4 (all male)
Students with disabilities served under Section 504: 31 (male: 21, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 25 (male: 17, female: 8)
  • Two or More Races: 2 (all male)

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: 10 (male: 8, female: 2)
  • White: 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of Kindergarten students retained
Holliday Elementary School:

14.3%
Texas:

5.2%
Total number of students retained in 2nd grade: 2 (all female)
  • White: 2

Percent of 2nd grade students retained
Holliday Elementary School:

2.9%
State:

4.8%

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: 21 (male: 10, female: 11)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 2 (all male)

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

48.8
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)

  • All1,454
  • Males1,458
  • Females1,453
  • Hispanic1,408
  • White1,461
Math Average Scale Score:

1,454
Texas:

1,453
Math students tested: 79
Math # Answer Documents Submitted: 79

Math Avg Items Correct:
  • Reporting Category 1: 5.5 (68%)
  • Reporting Category 2: 8.5 (66%)
  • Reporting Category 3: 4.2 (60%)
  • Reporting Category 4: 2.7 (69%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 18%

24%
35%
23%
18%
Males: (Average Scale Score: 1,458, Tested: 28, Did Not Meet Grade Level Performance: 21%, Approaches: 47%, Meets: 11%, Masters: 21%)
21%
47%
11%
21%
Females: (Average Scale Score: 1,453, Tested: 51, Did Not Meet Grade Level Performance: 25%, Approaches: 30%, Meets: 29%, Masters: 16%)
25%
30%
29%
16%
Hispanic: (Average Scale Score: 1,408, Tested: 10, Did Not Meet Grade Level Performance: 40%, Approaches: 30%, Meets: 30%, Masters: 0%)
40%
30%
30%
White: (Average Scale Score: 1,461, Tested: 67, Did Not Meet Grade Level Performance: 21%, Approaches: 37%, Meets: 23%, Masters: 19%)
21%
37%
23%
19%

    Reading Average Scale Score
    (3rd Grade)

  • All1,455
  • Males1,444
  • Females1,460
  • Hispanic1,393
  • White1,464
Reading Average Scale Score:

1,455
State:

1,423
Reading students tested: 79
Reading # Answer Documents Submitted: 79

Reading Avg Items Correct:
  • Reporting Category 1: 4.3 (87%)
  • Reporting Category 2: 10.1 (67%)
  • Reporting Category 3: 9.2 (66%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 19%

14%
45%
22%
19%
Males: (Average Scale Score: 1,444, Tested: 28, Did Not Meet Grade Level Performance: 18%, Approaches: 43%, Meets: 18%, Masters: 21%)
18%
43%
18%
21%
Females: (Average Scale Score: 1,460, Tested: 51, Did Not Meet Grade Level Performance: 12%, Approaches: 47%, Meets: 23%, Masters: 18%)
12%
47%
23%
18%
Hispanic: (Average Scale Score: 1,393, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%
White: (Average Scale Score: 1,464, Tested: 67, Did Not Meet Grade Level Performance: 12%, Approaches: 45%, Meets: 22%, Masters: 21%)
12%
45%
22%
21%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,580
  • Males1,593
  • Females1,560
  • Hispanic1,506
  • White1,584
Math Average Scale Score:

1,580
Texas:

1,546
Math students tested: 81
Math # Answer Documents Submitted: 81

Math Avg Items Correct:
  • Reporting Category 1: 6.3 (70%)
  • Reporting Category 2: 7.4 (67%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 3 (76%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 32%

19%
27%
22%
32%
Males: (Average Scale Score: 1,593, Tested: 48, Did Not Meet Grade Level Performance: 13%, Approaches: 30%, Meets: 23%, Masters: 35%)
13%
30%
23%
35%
Females: (Average Scale Score: 1,560, Tested: 33, Did Not Meet Grade Level Performance: 27%, Approaches: 25%, Meets: 21%, Masters: 27%)
27%
25%
21%
27%
Hispanic: (Average Scale Score: 1,506, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%
White: (Average Scale Score: 1,584, Tested: 76, Did Not Meet Grade Level Performance: 18%, Approaches: 25%, Meets: 23%, Masters: 34%)
18%
25%
23%
34%

    Reading Average Scale Score
    (4th Grade)

  • All1,533
  • Males1,543
  • Females1,520
  • Hispanic1,414
  • White1,541
Reading Average Scale Score:

1,533
State:

1,496
Reading students tested: 81
Reading # Answer Documents Submitted: 81

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (72%)
  • Reporting Category 2: 10.3 (69%)
  • Reporting Category 3: 9 (69%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 22%

20%
29%
29%
22%
Males: (Average Scale Score: 1,543, Tested: 48, Did Not Meet Grade Level Performance: 17%, Approaches: 31%, Meets: 29%, Masters: 23%)
17%
31%
29%
23%
Females: (Average Scale Score: 1,520, Tested: 33, Did Not Meet Grade Level Performance: 24%, Approaches: 28%, Meets: 27%, Masters: 21%)
24%
28%
27%
21%
Hispanic: (Average Scale Score: 1,414, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 40%, Meets: 0%, Masters: 0%)
60%
40%
White: (Average Scale Score: 1,541, Tested: 76, Did Not Meet Grade Level Performance: 17%, Approaches: 29%, Meets: 30%, Masters: 24%)
17%
29%
30%
24%

    Writing Average Scale Score
    (4th Grade)

  • All3,882
  • Males3,878
  • Females3,887
  • Hispanic3,283
  • White3,921
Writing Average Scale Score:

3,882
Texas:

3,570
Writing students tested: 81
Writing # Answer Documents Submitted: 81

Writing Avg Items Correct:
  • Reporting Category 1: 4.3 (53%)
  • Reporting Category 2: 4.6 (58%)
  • Reporting Category 3: 11.5 (72%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 42%
Masters Grade Level Performance: 11%

25%
22%
42%
11%
Males: (Average Scale Score: 3,878, Tested: 48, Did Not Meet Grade Level Performance: 25%, Approaches: 23%, Meets: 39%, Masters: 13%)
25%
23%
39%
13%
Females: (Average Scale Score: 3,887, Tested: 33, Did Not Meet Grade Level Performance: 24%, Approaches: 21%, Meets: 46%, Masters: 9%)
24%
21%
46%
9%
Hispanic: (Average Scale Score: 3,283, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 40%, Meets: 0%, Masters: 0%)
60%
40%
White: (Average Scale Score: 3,921, Tested: 76, Did Not Meet Grade Level Performance: 22%, Approaches: 21%, Meets: 45%, Masters: 12%)
22%
21%
45%
12%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,704
  • Males1,695
  • Females1,712
  • Hispanic1,672
  • White1,716
Math Average Scale Score:

1,704
Texas:

1,603
Math students tested: 68
Math # Answer Documents Submitted: 68

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (74%)
  • Reporting Category 2: 13.2 (77%)
  • Reporting Category 3: 7.1 (79%)
  • Reporting Category 4: 3 (75%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 49%

9%
15%
27%
49%
Males: (Average Scale Score: 1,695, Tested: 34, Did Not Meet Grade Level Performance: 12%, Approaches: 12%, Meets: 26%, Masters: 50%)
12%
12%
26%
50%
Females: (Average Scale Score: 1,712, Tested: 34, Did Not Meet Grade Level Performance: 6%, Approaches: 18%, Meets: 29%, Masters: 47%)
6%
18%
29%
47%
Hispanic: (Average Scale Score: 1,672, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 0%, Masters: 63%)
13%
25%
63%
White: (Average Scale Score: 1,716, Tested: 56, Did Not Meet Grade Level Performance: 5%, Approaches: 15%, Meets: 32%, Masters: 48%)
5%
15%
32%
48%

    Reading Average Scale Score
    (5th Grade)

  • All1,600
  • Males1,592
  • Females1,609
  • Hispanic1,604
  • White1,608
Reading Average Scale Score:

1,600
Texas:

1,546
Reading students tested: 68
Reading # Answer Documents Submitted: 68

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (77%)
  • Reporting Category 2: 11.9 (74%)
  • Reporting Category 3: 9.9 (71%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 32%

15%
19%
34%
32%
Males: (Average Scale Score: 1,592, Tested: 34, Did Not Meet Grade Level Performance: 18%, Approaches: 14%, Meets: 36%, Masters: 32%)
18%
14%
36%
32%
Females: (Average Scale Score: 1,609, Tested: 34, Did Not Meet Grade Level Performance: 12%, Approaches: 23%, Meets: 33%, Masters: 32%)
12%
23%
33%
32%
Hispanic: (Average Scale Score: 1,604, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 25%, Masters: 38%)
13%
25%
25%
38%
White: (Average Scale Score: 1,608, Tested: 56, Did Not Meet Grade Level Performance: 13%, Approaches: 18%, Meets: 38%, Masters: 32%)
13%
18%
38%
32%

    Science Average Scale Score
    (5th Grade)

  • All3,795
  • Males3,824
  • Females3,766
  • Hispanic3,651
  • White3,828
Science Average Scale Score:

3,795
Texas:

3,771
Science students tested: 68
Science # Answer Documents Submitted: 68

Science Avg Items Correct:
  • Reporting Category 1: 4.2 (71%)
  • Reporting Category 2: 6 (75%)
  • Reporting Category 3: 6.1 (61%)
  • Reporting Category 4: 8.1 (67%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 7%

22%
41%
30%
7%
Males: (Average Scale Score: 3,824, Tested: 34, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 44%, Masters: 3%)
21%
32%
44%
3%
Females: (Average Scale Score: 3,766, Tested: 34, Did Not Meet Grade Level Performance: 24%, Approaches: 50%, Meets: 14%, Masters: 12%)
24%
50%
14%
12%
Hispanic: (Average Scale Score: 3,651, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 25%, Meets: 38%, Masters: 0%)
38%
25%
38%
White: (Average Scale Score: 3,828, Tested: 56, Did Not Meet Grade Level Performance: 18%, Approaches: 46%, Meets: 27%, Masters: 9%)
18%
46%
27%
9%

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): 3
Students without disabilities who received corporal punishment: 2 (all male)
  • White: 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

  • Hispanic2
  • White13
  • Multirace4
  • IDEA4
  • 5044
Chronic Student Absenteeism: 19 (male: 7, female: 12)
  • Hispanic: 2 (all female)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

44.2
State:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
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.
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • White2
  • Multirace2
  • 5045
Students with disabilities receiving one or more in-school suspension: 6 (all male)
  • Hispanic: 2
  • White: 2
  • Two or More Races: 2
  • Section 504: 5

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 with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
Here:

4.7
State:

5.9

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